teaching and learning
-
Most university and college instructors have no alternative model, no other pedagogical framework, than the traditional classroom lecture, seminar, and lab-based model. from Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning by A. W. (Tony) Bates, Albert Sangra Read more →
-
Learning should include the ability to use information and communications technologies integrated with the content and skills needed within an area of study. from Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning by A. W. (Tony) Bates, Albert Sangra Read more →
-
Learning occurs best when learners are engaged and motivated to learn, when they are active during the learning process, and when they have some control over the learning context. from Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning by A. W. (Tony) Bates, Albert Sangra Read more →
-
Lifelong learners are often seen as “extra” students in an already overloaded system. from Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning by A. W. (Tony) Bates, Albert Sangra Read more →
-
Self-determined learning pathways are crucial for individual learners as well as learning communities and they are by their very nature beyond the control of universities and schools. Schools and universities cannot (and should not attempt to) harness these processes, but they can facilitate them. from Learning with E’s: Educational Theory and Practice in the Digital […] Read more →
-
Teachers [need to] wake up to the fact that they don’t teach subjects, they teach people. from Learning with E’s: Educational Theory and Practice in the Digital Age by Steve Wheeler Read more →
-
Learning by making causes abstract ideas and concepts to become concrete because they are situated in real life contexts. from Learning with E’s: Educational Theory and Practice in the Digital Age by Steve Wheeler Read more →
-
In his theory of constructionism, [Seymour Papert] argued that we build mental representations of what we learn, and that the situated nature of where we learn influences and strengthens that representation. In other words, we learn by doing and building within relevant environments, and that authentic tasks can be very powerful in support of that […] Read more →
-
Ivan Illich: ‘Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting.’ from Learning with E’s: Educational Theory and Practice in the Digital Age by Steve Wheeler Read more →