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How the 8 Effects of Arts Education Are Changing Online Pedagogy, Part 4


Photo by Teddy Kelly / Unsplash. Have you also noticed the same approach is used over and over to teach about ‘learning’? From ‘learning to improve your kissing technique’ to ‘learning to train your brain to be smarter’, as though all learning involves the architecture of human cognition in the same ways. The Star Power of Cognitive Overload. However, this cognitive overload does not result in a loss of meaning or intelligibility.

Maker pedagogy

Learning with 'e's

More and more teachers are beginning to realise that creating environments and possibilities where students make things is a very powerful pedagogy. Teaching takes a back seat and product based education is sidelined in favour of process based learning. Seymour Papert ''s work on constructionism outlines the cognitive gain that occurs when we create something new rather than simply repeat knowledge that has already been acquired.


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How to Effectively Shift to Online Teaching: The Ultimate Guide

TechSmith Camtasia

If you need to instruct, support, and teach students online, but struggle to do it in an authentic and personal way, then this guide is for you. You don’t need to spend years or months learning a new way to teach. First time teaching this course?

Teach 83

Words in mind

Learning with 'e's

Psychologists and cognitive scientists have offered a number of useful theories that aid our understanding of learning. The last post in this series featured the stages of cognitive development model proposed by Jean Piaget. In this post I examine a cognitive theory - spreading activation theory - adapted from a hierarchical model of memory proposed by Ross Quillian and Allan Collins. Anderson ACT-R Cognitive Architecture 2. Festinger Cognitive Dissonance Theory 12.

Learning as dialogue

Learning with 'e's

This passive, reductionist explanation of learning prompted a number of pedagogical strategies, including reinforcement of behaviour, punishment and reward, and the introduction of teaching machines with their instructional texts, structured assessment of learning and remedial loops. This prompted new approaches in schools that included discovery learning and progressive curricula that neatly reflected Piaget''s stages of cognitive development model.

Learning first, technology second

Learning with 'e's

In mathematics, I have seen interactive whiteboards used very effectively to teach number bonds and floor robots can be used successfully to teach geometry and algorithms. There is nothing wrong with any of these approaches, provided they don''t get in the way of good pedagogy. Sometimes, the technology does get in the way of learning and teaching. If you forget everything else, remember this: Don''t let technology get in the way of good teaching and learning.

Any computer that can be replaced by a teacher, should be

Learning with 'e's

Photo by Steve Wheeler Here's my opinion, for what it's worth. It raises a few smiles because of its wit, but also serves to remind us that teaching is a complex human, relational profession in which emotional connections are made and where teachers don't simply present information. Even cognitive computing has been developed to mimic human decision making and other natural characteristics of being human. automation education humanity pedagogy teachers Technology

Passing of the year

Learning with 'e's

Two other significant deaths that slipped under the radar for many, even those in the teaching community, were Gavriel Salomon (January 4) and Alvin Toffler (June 27). Salomon, an educational psychologist from Israel, was interested in studying the effects of technology on cognition and learning. Photo by Frankie Leon on Flickr Passing of the year by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0

The AfL truth about assessment

Learning with 'e's

What are we teaching them now, and will it be adequate to prepare them for this kind of uncertainty? This is assessment for learning (AfL) rather than assessment of learning, and it''s critical for good pedagogy. Shouldn''t curricula and assessment (especially the high stakes kind) now focus more on the kinds of knowledge and cognitive skills students need to survive and thrive in an information rich world?

eXSpace exploration

Learning with 'e's

The ability to interact directly with the thinking of others by creating one's own content alongside existing content, merging, comparing and contrasting and even overwriting, is a complex process that can support advanced levels of cognition and problem solving. Simply being exposed to the use of new technologies may promote some innovative thinking about alternative pedagogies.


Back to ‘what’ Normal? #AulaCon

Technology Enhanced Learning Blog

Don’t fixate on how to teach, we should be fixated on the impact of the teaching. Technology: loss of community exposed in Zoom, what is the role of technology and pedagogy? – What about coming back to the classroom, what to retain from pandemic teaching? ?-

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Our digital future 11: AI enhanced course design

Learning with 'e's

Photo by Andras Vas on unsplash Previous posts in this series have highlighted the importance of human intelligence and emotion in education. We have traversed several emerging ideas, including the use of virtual teaching assistants (chatbots), ultra-personalised learning and machine intelligence, but the most important component in education is still the human element.

Interview with Terry Anderson

Learning with 'e's

His work around the study of social and cognitive presence in distance learning contexts has been cited many times, and his research has led to a number of high profile keynote speech invitations around the globe. tools or user generated content tools are very exciting and I think promise to greatly enhance distance teaching and learning. Second,to follow from Marshall McLuhan the Medium is the Pedagogy (first coined by Cousin (2005).

Ted Nelson’s Unbook

Jay Cross

In the above photo, Ted demos Xanadu. None of this fits with the 20th century curriculum, and the necessary pedagogy based on student inquiry and collaboration (with teacher guidance) is very different from the accepted pedagogy of delivery of a body of knowledge by expert teachers to passive students who record and regurgitate facts. This doesn’t mean doing away with teaching about DNA and calculus and other knowledge that requires knowing answers. A new unbook.