By Michelle D. Miller
From stressed campuses to shrewdpermanent school rooms to giant open on-line classes (MOOCs), electronic expertise is now firmly embedded in better schooling. however the dizzying velocity of innovation, mixed with a dearth of facts at the effectiveness of latest instruments and courses, demanding situations educators to articulate how expertise can top healthy into the training adventure. Minds Online is a concise, nontechnical consultant for tutorial leaders and teachers who search to increase studying during this altering setting, via a legitimate medical realizing of the way the human mind assimilates knowledge.
Drawing at the most modern findings from neuroscience and cognitive psychology, Michelle Miller explores how realization, reminiscence, and better suggestion techniques akin to severe pondering and analytical reasoning could be greater via technology-aided techniques. The innovations she describes advertise retention in fact fabric via widespread low‐stakes checking out and practice, and support hinder counterproductive cramming via encouraging greater spacing of learn. on-line actions additionally aid scholars turn into more proficient with cognitive aids, reminiscent of analogies, that permit them to use studying throughout occasions and disciplines. Miller courses teachers throughout the strategy of making a syllabus for a cognitively optimized, absolutely on-line direction. She offers leading edge principles for the way to take advantage of multimedia successfully, the best way to benefit from freshmen’ current wisdom, and the way to inspire scholars to do their top paintings and entire the course.
For a iteration born into the net age, academic expertise designed with the mind in brain bargains a usual pathway to the pleasures and rewards of deep learning.
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Extra info for Minds Online: Teaching Effectively with Technology
For ONLINE LEARNING: DOES IT WORK? 41 example, I was surprised to learn that my online Introduction to Psychology students were routinely going into discussion forums as their “first stop” upon logging in to the course, and once they were there, they were spending much more time than I originally anticipated. I used that information to better understand the role that discussions played in building the social cohesion and “fun” factor of the course, and as an informal red flag for students who weren’t as invested in the course.
Creating social presence is another thing that online instructors need to pay special attention to, for example by encouraging students to offer personal information, eliciting supportive communications between students, and using communication tools that transmit facial expressions and vocal tone. 19 The social feedback instructors get from students is also radically altered in an online environment. In a traditional classroom setting, students’ faces give you an instant read on confusion, disengagement, and other important problems.
And it isn’t as though the face-to-face classroom is free of logistical challenges—those coveted well-illuminated, perfectly temperature-controlled lecture halls with flexible seating arrangements don’t come easily either. We simply may not notice these types of challenges as much, given that they are usually the more familiar to us. The parallels in good teaching across different approaches and technologies can help us feel more confident that the online option doesn’t automatically limit our power to teach well.