Posts Tagged ‘deep learning’
April 17 - Helping Students Discuss Technical Content
By: Maryellen Weimer, PhD in Teaching Professor Blog
“What did you think about the reading?” can serve as an acceptable discussion prompt if your class is reading a novel, but a question like that doesn’t generate much response when the assigned chapter is in an engineering mechanics book or a principles of accounting text. For those who teach “technical content” — and by that I mean material with “right” answers and preferred ways of doing things, like problems with specific solutions or checklists of procedures — it can be doubly difficult to get students talking.
March 26 - How Can I Promote Deep Learning through Critical Reflection?
By: Mary Bart in 20 Minute Mentor, Student Engagement
Students should be receiving information, reflecting on it, questioning it, testing it, applying it … really understanding it. Learning deeply, in other words. Learn how to design critical-reflection exercises that achieve desired learning outcomes.
March 5 - Test Review Sessions: A Better Design
By: Maryellen Weimer, PhD in Effective Teaching Strategies
Terence Favero begins where many teachers are with respect to review sessions. Students request them. Teachers don’t like to give up class time to essentially go over material they’ve already covered. It’s difficult to find a time that works for everyone—students don’t want to come in early, and professors don’t want to review at bedtime. Then there’s the issue of who shows up for the review session. Usually, it’s not the students who most need to be there. And finally, there’s how review sessions are generally structured. Students ask questions, which the professor answers, while the students take notes. Favero notes, “Rarely does this approach lead to deep learning or prepare students for an exam.” (p. 247)
November 19 - Deep Learning vs. Surface Learning: Getting Students to Understand the Difference
By: Maryellen Weimer, PhD in Teaching Professor Blog
Sometimes our understanding of deep learning isn’t all that deep. Typically, it’s defined by what it is not. It’s not memorizing only to forget and it’s not reciting or regurgitating what really isn’t understood and can’t be applied. The essence of deep learning is understanding—true knowing. That’s a good start but it doesn’t do much to help students see the difference between deep and surface learning or to help persuade them that one is preferable to the other.
October 31 - Generate Deeper Learning through Digital Storytelling
By: Mary Bart in Online Seminars
Digital storytelling is a powerful learning experience for students. This seminar uses examples to demonstrate the essential elements of teaching digital storytelling and how it can be applied to different fields. Your presenter will show you the steps for developing and implementing a digital storytelling lesson plan, as well as how to assess the outcomes of student storytelling.
May 26 - Deep and Surface Learning: Revisiting What Educational Research Tells Us
By: Maryellen Weimer, PhD in Teaching Professor Blog
Deep and surface learning are terms familiar to most faculty. What is known by most is that these terms describe two different approaches to learning. Beyond that, most faculty knowledge is sketchy, although there has been quite a bit of educational research on the topic. I’ve been reviewing this seminal research—it is interesting and worth a revisit so that we might “deepen” our knowledge of what’s involved.
May 11 - Critical Reflection Adds Depth and Breadth to Student Learning
By: Mary Bart in Instructional Design, Teaching and Learning
More and more colleges and universities are developing general education curricula that include courses involving critical reflection, including how the various disciplines address some of the big questions facing today’s society. But be warned, critical reflection is not for the faint of heart.
March 4 - How to Deepen Learning through Critical Reflection
By: Mary Bart in Online Seminars
Critical reflection provides one of the best ways to transform rudimentary assignments intro truly transformational learning opportunities. This seminar will outline the steps involved in designing critical reflection course components and explain how these strategies can lead to the achievement of desired learning outcomes.
August 30 - Technology Hasn’t Helped Students’ Study Skills, Research Finds
By: Steve Smith in Teaching and Learning
In the space of one generation, college students have gone from studying with highlighters and wire notebooks to laptops, netbooks and, now, iPads.
But despite the prevalence of technology on campuses, a new study indicates that computers alone can’t keep students from falling into their same weak study habits from their ink-and-paper days.
November 5 - Learning Communities: Key Elements for Sustainability
By: Barbara Leigh Smith in Learning Communities
Tuesday’s post discussed the goals and core practices of effective learning communities. Today we outline elements of sustainable learning communities as well as some of the challenges of learning community development.
