Whereas the effects of instruction are generally understood to be determined by measuring learners’ ability to answer questions in a testing situation after the instruction has concluded, the outcomes of authentic learning (Herrington, Reeves, Oliver, 2014) are generally understood to be demonstrated in products and performances. Artifacts of those products and performances (along with learners’ Read More
Category: Teaching & Learning
Autonomy and Innovation
Many teachers have deep personal and emotional commitment to their own education and the practices that marked their entry into the profession and their own teaching. Their understanding of purpose is grounded in these experiences, so teachers who have autonomy may reject the vision and purpose and pathways to change even if they are clearly Read More
Assessment in Education
I am not a fan of the current fixation of educators on assessment. My criticism is based on a couple of points. First, we are so caught up in the work of assessing (work which includes differentiating formative and summative which is a meaningless differentiation) we are reducing our capacity to provide meaningful feedback and Read More
Pedagogic Hegemony
Hegemony is an interesting word. It describes the dominance of one idea (or culture or social group) over another. Users typically adopt a critical tone when using the word; hegemony is established and maintained by imposition. Pedagogy is also an interesting word. It captures the actions taken by a teacher in a classroom, as well Read More
Training versus Education
Many come to education because they have been successful trainers in their field of work. Individuals who assume this role in business and industry are often motivated to share their expertise and experience, and access to these leaders who are instructors is one advantage that community college students enjoy. It is important for instructors to Read More
Affordances of Educational Technology
Computers, networks, and mobile devices are deeply embedded in classrooms. Even if we avoid their use in formal lessons, students are going to arrive with the devices in their bags and pockets, and they will use them for research, calculation, writing, and other information tasks. It seems reasonable to expect all instructors to teach, model, Read More
Typology of Adult Learning
Much of the research on cognition and learning focuses attention on understanding k-12 populations (those who are aged approximately five years through 18 years). The authors of How People Learn 2 do recognize the increasing expectation that older individuals learn as part of their work. Further, they recognize the increasing interest among older populations in Read More
Seven Principles of Good Instruction
Arthur Chickering and Stephen Ehrman (1996) concluded that while ICT-rich learning cannot occur by either technologists or educators working in isolation, the technology selected and used in learning environments can promote seven principles of good practice. Technology can encourage contact between educators and students encourage reciprocity and cooperation among students facilitate active learning and performance Read More
Managing Extraneous Cognitive Load
In authentic learner tasks, the cognitive load of the activities will likely be greater than the cognitive load in highly controlled instructional settings. By preserving the context in which the problems exist in the real world, educators increase the opportunities for intrinsic and germane cognitive load, but also the potential for extraneous cognitive load. There Read More
Effects of IT on Teachers and Learners: Speed and Innovation
Related to the digital generations’ interest in and desire to customize technologies is the rate at which the digital generations adopt new technologies. Members of these generations are willing to buy new devices as soon as they arrive on the market and they are enthusiastic consumers of innovative new devices. They both become users of Read More