- Barr, R., & Tagg, J. (1995). “From teaching to learning – a new paradigm for undergraduate education.” Change 27(6), 12-25.
- Dale, E. (1946). Audio visual methods in teaching.
: The Dryden Press, Inc., Publishers. New York, NY
- Felder, R., & Brent, R. (2005). “Understanding student differences.” Journal of Engineering Education 94(1), 57-72. Retrieved July 31, 2007 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Understanding_Differences.pdf.
- Felder, R., & Silverman, L. (1988). “Learning and teaching styles in engineering education.” Engineering Education 78(7), 674-681. Retrieved July 31, 2007 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-1988.pdf.
- Felder, R., & Soloman, B. (n. d.). “Learning styles and strategies.” Retrieved January 19, 2007 from http://www.ncsu.edu/felder-public/ILSdir/styles.htm.
- Jensen, E. (2005). Teaching with the brain in mind. (2nd Ed.).
: Association for Supervision and Curriculum Development. Alexandria, VA
- Kolb, D. (1983). Experiential learning: Experience as the source of learning and development.
: Prentice Hall PTR. Upper Saddle River, NJ
- Prensky, M. (2001a). “Digital natives, digital immigrants.” On the Horizon 9(5). Retrieved July 31, 2007 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf.
- Prensky, M. (2001b). “Digital natives, digital immigrants, part ii: Do they really think differently?” On the Horizon 9(6). Retrieved July 31, 2007 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf.
- Sadler-Smith, E. (1996). “Learning styles and instructional design.” Innovations in Education and Training International 33(4), 185-193.
- Smith, P., &
, J. (2005). Getting to grips with learning styles: A national vocational education and training research and evaluation program report. Dalton : National Centre for Vocational Education Research (NCVER). (ERIC Document Reproduction Service No.: ED493991). Adelaide, Australia
Tuesday, July 31, 2007
Monday, July 09, 2007
Malcolm Gladwell’s “The Tipping Point: How Little Things Can Make a Big Difference” … "Mavens are data banks. They provide the message" (Gladwell, 2002, p. 70) … mavens may be more than the teacher. The resources for learning, the library, may provide some of the content for the message. Students learning from students may also provide a message. "Connectors are the social glue: they spread it" (Gladwell, 2002, p. 70) … collaborative learning, cooperative learning, project-based learning, problem-based learning … each of the pedagogies of engagement would indicate that learning TOGETHER with others is powerful. "... there is also a select group of people - Salesmen - with the skills to persuade us when we are unconvinced of what we are hearing ..." (Gladwell, 2002, p. 70) … I believe Gladwell may be describing newer roles for teaching and learning.
In “Blink” Gladwell focuses on thin-slicing … or “the ability of our unconscious to find patterns in situations and behavior based on very narrow slices of experience” (Gladwell,2005, p. 23) … is this where we know what works in a classroom? How do we learn how to thin-slice?
Do we need to revisit and repurpose our perceptions of teaching and learning? Can the changes in technology be used to guide us? Is it time?
Friedman, T. (2006). The world is flat: A brief history of the twenty-first century.
Gladwell, M. (2002). The tipping point: How little things can make a big difference.
Gladwell, M. (2005). Blink: The power of thinking without thinking.
Wednesday, July 04, 2007
While the growth of our understanding of learning has matured with and without technology, the presence of technology within our educational systems needs to be reexamined. Noting that “technologies out to be mobilized for better instruction” (Gardner, 2000, p. 33), we need to begin to see how technologies can help students. It is not the presumption that all technologies can help all students equally, but that certain technologies can help certain students (Veenema and Gardner, 1996).
Understanding learning styles is critical to integrating technology into teaching (Grasha and Yanbarger-Hicks, 2000). By understanding how students learn and how our teaching can impact learning, we can begin to identify how technology can be matched to a particular learning style and, ultimately a teaching style (
Grasha, A., & Yanbarger-Hicks, N. (2000). Integrating teaching styles and learning styles with instructional technology. College Teaching, 48(1), 2-10.
Veenema, S., & Gardner, H. (1996). “Multimedia and multiple intelligences.” The American Prospect 7(29), 70-75.