Questions related to Active Learning
Since this semester started, I have been applying (or trying to) several strategies that can be related to that current approach in teaching and learning, known as Flipped Classroom. Particularly I have been trying to apply it to lectures, which have been, in fact, transformed into a space where the contents (and objectives), previously received by students, are discussed, exemplified and, in general, analyzed; even sometimes lectures are transformed into seminar-like activities. I would like to know/discuses other experiences. Would you share yours?
I have moved away from asking students in a variety of classes (ethnographic methods, introductions to anthropology as well as advanced courses) to develop unique projects. I have a few reasons for these changes and am interested in learning what others think.
In place of unique projects, I give students short "experiments" where they can apply effort to specific work. For example, in methods, I give students a subject and ask them to develop questions, analyze responses, think about ethics and about what does and does not work. My goal is to teach the conduct of inquiry and it is my belief that regardless of the project, there are some basic skills that will define success. Additionally, anthropological research does not take place in the span of a few weeks--and teaching students they can successfully complete a project in a semester is problematic to say the least. So, my question is how do you manage classes where students are learning methods or applying anthropological concepts? Do you give students free reign to develop a project they are interested in? Do you give students an assigned series of exercises? Or is there an alternative that works for you that I and others can learn from?
- Hello Active Inference community. We are developing an Active Inference body of knowledge. As part of this educational project, we are now able to share with you the first version of the terms list: https://docs.google.com/spreadsheets/d/1sZshsKprHVi123Bgqgj6pb2o_TsrRnhqbHWy2Bz6Y-4/edit?usp=sharing
- The terms list is a first step towards mapping our domain, and helps us focus our regime of attention towards relevant ideas. This terms list will develop into a more comprehensive ontology, which will facilitate the creation of courses, trainings, translations, and more.
- We kindly request feedback on this terms list from all perspectives and levels of familiarity with Active Inference. This feedback is vital for us as a participatory Lab & we are really looking forward to hearing everyone's thoughts!
- In our next actions for this project, we are seeking participants with expertise in Ontology building, even if they are not familiar with Active Inference. If you have any further ideas or questions here, let us know. Thank you.
'Students just dont want to study; they are here to waste time!'
I have heard this phrase many times; so are the students solely to be blamed?
We will find many students who just dont seem to have the motivation to learn. So how to solve this problem?
How about asking students to write down their own learning outcomes; what do they want from this Economics course? What ends do they have in mind when they join this program; and then use this input to offer students what they want to learn instead of forcing down topics which they just dont seem to relate closely with?
Look forward to my fellow researcher's valuable inputs in this regard.
everyone knows the importance of knowledge but knowing this too why there is a restriction in getting access to it what is reason behind this.
How do we get students to look beyond the surface of an issue?
As an university tutor I often ask questions that require an answer that is more than the question actually asks for. For example an exam question asked for a detailed analysis of the probable increase in electric vehicle use after the UK government moved forward its plan to ban petrol and diesel powered cars to 2030. I wanted them to look beyond the rise in demand and the costs. I wanted to do this so that the students asked the questions about the deeper issues below the surface of the simple opening question I gave them. They need to be able to do this without their teacher constantly pushing them as they progress through their studies. So how do we do this without giving them a list of issues that we feel they should be looking at?
Nowadays I have received a lot of invitations for attending conference online like webinar and get certificate and I am wandering about this certificate is the same for real attendence physically Thank you in Advance
Statistics and different topics courses are offered daily. Master's degrees in universities, but very few or almost none, provide scholarships to be able to study them. How can you get financing for this?
Beyond needs assessment, what strategies do you use to encourage the sharing of more personal experiences and observations by learners during in-class discussions?
Considering the current context in which many teachers need to migrate / transition their planned activities for face-to-face teaching to a remote / online teaching situation, as there were and still are not safe conditions to carry out face-to-face activities with many students. The need to develop teachers' media and digital skills was very evident. Such competencies will be necessary not only in this moment of transition, but later on for a post-pandemic scenario, to expand the teaching modality by the Blended approach. How are Universities and Institutions responsible for teacher training dealing with the development of media and digital competences of their teachers and the training of future teachers?
There is NO 'proximate' without absolute discovery.
Not a question for me (I've answered it with full, real, strict empiricism -- observational "anchors" ALWAYS, clear and INVOLVED -- for/in EVERY CONCEPT, ETC.). It is also not a discussion for me but, rather, for literally/practically EVERYONE ELSE (see previous sentence). You may well be only 900 pages away from knowing the what and the how. (At the same time, I will show you the best (and most real) PARSIMONY; it may be VERY hard for you -- it is hard to "escape" and grow up.)
Identifying a pattern simply and clearly DOES NOT GIVE SOMETHING CAUSAL STATUS (e.g. simple learning patterns -- yeh, they are THERE but in any specific important circumstance/situation do not DESCRIBE the real GROUND of WHAT IS (AND HAS) GONE ON -- they are simply NOT the full crux of anything (not the only thing involved in any crucial juncture); <-- Not, IN THE FINAL ANALYSIS, ANY THING LIKE A PROXIMATE CAUSE. hopeless, hopeless, hopeless If the simple "learning" explanations had been good, they would have "stuck" 40 years ago (e.g. with Charles Brainerd)) .
Over-generalization because of academia's permanent inability to connect with Reality (at any crucial point, WHICH WILL BE THROUGH DIRECT OBSERVATIONS). "It" maybe "is and ever shall be", but it is just crap (thinking doing too much of "the job" in some sick, but real, sense). [ P.S. I, too, see learning (NOT one type of thing) as always involved. ]
Here is the main guidance you need to start (the OTHER guidance noted is also necessary for specifics, for specific testable (verifiable/falsifible) HYPOTHESES): READ: https://www.researchgate.net/publication/286920820_A_Human_Ethogram_Its_Scientific_Acceptability_and_Importance_now_NEW_because_new_technology_allows_investigation_of_the_hypotheses_an_early_MUST_READ and https://www.researchgate.net/publication/329428629_Essentially_all_Recent_Essays_on_Ethogram_Theory (basically a BOOK) and https://www.researchgate.net/project/Human-Ethology-and-Development-Ethogram-Theory (see the Project Log of this Project to see many important Updates.) ALSO, not among the 200 pages of major papers and 512 pages of essays in my "BOOK", above (which you already have been directed to), the following link gets you to 100 more pages of worthwhile essays composed after the 512 page BOOK: these are addenda: https://www.researchgate.net/publication/331907621_paradigmShiftFinalpdf (you CAN find the pdf at this last link, though it may take a little careful looking). And, similarly, see the other 2 addenda .
The trend is to move more and more college courses from a face-to-face (on-ground) format to a 100% Online format. I wonder if the level of quality can be the same? I have taught in both formats for many years. My experience is that students in online courses don't learn as much.
What is your opinion and/or your experience?
I actually need some idea (a project) to cover a vast area of educational theories and curriculum.
I'm working on a research and I need references to studies, papers, web pages, etc., to know how a computer based system could in the future detect when a student is not understanding a topic of a lecture by detecting the emotions expressed in a student's face. So, imagine you are a Professor and you are explaining a new concept to the class. Maybe you see on your students' faces a confusion or surprise feeling that tells you they aren't understanding well the concept you are explaining. That's what I need, I need a source, reference to a paper or any oficial source of information to proof that what I'm saying aren't just word, but it is proven by researches. I want to prove that certain emotions can tell us the weaker knowledge points of students. All I've found is about how positive/negative emotions affect academic achievement, performance, etc., but I want to focus on the association of weak knowledge points with emotions, how we may know a student isn't understanding a topic by the emotion he is expressing.
Thank you so much and I hope I've explained myself.
For evaluation of students activity and for final exam... based on Online learning... what does the type question that must be adopted to makes the process work in the right way..
Here's an article about a research project saying that students learn more when taught using active learning strategies:
What do you think?
I need help for a research project I'm doing. I want to know what expressions are expressed in students' faces at class when they don't understand a topic a Professor is explaining. Do you know where I can find information? Any recommendable paper? All help is welcome.
Thank you so much in advance.
For the purpose of an analysis and large-scale literature review on student activity and engagement, I am looking for a way of thoroughly illustrating students' learning with technology/TEL. I.e., some kind of figure/model that includes the main components of teaching and learning with technology, such as, e.g., the student, the educator, the technology, the learning design/pedagogy, the teaching itself, the outcome, and the context, as well as how these relate.
I am aware that models are often linked to an underlying pedagogical theory (e.g., Kolb, Activity Theory, Active Learning, Peer Instruction, etc.), but I find that many of these and other models overlook some of the essential components and aspects of learning with technology.
Do anyone use models/figures to illustrate students' learning with technology? Are there any models you would recommend?
Any ideas and thoughts about useful models are highly appreciated.
(see one of my last, previous posts for the perspective on Psychology)(not really much translation involved, in the following):
The aspects of my perspective that are typically missing in AGI's (artificial general intelligence) ideas of "cumulative learning" [(see "Cumulative Learning", By Kristinn Thorrison et al )] include:
True Hierarchical learning -- which is more than a new category and a responses using and building on existing behaviors PATTERNS of otherwise of the same nature (as those used in the past). (Note the thinking always in PATTERNS -- it is thus that behavior patterns show detectable changes, which are the new behavior pattern itself AND by which behavior patterns are defined (as in classical ethology) -- i.e. DEFINED BY THE PATTERNING OF BEHAVIOR "SURROUNDING" THEM.) Then realize: True hierarchical learning ADDS new elements (in the behavior/response pattern), which shifts some key pattern(s) _AND_ which promote (IS) fuller sensing/perception of the key aspects of the situation(s) BY the Subject -- literally PERCEIVING NEW CONCRETE ELEMENT(s) (as indicated, AND these may be across several times and across several circumstances -- especially later in ontogeny; such is the power of SOME of our Memory systems; we simply must use "more imagination" here, both the Subjects and as researchers/theorists). The sub-elements (lower level elements OF the previous responses to "such" situations) may change in their nature as they are used differently (e.g. "tagged" or "typed"), or at least when associated with new-different circumstances; some may certainly be truncated or dropped out (think: new "chunking").
Foundations in PERCEPTION -- yes, THAT kind-of basic process. It is with/in perception (and later, attention FOLLOWING THAT) that provides for (IS) "new elements which promote full sensing/perception of the key aspects of the situation BY the Subject literally PERCEIVING NEW CONCRETE ELEMENTS [(or elements in a distinctly new context)]". Resolving that seeing SUCH new things and JUST THAT (see above), as the foundation of each new level of abstracting ability (i.e. abstraction) -- THAT is a major seemingly paradoxical set of "things" which simply must be resolved ("bucking" the philosophies of the past).
Ontogeny involves a new type of learning at each stage, unfolding in response to (or included in the response to) NEW elements of the concrete situations/circumstances (and, given the sophistication of some of our Memories: this can be across times and spaces.) Here, it is important to see/find TRUE ANALOGIES (not just "trumped up" analogies). These are doubtlessly useful in generalization to "other" circumstances -- seeing other situations similarly better by seeing MORE there "too". PLUS: We must get rid of the idea that "learning" is always the same type of thing IN ACTION; it changes qualitatively there, BY VIRTUE OF CONTENT, AND CHANGING RESPONSES TO THAT. Ironically, in my system , in another sense, all learning is the same in that it conforms to simple associative learning patterns-- that is all that is needed (or likely), given what else is going on. [ Of course, good integration, consolidation and generalization of earlier behavior patterns must occur before "moving on" from one stage-type ("level"-type) to the next. ]
Thus, the AGI machine must contingently, after previous developments and integration/consolidations/generalizations, SEE MORE) BASIC [(here meaning: additional)] ELEMENTS OF THE SITUATION. And, JUST THIS, provides for moving in-key-part(s) the whole system -- allowing more abstractions (things seen conventionally as "more abstract"), and THUS yielding more refined responses (whether they are specialized or not -- to some extent an open question -- BUT THEY ARE NEW w/r to the important sets of overt, express, explicit circumstances (AT LEAST clear at the inception of such a new sort of processing)). Likewise the BEHAVIOR PATTERNS, AT LEAST AT FIRST ARE ALSO overt, directly observable and clearly expressed. It is important to realize that although initially overt, directly observable and expressly and explicitly seen IN patterns of behavior, such overt-ness of direct, observable overt evidence of change may be short-lived, as the Memories change and incorporate the new (new type) of learning behavior (perhaps VERY quickly) (This is why, for humans, eye-tracking technology and associated technology (e.g analysis software) likely have to be used.)
Given the distinct limitations of short-term memory (I should say "working memory") and the LACK of limitations of other Memories (e.g. visual-spacial) make it understandable that small changes in response (including PERCEIVING) must be able to yield BIG changes in understanding; this is why this perspective and theory make sense (and ONLY something like it could make sense). AGI simply must figure out such ontogeny as I have described AND DO IT. In AI you have the great ability of trial-and-error, quickly and over-and-over, that allows for a fair amount of guessing (I would guess) -- and give the "locality" of the beginning of new patterns in behavior COULD (in theory, with a thoroughly educated view/approach) BE GUESSED AT. But none of this is possible without an appreciation for True Hierarchical Learning during ontogeny -- very, very likely occurring in qualitatively different stages. The machine must make ITS OWN analogies, and only such analogies are appropriate (as has been the case in science "forever" ).
Something very much like I propose (above) OR attempts at AGI (as is and has been the case with Psychology) can continue-on, basically the same way as they have been for decades -- i.e. no big progress (as is acknowledged, again and again in the AGI field).
What is the best method(s) to encourage and motivate young adults to take their academic studies seriously? Many young people (age 18 to 25) don't seem to take their college courses serious. How can instructors/professors motivate them to study hard and be more serious about their college courses?
Active learning aims to make the students an active part of the learning process. He should prepare and discuss with his team the assignment then explain it to the class under the supervision of the instructor. I applied it in many of my courses and find that the student has a positive rule in the learning process rather to be just a listener.
Dear friends and colleagues,
Today more and more students are pursuing to study abroad, while others decide to study in their countries . Nevertheless, national educational systems are not always sufficiently developed to educate this student flow in alignment with (much more) demanding courses of tertiary institutions overseas. Similar learning difficulties are also experienced to in-country studies. In your opinion, which should be the skills and the educational reforms needed to: a) enable students to "bridge this cognitive gap" between the secondary and tertiary education? b) enable students to achieve their leaning outcomes? c) enable students to advance their professions while studying abroad or in their countries? d) enable educators/teachers/educational policy makers to take strategic initiatives or educational reforms, in order students to feel confident and be determined in pursuing studies at higher education? e) in the context of adolescent psychology, which should be the ways where pursuing studies can be a conscious, attractive, and challenging decision, beyond social norms imposed?
Anyone who can help me provied some Corresponding Codes on Active Learning? such as the batch-model active learning. Matlab codes are the best. Something else on the knowledge of AL is also useful for me. Thanks very much.
they said the the best way for teaching especially in university; is learning the student how to learn, i want to know the basics and principles of this approach
What are the mechanisms for sharing knowledge between teachers and students?
"how to transference the Implicit knowledge into Explicit knowledge or sharing knowledge especially for the PhD student and Supervisor ?
RG has given the options to Recommend, Follow, & Share but some members prefer to follow by comments like following, nice question, interesting etc etc. I couldn't understand the reason, please share your opinion.
Strengths: It enhances group cohesion and social understanding among learners
Weaknesses: Social activities unintentionally led to bullying and loss of confidence in some learners
Your views are warmly welcomed. Kind regards
I am looking for different questionnaires based on Bloom Taxonomy (Affective, Cognitive and Social domains) to assess the learning of computer science student in CS1 courses(such as intro to programming class with java or c or python).
I have a question and I hope to find an answer here,
so as we all know several learning functions are available in the literature related to structural reliability.
Expected feasibility function EFF is one of them
EFF expresses the expectation that the actual outcome of the performance function in a point u is expected to satisfy the equality
constraint H(u) = t [Bichon et al., 2011] (t = 0 for the limit state).
High values of EFF are obtained for points having Kriging means close to the threshold t, as well as points having large Kriging variances.
my question is: how does this EFF function works ?
I don't really understand it,
why can't we just use the variance of the expectation and compare it to somme fixing minimum variance and that's all
why this equation is complicated?
Please if any one could bring me a simple explanation I would be very thankfull
Have a good day!
Dear respected colleagues,
Kindly share your great views and references. I would be very grateful. Thanks in advance. Best regards
AWAY ! Unfortunately.
Nowadays, proximate explanations are, at least almost always, in terms that are neurobiological, endocrinological, or molecular-genetic . There usually appears to be absolutely no concept of a behavioral pattern or change in a behavioral pattern (either, of course, in response to aspects of the current environment) AS themselves a proximate cause of a new behavior pattern [change] -- I.E. a true observable behavior pattern phenomenon proceeding, and needed for, the key subsequent behavior pattern change. I believe there is a BIAS there , due to our philosophical cultural traditional-beliefs.
And, this is a problem.
THIS PROBLEM HAS NOT ALWAYS BEEN THE CASE, and certainly has not always been the case in ethology. The ethology Tinbergen and Lorenz were given a Nobel prize for often did have one behavior pattern as a proximate cause for certain behavior pattern(s) that followed. This is what needs to be re-learned and abided by or real ethology may be lost. Such a relationship between behavior patterns was a hallmark of classical ethology.
Modern ethologists failed to have the "backbone" to maintain that which was most distinctive and best about ETHOLOGY. They basically "caved in" to how others characterized them. (Now, the field is indistinguishable from comparative psychology and/or evolutionary psychology.)
Listen up, International Society for Human Ethology !
Real science, real biological science, the real biology of behavior DEPENDS on behavioral pattern(s), themselves, being seen as a major proximate cause of new behavior patterning [and of behavior pattern change]. Ethology must return to what it uniquely was OR THERE IS NO CHANCE OF BEHAVIORAL SCIENCE. I am sure, if I were a analytic philosopher, I could argue this. It really is logically and scientifically irrefutable. Behavioral sciences, of all "stripes", have been becoming more and more stupid -- there is no better word (since they defy biology and defy science). (Simply look for the lack of the words "behavior pattern" and you are on the way to seeing the whole problem.)
P.S. Consider this a big "kiss ...." to our philosophical cultural heritage; certainly the stupidity is a "love letter" to those arm-chair thinkers.
I want to present you with a possible particular concrete example (instance) of a perceptual shift, i.e. the inception of a stage shift (in 'seeing' and [at first, very vaguely,] in some sense IN cognition), showing all the 4 phases of a perceptual shift for the overall process of the beginning of a qualitative stage shift part of the development of cognition -- before purely associative learning "holds sway" by itself again.
This hypothetical example comes from the ape (gorilla) social "world", from which our abilities to have progressively developing levels of concepts and thinking likely first evolved. Well, HERE IS IS:
Think of an child ape, not an infant but perhaps a mid-age-child individual. He has from his previous development a conceptual idea of the dominant (adult) male gorilla (and his behavior patterns, relating to this).
But, then he "notices" that this dominant male, at times rushes towards other adults, to seemingly show other ways to express his dominance (or other aspects of that dominance) which he has not shown before (or which the young ape has not clearly seen, noticed, or processed before).
This is the kind of thing indicating [with him, this child] innate guidance, given he has good, refined earlier knowledge: AT FIRST BEING some gap in the child ape's conceptual understanding of the OVERALL structure of this adult dominance behavior. That "gap", (phase 1) of the now first-emerging of a NEW perceptual shift, may show itself in a situation (or early situations) as just something involving automatically vaguely orienting TOWARD the key situation and behaviors (and would be shown behaviorally simply in prolonged gaze when/after this dominance phenomenon shows itself).
Soon (perhaps VERY SOON) he will better see such dominance events WHEN THEY OCCUR (because of the specific "gap" existing in his understanding); this second phase (of the perceptual shift) will show clearly: orienting to the aspects of this new-to-understand type of dominance expression (still, for the most part, not conscious).
In the third phase of the shift, he will reliably have seen regularities as he continues good orientation needed to observe things associated with this dominance event. HERE he can be said to be expressly and explicitly and consciously ATTENDING to occurrences of this event.
Finally (in the fourth phase of the shift) he will integrate the essentials into memory: facts-for-occurrence, key aspects of this dominant male's behavior (with respect to dominance behavior patterns), and key aspects of the spacial and temporal aspects ("in the world"), associated with these dominance behaviors pattern's key content in visual-spacial memory (which he will be able to play back in his mind, when NOT present in the situation where the adult male dominance behavior occurs; i.e. he can "reflect"). BUT, TO DO ALL THIS:
This fourth phase shows the development of some fact/declarative memory (basically the main static features of the dominance act and their relationships to each other, defined) -- this is the declarative/"semantic" aspect of long-term memory he has developed and is developing. Also, some procedural knowledge develops (at the same time) about how to act in response to this dominance expression (especially if his has something "to do" with he, himself): this thoroughly developed, active and automatized response (or set of responses) is the procedural aspect of long-term memory he has gained: this aspect, known as procedural memory.
Also, in the fourth phase FOR THE MOST PART, he has a record-of-incident (episode) memory which is most prominently in the visual-spacial memory which is, in an indirect way, the actual thing he is able to play back key portions of in his mind, just as he sits and thinks about this dominance phenomenon -- given the EPISODIC BUFFER. (Other key aspects [mentioned above] of long-term Memories are also determining the nature of the BUFFER and are "there". ) So, the ability to do this out-of the situation reflection, just described above, relies on (and is delimited by) the content that will be a notable part of his EPISODIC BUFFER, doing some major contextualization of his working memory (entering into it) where further, now more-simple associative learning may now continue to occur, until all the Memories (each and together) are thoroughly refined.
He no doubt will also, through cued thinking (and likely some observation) relate this aspect of his concept of dominance to other aspects at the same conceptual level (and to/with earlier conceptual levels) that are related to shows of dominance. When ALL this (all of the 4 phases and associative learning needed for refinements and concept integration) has occurred (perhaps taking a year), he will be ready to notice other greater patterns BY HAVING a new perceptual shift (that, too, with 4 similar phases) -- these are the core foundational happenings in ontogeny (aka THE proximate directly observable causes of the development of behavior patterns via perceptual shifts) and that which AGAIN allows qualitative NEW learning new ways (using a qualitatively different kind of learning, and also using well-refined aspects from earlier stages): to AGAIN further develop his representation system(s)( aka concept structure), this being related to all major aspects of the Memories and likely mostly connected with through visual-spacial memories, and all the other Memories connected to that AND USED (in the final step of cognizance) BY THE EPISODIC BUFFER; then working memory can work on new "things".
[ Full explication and justification for this approach (and the implications of this approach) can be found via :
Let me try to provide an answer by sharing a relevant essay I wrote to a friend. (This contains that "shortest description".)
Let me answer "What is your definition of 'innate guidance'? " in the only way I ever will answer anything when it comes to a scientific study of human behavior (aka ethology). My answer is I do not define; I never define anything. All is discovered and the Subject (the human) will define what, in any given type of case/circumstance, the innate guidance IS (and what that is like). ("Ditto" for 'learning'.)
This is the only way other ethologists should have things 'defined' . IN FACT: Real and good scientists (in any science) NEVER 'define' anything just with their imagination; no guessing EVER, except just "where to look" -- THEN they find that which is important and worth noting FROM THEIR SUBJECT MATTER).
Everytime (literally) I hear the word "define", I cringe.
NOW: This may not be easy to understand, or understand as I intend, but I have written 500 pages explicating, elaborating, and justifying the following view:
From what I said before: I can only tell you where I would look and hope for the discovery of what is at the INCEPTION of new 'seeing' new things and differently (that then eventually leads to new representation, then to new thinking): IN PARTICULAR: This (coming up) is how I will look for the proximate causes OF the behavioral shifts, in BOTH directly observable overt behavior patterns AND in the associated directly observable aspects of the current environment (and WITH the special sort of associative/discriminative learning that THEN OCCURS; and THAT along with other behaviors -- some developed in just this same type of way in the past, which now function in some similar way to when the behavior was overt, though now covert). I hypothesize, and it is now testable and verifiable (yes or no) with new eye-tracking technology and computer assisted analysis :
That "perceptual shifts" are the overt behavioral patterns aspect(s) WITH the innate guidance that there is/are at the inception of a transition starting a qualitatively different level/stage of representation . Such an inception, of course, includes (for contextualization) what is brought forward from our Memories -- to have the new environmental aspect(s) meaningfully seen . The perceptual shifts will result in finding and using "things" thus discovered (by the organism), BEGINNING with the perceptual shift(s) FOR new elements processed from the environment which allow the key new/additional "ingredients" that need to be added to existing cognitive abilities' contents (the latter, existing already, at a lower level of the hierarchy), to begin to move to the next higher hierarchical level/stage-type behavior (behavior including not only necessary overt aspects, but also existing cognition <-- understood, in important part, by seeing similar perceptual shifts beginning earlier stages; THUS: you have to do investigations longitudinally, beginning just after infancy; you must track the relevant ontogeny).
You will note I use the word WITH very intentionally: that is because the innate guidance (which, in a sense can be seen as manifested in the perceptual shift) IS ALSO OCCURRING SIMULTANEOUSLY WITH new LEARNING, IMMEDIATELY (or in effect, immediately) ALSO INVOLVED at the same time as the perceptual shift occurs. (In short,' innate' and 'learned' occur literally (OR, IN EFFECT) SIMULTANEOUS, TOGETHER -- there is no dualism, this is that 'problem' solved. If you really want to say BOTH the innate and learned are always involved, then this is what you mean.)
I think this is the only brief 2 paragraph version I can provide. To really know more:
SEE: https://www.researchgate.net/profile/Brad_Jesness2, then https://www.researchgate.net/project/Human-Ethology-and-Development-Ethogram-Theory then https://www.researchgate.net/publication/286920820_A_Human_Ethogram_Its_Scientific_Acceptability_and_Importance_now_NEW_because_new_technology_allows_investigation_of_the_hypotheses and then https://www.researchgate.net/publication/321685790_everythingadoc_0B -- if you really want to know.
learning design is not for the sake of finishing the semester but to master each of the design aspect introduced by the lecturer. The transition from secondary education to tertiary education sometimes can be a culture shock for students, the placement of lecturers to teach in the first semester must be done based from specific criteria that will lead to successful delivery. Any other idea?
Active Learning is based on learning for labelled and unlabeled pairs together, and all the data have the same characteristics, and the limitation is guessed the unlabeled pairs during the learning procedure.
Please, How can Supervised Learning replace Active Learning in Learning to Rank? How is the guessing for unlabeled pairs data can cause bias in the ranking model?
Thanks & Best wishes
Relevant Reference Links:
'LEARN FROM THE PAST, CREATE THE FUTURE: Inventions
and Patents' (pdf file)
Working Paper Diagram of Intelligence Network or System
Many years ago I used to have more personal relations with my students in class and outside class settings. Recently it seems that many students come and go without me even knowing their names. Is there a problem here that needs work or is this normal?
I'm working on an Art syllabus for an international school and I'm looking for help regarding which directions to take. My aim is to focus on skills and creativity rather than art knowledge.
In R&D systematic production coexist both, the objetive acording to the usual procedure and the goal, acording to the aim of engender a new procedure, so may the vector analogy be extended to a broader one?
The point is: Identify in the systematic production of R&D specific conditions that may be represented by a broader analogy, more composed that the notion of vector as was defined by Gregory Bedny.
I'm doing research to update policies and wondered if anyone has come across some recent and reputable new studies in this field
I'm interested in looking into research on community college students - age, demographics, etc. who are taking online classes and their learning styles - how they learn best, what types of instructional strategies (active learning, authentic, PBL, etc.) work better, etc.
Mobile devices are of the most powerful teaching and learning tools in the hands of 21st century teachers. In what ways and how is it effectively used in the classroom and beyond?
Advocates of the flipped classroom approach argue that in a flipped classroom students can do more active learning. Many regard this as the main reason to flip.
I think this makes perfect sense in my case in China where didactic lecture is still the dominant way of instruction. However I'm not sure about the other parts of the world because my perception is that many education systems worldwide (esp. those in the "Western" nations) already have a lot of active learning components built into the curriculum. My questions are:
1. Is my perception true?
2. Is there any comprehensive statistics that can support or disprove my perception?
3. If my perception is true, what is the point of flipping the classroom in those schools already doing active learning?
(4th or 5th edition) I would like to create a forum for the exchange of ideas, questions, and teaching experiences. What works, in your teaching? What doesn't work? Have you used any "active learning" methods in your course? Do you use virtual laboratory exercises (such as those from SimBio) in your course?
An important concept within modern pedagogy is knowledge building: students or colleagues interacting, learning together, and developing new information together. From the perspective of systems thinking, we can view the classroom or community as a system: composed of dynamic units or actors, autonomous, with a certain boundary, but usually part of a larger system. So, every system also needs inputs and contains processes to generate certain outputs. For the modern blended and technologically enhanced classrooms, what tools are you aware of, for using in knowledge building? Online forum and wikis have been around and effective for a long time... These tools play the role of processing, and presenting the outputs within the knowledge building system. Any other examples of computer or web based tools, for knowledge building?
From the perspective of systems thinking, we can view a classroom as a system: composed of dynamic units or actors, autonomous, and part of a larger system. A system also gets inputs. For an actively engaged and knowledge building classroom, what initial inputs or preparation is necessary? In addition to a certain level of maturity and prior knowledge, does this system require some initial "knowledge transfer" from a teacher, mentor, or supervisor? What form does this come in (e.g. establishing rules, providing effective reading or learning tips, teaching a certain amount of background theory, and so on)? What do you think? Any concrete examples of initial preparation, inputs, or direct transfers in your face-to-face or online classes, or at the institutions you have studied or worked in, that helped achieve heutagogy and knowledge building?
Do you think that this is a new or different word for an older concept (self determined, self-directed or experential learning)? Some of the ideas in the heutagogy literature (e.g. independent learning) are essential to e-learning (i.e. distance education, online education), which has been around for a relatively longer time. Online discussion groups or online meetings for practitioners or learners are mentioned; but these also are techniques that predate the popularity of heutagogy. Do you know examples of course activities that are purely self determined, planned and facilitated by learners? Any experiences, ideas, or opinions surrounding these concepts would be welcome.
Traxler and Kukulska-Hulme (2005) described m-learning as “a personal, unobtrusive, spontaneous, ‘anytime, anywhere’ way to learn and to access educational tools and material that enlarges access to education for all” (p. 1). Mobile technologies offer opportunities for instructors to create media-rich and active learning materials which enhance students’ experience in realistic and authentic learning tasks. Students are encouraged to learn the real-world activities and tasks that are relevant to the workforce of the future. Moreover, the characteristics of the iPad, such as ubiquity, access, richness, flexibility ensure students the ability to connect with active instruction and social networks anywhere anytime.
If we design our courses with m-learning technologies and apply the right m-learning pedagogical framework, what skills can students learning and benefit from m-learning activities?
Traxler, J., & Kukulska-Hulme, A. (2005, October). Evaluating mobile learning: reflections on current practice. Paper presented at the mLearn 2005, Cape Town.
I offer a course on (mainly mainstream) cinematic portrayals of international relations and interactions--using films such as V for Vendetta, Battle of Algiers, Avatar, Dr. Strangelove, Night of the Living Dead, Last Emperor, Fight Club, The Mission, and many others. We discuss culture, politics, colonization, the state, IGOs and international law, war, and utopian/dystopian futures. I would also be interested to read any recommended syllabi, film reviews, critical essays, or other analyses of film and cinema. Many thanks!
I have started to do the research about improving learner's reading and writing using genre based approach, so I found that it is difficult for me because I have found few researches that support about my concept, and I must design the material and activities that are relevant to the genre based too.
There is some debate with cooperative learning vs collaborative learning:
cooperative more to students learn new social skills and how to work together, where as collaborative is have group members think about and solve abstract problems, problems that may have no specific answers, or multiple solutions.
from the article link:
Base on your experience can we incorporate cooperative and collaborative learning in a class and how to do that?
I am a researcher looking to study the effectiveness and implementation of the flipped classroom method. For those of you who have flipped your classroom: how do you structure your in-class time, which activities do the students prefer, and how do you use those in-class exercises to prepare the students for their exams?
What motivates you to continue with scientific research? Is it money, reputation, competition, your institution rules, your wish to search for facts, that you want to serve the humanity, because it's your job, or for other reasons? For the universities in third world countries how can we motivate scientific research in your opinion?
In lieu of a recent article reviewing the benefits of active learning (Link: http://news.sciencemag.org/education/2014/05/lectures-arent-just-boring-theyre-ineffective-too-study-finds ) – I thought it would be appropriate to discuss the benefits (and negatives) of these different teaching modalities on here.
I find it particularly interesting that although data (for years) shows us that old style didactic lecturing is quite ineffective when compared to modern teaching that incorporates active learning – yet, only a small percentage of teachers changed their methodologies.
As an advocate of active learning, I know my opinion may be biased – this is why I am asking you:
1- What style of teaching do you do?
2- Why do you prefer this style over the other?
3- In what situation do you think active learning may produce negative results when compared to traditional styled teaching?
I know the big argument against active learning is that it is time consuming, therefore in a big classroom (i.e + 400 students) it becomes difficult to have interactive activities within the class – yet there are still workarounds. What do you think?
I'm researching the educational potentials of digital learning games based on whole body interaction (use the whole body of the user to interact with digital technologies). Within that I'm particularly interested in assessing three main aspects:
- reflective action: understood as whether the learning and understanding is directly embedded into their playing behavior.
- meaning construction: understand how children interpret the learning game and how they make sense of it.
- strategy formation: understood as whether children change strategy during the game and why.