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Let’s try this same scenario with a focus on facilitating learning, starting with backward design (Wiggins & McTighe, 2005). During the 13 months we had each dog, our responsibility was to work with a puppy to teach them a set of basic commands, such as sit, stay, and down. Sam and I met each evening for about 30 minutes.
2007; Dolnicar, 2005). On the issue of attendance, one study I reviewed found no big difference in attendance, highlighting that students use lecture recording specifically for revision purposes, and that they would not like it to replace actual class time (Dickson, Warshow, Goebel, Roache, & Adrion, 2012). Dolnicar, S.
Some of these came from research into curriculum design, ways of teaching, and the learning experiences of students. Encouraging students to draw their own mind maps in a class or tutorial, followed by discussion among other students, helps them to see connections in developing an understanding.
There is evidence that many students appreciate and benefit from interactive lectures (Huxham, 2005; Revell and Wainwright, 2009). 2005) Learning in lectures: do ‘interactive windows’ help? As the metal barrier started to rise at opening time, children were ducking underneath to try to get into the park faster. References Bates, S.P.,
Credit Image: www.nealesmith.com In this extra post, David Caulton discusses developing postgraduate law students’ ability to participate effectively in seminars through a short course run jointly by English Language Education (ELE) and the Edinburgh Law School. Law seminars present students with an additional, quite unique set of challenges.
On a practical level, studying online is convenient; it enables individuals to maintain professional and personal commitments without relocating. It was quite a unique experience to participate in discussion fuelled by wide ranging experiences and backgrounds. Many students are new to online learning when they first start studying with us.
Some of these came from research into curriculum design, ways of teaching, and the learning experiences of students. Encouraging students to draw their own mind maps in a class or tutorial, followed by discussion among other students, helps them to see connections in developing an understanding.
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