When working and learning in classrooms in which the educator attempts to make the tasks authentic (or as authentic as is reasonable given the constraints that limit any classroom), the students will be engaged in active learning. They will be interacting with others as they work with and create information in a manner that is Read More
Since computers were first introduced to classrooms, educators have explored various methods for using computers to access, process, and create information. Computer literacy, an instructional model built on the assumption that one who knew the parts and functions of components could create useful products was discredited as was the extensive use of drill-and-practice software in Read More
As I have been thinking about learning… and teaching… and how the two are not positively associated in the manner we often plan, I have been focusing on several assumptions that I make about learning which are not always shared with others: Motivation to learning is a multifaceted endeavor. Learners are driven to arrive in Read More
Whereas the effects of instruction are generally understood to be determined by measuring learners’ ability to answer questions in a testing situation after the instruction has concluded, the outcomes of authentic learning (Herrington, Reeves, Oliver, 2014) are generally understood to be demonstrated in products and performances. Artifacts of those products and performances (along with learners’ Read More
Many teachers have deep personal and emotional commitment to their own education and the practices that marked their entry into the profession and their own teaching. Their understanding of purpose is grounded in these experiences, so teachers who have autonomy may reject the vision and purpose and pathways to change even if they are clearly Read More
I am not a fan of the current fixation of educators on assessment. My criticism is based on a couple of points. First, we are so caught up in the work of assessing (work which includes differentiating formative and summative which is a meaningless differentiation) we are reducing our capacity to provide meaningful feedback and Read More
Hegemony is an interesting word. It describes the dominance of one idea (or culture or social group) over another. Users typically adopt a critical tone when using the word; hegemony is established and maintained by imposition. Pedagogy is also an interesting word. It captures the actions taken by a teacher in a classroom, as well Read More
Many come to education because they have been successful trainers in their field of work. Individuals who assume this role in business and industry are often motivated to share their expertise and experience, and access to these leaders who are instructors is one advantage that community college students enjoy. It is important for instructors to Read More
Computers, networks, and mobile devices are deeply embedded in classrooms. Even if we avoid their use in formal lessons, students are going to arrive with the devices in their bags and pockets, and they will use them for research, calculation, writing, and other information tasks. It seems reasonable to expect all instructors to teach, model, Read More
Much of the research on cognition and learning focuses attention on understanding k-12 populations (those who are aged approximately five years through 18 years). The authors of How People Learn 2 do recognize the increasing expectation that older individuals learn as part of their work. Further, they recognize the increasing interest among older populations in Read More