Content uploaded by Tracey Noel Tokuhama-Espinosa
Author content
All content in this area was uploaded by Tracey Noel Tokuhama-Espinosa on Aug 29, 2018
Content may be subject to copyright.
A preview of the PDF is not available
Differentiating University Course Instructional Design: A 100% Online, Flipped Course with Personalized Resources for Students (Original Title: The Social Darwinism of Universities: Eight Tools to Improve University Teaching in an Era of Change)
Preprints and early-stage research may not have been peer reviewed yet.
Abstract
Of all levels of education, university instruction has been the slowest to adjust to the times. This paper documents the successful instructional design format of a course offered in the Harvard University Extension School in Spring 2016 called The Neuroscience of Learning. In addition to offering specific content, this course also sought to take advantage of new information about how the brain learns and the ways in which technology can be leveraged to improve university teaching. Students evaluated the course highly as well as testified to how their long-term learning processes had changed after undergoing the semester long exercises. The paper begins by explaining the recent history of university education and eight challenges that are forcing the modernization of instruction at the tertiary level. It is recommended that lessons learned from this pilot be replicated in additional classes to consider the instructional design applicability to other subject areas.
ResearchGate has not been able to resolve any citations for this publication.
Rethinking Learning for a Digital Age addresses the complex and diverse experiences of learners in a world embedded with digital technologies. The text combines first-hand accounts from learners with extensive research and analysis, including a developmental model for effective e-learning, and a wide range of strategies that digitally-connected learners are using to fit learning into their lives. A companion to Rethinking Pedagogy for a Digital Age (2007), this book focuses on how learners’ experiences of learning are changing and raises important challenges to the educational status quo.
Chapters are freely available to download from the publisher's website: https://www.taylorfrancis.com/books/e/9780203078952
Recent years have seen a tremendous growth in efforts to connect rapidly growing insights into how the brain learns to the field of education. Different names have been given to such efforts, including “Educational Neuroscience” and “Mind, Brain, and Education.” The aim of this chapter is to discuss these recent efforts and to provide an overview of the conceptual, practical, and ethical challenges faced by these novel, transdisciplinary efforts. To do so, the chapter begins with an overview of some examples of recent research efforts to connect research on Mind, Brain, and Education (MBE). To do so, the chapter begins with an overview of some examples of recent research in the emerging field of Mind, Brain and Education. Specifically, the chapter reviews evidence from the study of the neurocognitive processes of typical and atypical reading development in an effort to illustrate the merit of MBE. This is followed by a discussion of the conceptual and practical challenges that MBE needs to consider, such as the level at which evidence from the study of neurocognitive processes can influence education and how neuroscientists and educators can play complementary roles in the construction of the field. Against this background, the chapter considers ethical challenges, including the need to effectively and accurately communicate evidence, to carefully consider the commercialization of neuroscience, including the use of brain stimulation, to enhance cognitive functions and for classroom application.
The emerging field of neuroeducation, concerned with the interaction between mind, brain and education, has proved revolutionary in educational research, introducing concepts, methods and technologies into many advanced institutions around the world. The Educated Brain presents a broad overview of the major topics in this new discipline: part I examines the historical and epistemological issues related to the mind/brain problem and the scope of neuroeducation; part II provides a view of basic brain research in education and use of imaging techniques, and the study of brain and cognitive development; and part III is dedicated to the neural foundations of language and reading in different cultures and the acquisition of basic mathematical concepts. With contributions from leading researchers in the field, this book features the most recent and advanced research in cognitive neurosciences. © Pontifical Academy of Sciences and Cambridge University Press 2008 and Cambridge University Press, 2009.
Web-based technology has opened up education around the world to the point where anyone can learn anything from anyone else at any time. To help educators and others understand what's possible, Curt Bonk employs his groundbreaking "WE-ALL-LEARN" model to outline ten key technology and learning trends, demonstrating how technology has transformed educational opportunities for learners of every age in every corner of the globe. The book is filled with inspiring stories of ordinary learners as well as interviews with technology and education leaders that reveal the power of this new way of learning. Captures the global nature of open education from those who are creating and using new learning technologies Includes a new Preface and Postscript with the latest updates A free companion web site provides additional stories and information Using the dynamic "WE-ALL-LEARN" model, learners, educators, executives, administrators, instructors, and parents can discover how to tap into the power of Web technology and unleash a world of information.
Thesis (M.S.)--Texas Woman's University, 2005. Bibliography: leaves 49-55. Abstract. Also available as microform.
Recently there has been growing interest in and debate about the relation between cognitive neuroscience and education. Our goal is to advance the debate beyond both recitation of potentially education-related cognitive neuroscience findings and the claim that a bridge between fields is chimerical. In an attempt to begin a dialogue about mechanisms among students, educators, researchers and practitioner-scientists, we propose that multiple bridges can be built to make connections between education and cognitive neuroscience, including teacher training, researcher training and collaboration. These bridges--concrete mechanisms that can advance the study of mind, brain and education--will benefit both educators and cognitive neuroscientists, who will gain new perspectives for posing and answering crucial questions about the learning brain.
Education pays 2013: The benefits of higher education for 7 individuals and society
- S Baum
- J Ma
- K Payea
Baum, S., Ma, J. & Payea, K. (2013). Education pays 2013: The benefits of higher education for
7
individuals and society. New York, NY: The College Board,
Teacher-student relationships: Toward 11 personalized education
- B Bernstein-Yamashiro
- Noam
Bernstein-Yamashiro, B., & Noam, G. G. (Eds.). (2013). Teacher-student relationships: Toward
11
personalized education. New Directions for Youth Development, 137(125). Hoboken, NJ:
12