Posts Tagged ‘lifelong learning’
July 18 - Help Students Develop Lifelong Learning Skills with Web 2.0 Tools
By: Mary Bart in Teaching and Learning
A University of Colorado at Denver student in Joni Dunlap’s learning design course has a question about embedding music into a slideshow presentation for an assignment he was working on. He tweets about it and immediately hears back from people in the community of practice who offer resources that help him quickly complete the task.
November 5 - Lifelong Learning: Discovering and Developing Your Teaching Skills
By: Maryellen Weimer, PhD in Faculty Development
“Self-knowledge is the beginning of all knowledge,” writes C. Roland Christensen, one of the true masters of discussion teaching. He is referring to his development as a teacher—how he arrived at the techniques that made him so effective. Most teacher accounts of growth are not as instructive and insightful as this one. Best of all, the approach he used to develop his discussion leadership skills is one that can be used to develop many teaching skills.
September 27 - Deciding What Your Students Must Learn
By: Mary Bart in Effective Teaching Strategies
You were hired because of your deep subject matter expertise; knowledge you want to share with your students. The problem is, the number of hours in a typical semester hasn’t changed, but the amount of information in your discipline continues to grow…and it’s all critical. Or is it?
August 19 - The Three Big Questions Faculty Need to Ask
By: Mary Bart in Curriculum Development
The growth of knowledge within your discipline is what makes being a professor so exciting, but it also presents new challenges–particularly when it comes to teaching. Because the time allotted for each course remains constant and the content that could be included in any course continues to grow, you may find it difficult to try to cram all this information into a course.
November 12 - Problem-Based Learning: Benefits and Risks
By: Maryellen Weimer, PhD in Effective Teaching Strategies
Problem-based learning, the instructional approach in which carefully constructed, open-ended problems are used by groups of students to work through content to a solution, has gained a foothold in many quarters of higher education.
