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.
“Efficient and effective learning starts with a proper mindset,” Stephen Chew writes in his short, readable, and very useful chapter, “Helping Students to Get the Most Out of Studying.” Chew continues, pointing out what most of us know firsthand, students harbor some fairly serious misconceptions that undermine their efforts to learn. He identifies four of them.
My colleague Chuck Walker, a psychology professor at St. Bonaventure University (NY), shared a collection of instructional strategies that illustrate how the principles of positive psychology might be applied in the classroom. (For examples see: http://wellbeingincollege.org/faculty-resources) I especially like this one.
In more than 20 years of teaching, I have learned that too much information frustrates rather than inspires students. Today, however, with a few clicks of the computer mouse, any teacher can retrieve an overabundance of information. What is more, courseware makes distributing this information to students amazingly easy. As a result, teachers risk (unintentionally) giving students much more information than they can reasonably digest, including electronic texts, supplementary texts, and background information. The key to avoiding information overload is remembering course goals.
The body of evidence documenting the effectiveness of cooperative learning is already impressive. The large and regularly cited meta-analysis of Johnson and Johnson published in 1987 reviews 378 studies that explore the use of cooperative learning groups in a wide range of settings. More than half of the studies reviewed favored cooperation in groups compared with only 10 percent favoring individual effort.
In the July 10, 2013 post, I shared some ideas about learning with students precipitated by an article that made an interesting distinction between “doing for” students and “learning with” students. The post generated some good responses and prompted Aron Reppmann, a philosophy professor at Trinity Christian College in Illinois, to send me an email. “I think you have your finger on something that’s often missed in debates about professors’ posture toward students: namely that to say that we learn with and from our students is not necessarily to say that we are always learning in the same way as our students.”
It was an idea for framing an exam review session, and it came to me at 3 a.m. in one of those slightly desperate bursts of inspiration that dare us to do something different and unconventional. That was five years ago. Since then I’ve used the idea in undergraduate survey courses, graduate seminars, and lots of other courses in between. I’ve decided it’s a good idea and worth sharing with others.
As students and the accreditation bodies that regulate colleges and universities demand direct-evidence of student learning, being able to connect learning outcomes to assessments is increasingly important. ExamSoft, the leading provider of intelligent embedded assessment solutions, today announced updates to its platform that will help faculty members and institutions get information in real time and intervene earlier with students. Built for faculty, the new release offers simpler navigation, streamlined question creation, the ability to blueprint exams by learning outcome, and easier student management and report creation.
Do you teach the way you learn? That’s the question Harold White asks in a short essay in which he recounts how he decided that he should. The catalyst was a faculty development workshop (more than 20 years ago) that featured an interesting activity. Participants were challenged to think about the most important lessons they
During the final meeting with one of my speech classes, I asked each student to give a few parting words to the class. I found a similar message resonating from many who spoke. Soon after, I received an email from an advisor at our school asking me to share some tips on fostering learning in the classroom. Since I had recorded that final speech class, I decided to use my students’ comments as the basis for my advice.