This course explores the diverse ways that people teach and learn—in different countries, in different disciplines, and in different subcultures. We will discuss how theories of learning can be applied to a variety of hands-on, in-class learning activities. We compare schooling to other forms of knowledge transmission from initiation and apprenticeship to recent innovations in online education such as MOOCs. Students will employ a range of qualitative methods in conducting original research on topics of their choice.

The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success.

This article describes many strategies for meeting the needs of visual and kinesthetic students, including deaf students.

6.825 is a graduate-level introduction to artificial intelligence. Topics covered include: representation and inference in first-order logic, modern deterministic and decision-theoretic planning techniques, basic supervised learning methods, and Bayesian network inference and learning.
This course was also taught as part of the Singapore-MIT Alliance (SMA) programme as course number SMA 5504 (Techniques in Artificial Intelligence).

Survey and special topics designed for students in Brain and Cognitive Sciences. Emphasizes ethological studies of natural behavior patterns and their analysis in laboratory work, with contributions from field biology (mammology, primatology), sociobiology, and comparative psychology. Stresses human behavior but also includes major contributions from studies of other animals.

This course introduces students to the theory and practice of modeling phonology, with an empirical focus on modeling the discovery of static phonotactics, the discovery of alternations, learning in the midst of variation and exceptions, and the discovery of gradient patterns. This course is also intended to provide hands-on experience with various aspects of using and developing models, including preparing training data, running simulations, and interpreting their results.

Uma escola inovadora - Projeto Escola Âncora

O presente REA apresenta uma escola inovadora, a Escola Projeto Âncora. Localizada na cidade de Cotia, São Paulo, Brasil.
É uma Escola que rompe com os padrões tradicionais de ensino e atrai cada vez mais pesquisadores, por causa de sua configuração ímpar de modelo de inovação pedagógica. Sendo objeto de estudo nas áreas de educação, políticas de inclusão social e modelos de aprendizagens.

These learning activities are designed to be used in a large introductory chemistry course, each as part of a larger module of learning activities that include a prior reading of a short background information document. By working in small groups to discuss the presented information and question prompts, students will apply concepts seen in earlier coursework to explore a topic of societal or environmental relevance. No new conceptual information is delivered in these activities; rather they provide an opportunity to show students how the chemistry concepts they have developed support a detailed scientific understanding of a significant issue.Instructional resources for each activity  include 1) background information (.docx and .pdf) 2) the learning activity (.docx and .pdf) 3) the learning objects (.docx and .pdf) and 4) the slide deck (.pptx).These activities include exploration of:Methyl Transferase EnzymesNitrogen CycleOzone and Chlorofluorocarbons Mechanism of Penicillin Interior Salish Pit Cooking

This learning activity is designed to be used in a large introductory chemistry course, as part of a larger module of learning activities that includes prior viewing of an interactive instructional video. Instructional videos are to be viewed before class meetings. During class time, students work in small groups and discuss the presented information and question prompts, and will build upon the concepts discussed in that video in order to develop a new, extended concept.Students should be tasked with working together to complete the prompts in each section of the activity by a set time limit. After each section is completed, the entire class can share their answers via a personal response system, and the instructor can review and explain the correct responses, using the accompanying slide deck, which translates the problems into multiple-choice prompts.Instructional resources include 1) interactive instructional videos (these can be embedded directly into the learning management system) 2) the learning activity (.docx and .pdf) 3) the learning objectives (.docx and .pdf) and 4) the slide deck (.pptx). - Chemical Bonding- Resonance - Intermolecular Forces- Collision Theory- Equilibrium- Nucleophiles and Electrophiles

This guided inquiry learning activity is designed to be used in a large introductory chemistry course. By working in small groups to discuss the presented information and question prompts, students will engage in cycles of exploring and analyzing data, inventing new conceptual understandings, and applying those concepts. Students should be tasked with working together to complete the prompts in each section by a set time limit. After each section is completed, the entire class can share their answers via a personal response system, and the instructor can review and explain the correct responses, using the accompanying slide deck, which translates the problems into multiple-choice prompts.Instructional resources include 1) the learning activity (.docx and .pdf) 2) the learning objects (.docx and .pdf) and 3) the slide deck (.pptx).- Atomic Orbitals- Chemical Fuels- Gas Laws- Intermolecular Forces- pKa Trends- VSEPR

This Module examines the three principles of Universal Design for Learning (UDL) and discusses how to apply these principles to the four curricular components (i.e., goals, instructional materials, instructional methods, and assessments) (est. completion time: 2.5 hours).

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Strong learner-teacher relationships are associated with better learning outcomes But in medical school, in-person interactions can be hard to come by Researchers at University of Arkansas for Medical Sciences recently sought to enhance learner-teacher relationships by engaging students online They used a closed Facebook group for faculty and students across 3 learning modules spanning 14 weeks A survey found that regular interaction between faculty and students via the Facebook discussion group built rapport and closer relationships Students also felt more comfortable asking questions and seeking help from faculty This safe and positive environment fostered better learning and emotional wellbeing among students Although the analysis is based on a self-reported student survey in one institution, the results are encouraging Free, efficient, and effective, Facebook could act as a natural extension of medical school to a format that is familiar and convenient to the emerging generation of physicia.."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This resource is to provide an understanding of the following: Virtual Reality, Augmented Reality, Properties of Virtual Reality, Properties of Augmented Reality, The Effectiveness of the Emergining Technologies in Education, Outcomes of Student Learning and Experience.

By the end of this section, you will be able to:Explain how learned behaviors are different from instincts (fixed action patterns) and reflexesDefine learningRecognize and define three basic forms of learning—classical conditioning, operant conditioning, and observational learning

Pop quiz: When does learning begin? Answer: Before we are born. Science writer Annie Murphy Paul talks through new research that shows how much we learn in the womb — from the lilt of our native language to our soon-to-be-favorite foods.

When looking through a window, we have the opportunity to see new things, and when the sun hits the window just right, it turns the window into a mirror where we can see ourselves reflected back. The Windows and Mirrors strategy is a journey both beyond and within and is designed to support teachers to reflect (mirror) and reveal (window) to ensure that students are engaged and empowered learners by providing them with continual opportunities to see their lives, interests, histories, cultures, perspectives, and experiences represented in the content in addition to learning the same about others. The strategy, based on the work of Rudine Sims Bishop, can be used when designing lessons in any content area, and particularly with literacy, social studies, history and/or humanities lessons.