Academic Practice Reading

Annie Murphy Paul: Why Teaching Someone Else is the Best Way To Learn | TIME.com : One of those obvious but very powerful ideas - the Protege Effect 'via Blog this'

    From: e-Learning Research [mailto:ELEARNINGRESEARCH@JISCMAIL.AC.UK] On Behalf Of Whittington, Katie Sent: 25 June 2015 14:26 To: ELEARNINGRESEARCH@JISCMAIL.AC.UK Subject: Learning: Research and Practice   Hello,   Routledge would like to welcome one of our newest journals: Learning: Research and Practice . To celebrate the first published issue of Learning: Research and Practice, we have made Volume 1, Issue 1 free for the whole year !   Learning: Research and Practice aims to be the journal of choice for empirically supported learning theorisations that challenge the existing view. The intent is to support distinct and progressive research that responds to the problems of current educational practices and traditional views of learning. It seeks to publish articles that introduce innovative perspectives in due recognition of the intellectual history of the field, and grounded in empirically supported investigations of learning processes

http://teachingandlearninginhighered.org/2015/05/28/when-students-dont-answer-a-question-what-does-the-awkward-silence-mean/

Mick's website has a number of useful resources and now includes links to these archives which still contain useful subject specific information, reports and resources.   David   Apologies for cross-posting   Dear Colleagues   Have you ever wondered what happened to all those great resources accumulated over more than 10 years on the 24 UK Subject Centre websites?   The good news is that the websites of two Centres are still maintained – Economics; and Languages, Linguistics and Area Studies (LLAS); and 16 other Centres have archived their websites.  That leaves six which appear not to be available.   I have added a complete list with links to those still available to the resource page of my website www.mickhealey.co.uk .   Hope the list will be useful. If anyone has a link to any of the missing six sites please get in contact.   Best wishes   Mick   PS I've been amazed that the bibliographies, handouts and sets of case studies on th

A new issue of the IJeP, a double-blind, peer-reviewed, open access journal, is now available online at         http://www.theijep.com/current.cfm   The following articles comprise  Volume 5, Number 1  of IJeP:     Instructional Articles Preparedness Portfolios and Portfolio Studios: Supporting Self-Authoring Engineers          Brook Sattler, University of Washington           Jennifer Turns, University of Washington A Holocaust Exhibit ePortfolio: Actively Engaging          Melissa Jordine, California State University, Fresno Development and Sustainability of ePortfolios in Counselor Education: An Applied Retrospective          Ann E. Luther, University of Nebraska at Omaha          Paul Barnes, University of Nebraska at Omaha Why ePortfolios? Student Perceptions of ePortfolio Use in Continuing Education Learning Environments          Brad Wuetherick, Dalhousie University          John Dickinson, Univers

Very good, brief summary of activity theory http://www.teachthought.com/learning/how-the-activity-learning-theory-works/

Journal of Pedagogic Development : New Edition: Vol 5, No 1 (2015): JPD 5(1) Table of Contents Papers Open Futures: An enquiry- and skills- based educational programme developed for primary education and its use in tertiary education M. James C. Crabbe, Lucy O'Rorke, Eamonn Egan, Ali Hadawi PDF   HTML The learning approaches of A Level History and Geography students analysed: a Report from a Sixth Form College David William Stoten PDF   HTML I am not a superhero but I do have secret weapons! Using technology in Higher Education teaching to redress the power balance Michelle Blackburn PDF   HTML ‘So, you want us to do the marking?!’ – peer review and feedback to promote assessment as learning Caroline Elbra-Ramsay, Anita Backhouse PDF   HTML Teaching Programming with Computational and Informational Thinking Greg Michaelson PDF   HTML Raising Awareness of Diversity and Social (In)justice Issues in Undergraduate Research Writing: Understanding Students and their Lives vi

One of the things that I notice when I observe lectures is that either very few students make any notes, or students have laptops and make occasional notes while watching the powerpoint on their screen.  There are a number of issues here: Is note taking a necessary academic/professional skill - I often notice that when I give the observation feedback the lecturer general makes notes - we do make notes, and our students don't - is this a problem. When the laptop option becomes predominant there are other problems - in giving feedback to a lecturer I often comment on their eye contact with the students - if there aren't any students looking at the lecturer - that becomes problematic. At a deeper level there is a question about the value of handwritten note-taking, I use my tablet a lot so I am not sure about this - but two recent articles about the importance of handwritten notes -  http://chronicle.com/article/The-Benefits-of-No-Tech-Note/228089/   and http://blogs.kqed.

Across the globe there have been recent outbursts of activity about the nature of Universities, funding etc, from Chile to Canada and now Holland - is this going to develop into a new wave of student protest?

  The online platform for Taylor & Francis Online content New for Studies in Higher Education and online now on Taylor & Francis Online : Facets of academic excellence in management education: conceptualization and instrument development in India Amit Shukla & Shailendra Singh DOI: 10.1080/03075079.2014.999316 The importance of networks in the transnational mobility of higher education students: attraction and satisfaction of foreign mobility students at a public university Eugénia Pedro & Mário Franco DOI: 10.1080/03075079.2014.999321 Labour-market orientation and approaches to studying – a study of the first Bologna Students at a Swedish Regional University Anders Nelson & Mikael Sandberg DOI: 10.1080/03075079.2015.1007942 Undergraduate student responses to feedback: expectations and experiences Felicity Small & Kath Attree DOI: 10.1080/03075079.2015.1007944

  If this email is not displayed correctly, please click here to read this table of contents online. New Issue Alert 02/26/2015 Dear Reader, We are pleased to deliver your requested table of contents alert for Educational Studies in Mathematics . Volume 88 Number 3 is now available online. SPECIAL ISSUE: STATISTICAL REASONING: LEARNING TO REASON FROM SAMPLES (LUIS RADFORD SHADOW EDITOR) Important News Handbook on the History of Mathematics Education Edited by: Alexander Karp and Gert Schubring. This is the first comprehensive International Handbook on the History of Mathematics Education, covering a wide spectrum of epochs and civilizations, countries and cultures. Start reading online! » Learn more

This research  finds that: "Subject-specific self-concepts of ability predict study-related self-concepts of ability according to individuals' similarity judgements. Subject-specific mastery experience predicts expectancy of success only if the respective school subject is emphasized in the course description." So again making the link to previous study/knowledge explicitly enhances learning and student success. British Journal of Educational Psychology How do I know what I can do? Anticipating expectancy of success regarding novel academic tasks Julia Gorges *  and Thomas Göke

This time from the man himself – with others – it will be interesting to read the two together. http://sag.sagepub.com/content/45/2/204 Abstract Background. Becoming an experiential educator involves more than just being a facilitator or matching learning style with teaching style. Experiential education is a complex relational process that involves balancing attention to the learner and to the subject matter while also balancing reflection on the deep meaning of ideas with the skill of applying them. Aim. To describe a dynamic matching model of education based on Experiential Learning Theory and to create a self-assessment instrument for helping educators understand their approach to education. Method. A dynamic matching model for “teaching around the learning cycle” describes four roles that educators can adopt to do so—facilitator, subject expert, standardsetter/evaluator, and coach. A self-assessment instrument called the Educator Role Profile wa