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Scoop.it!
I flunked out of college seven times. Yes, seven times. While there are many great tales associated with each failure—friends causing endless distractions, having to work late, one lame excuse after another—ultimately, I accepted that I am responsible for never acting like a student. Seven times I signed up, seven times I purchased books, seven times I went to class for a couple of weeks, and seven times I was off on another (ostensibly more important) adventure. 
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Scoop.it!
Reflective practice for academics in Higher Education is not a new idea, in fact reflection is encouraged in most professional fields and is a habit that students should be developing as part of th...
Scoop.it!
by Dian Schaffhauser.
A new lab based at the University of Idaho is setting out to improve K-12 teaching and learning with technology throughout the state. Yet the use of technology may be the smallest element of all in its training toolbox....
U Idaho's new Doceo Center has set out to strengthen the capability of every willing educator in the state to improve learning through technology. Yet technology is taking a backseat in the effort.
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Scoop.it!
The key to unlocking a brighter future for students lies within the understanding and application of learning science. As a data scientist and edtech developer, I believe our job is not about inventing the next shiny digital device; it’s about improving education outcomes for students, and doing so demonstrably and empirically with research. And the starting point for that is looking at what we already know from the science of learning.
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Designing for blended learning is different than designing for a stand-alone course. This article covers ten best practices for instructional design.
Matthew M.'s curator insight,
March 4, 2015 12:40 AM
This post talks about blending learning theories, and this module I actually felt like I had a grasp on learning theories, so introducing me to blending them was pretty neat! A blended approach also gives the learner the opportunity to be more responsible for his or her learning, which creates a learning situation that may be more meaningful on an individual level. Because the learner comes to construct knowledge through personal effort, she or he is more likely to demonstrate understanding beyond rote memorization, and to transfer what she or he has learned to new settings.
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Once the domain of the most innovative and experimental faculty members, the flipped classroom model has made its way into higher education’s mainstream as students offer their approval in droves. There remains some confusion as to what constitutes flipped learning, though educators who have deployed the model for years have created replicable best practices that can be used at small colleges and large universities alike.
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