students at blackboard February 3

Attacking Problems as a Novice Learner

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My wiper blades needed to be replaced. I hate these kinds of tasks; they make me feel completely inadequate. But I was doing a lot of reading about learning, and I was looking for concrete examples in my own life to help me better understand the theory and practice of learning. Knowledge transfer, constructivism, scaffolding, and making thinking visible were all pretty new ideas to me.

So, I approached the task as a learning opportunity. I gave myself every advantage—no rain, moderate temps, a Saturday morning with no commitments. I prepared deliberately—a full stomach, empty bladder, and the entire toolbox next to the car. But my resolve was shaken with the very first task. Packaging these days requires the jaws of life. After struggling with the pliers and breaking a fingernail, I went inside for the heavy-duty scissors and was once again ready to get started.

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students working in groups July 6, 2015

How a Course Map Puts You on Track for Better Learning Outcomes

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For both new and veteran faculty, inheriting a syllabus to teach from is like being blindfolded on a long journey and being told, “Don’t worry, you’ll know it when we get there.” There’s a lot of trust required in order to follow someone else’s map. There are road hazards the mapmaker may not be aware of; there may be alternate routes that might get you there more directly; and it may even be prudent to choose another mode of transportation to get there.


March 6, 2014

Show the Learner Visible Signs of Their Learning

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One of the strengths of gamification is that it provides visible milestones of the student’s mastery of content in real time (when it is well designed). Too often in an instructional setting, the learner doesn’t know whether or not he or she really understands or can apply the knowledge they are learning. There is often no visible sign of mastery of the content or application of the content.


October 15, 2012

Scaffolding Student Learning: Tips for Getting Started

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Many of us who teach in higher education do not have a teaching background, nor do we have experience in curriculum development. We know our content areas and are experts in our fields, but structuring learning experiences for students may or may not be our strong suit. We’ve written a syllabus (or were handed one to use) and have developed some pretty impressive assessments, projects, and papers in order to evaluate our students’ progress through the content. Sometimes we discover that students either don’t perform well on the learning experiences we’ve designed or they experience a great deal of frustration with what they consider high stakes assignments. Vygotsky’s zone of proximal development (Vygotsky, 1978) proposes that it’s important to determine the area (zone) between what a student can accomplish unaided and what that same student can accomplish with assistance.