Applying science of learning in education: Infusing psychological science into the curriculum

The field of specialization known as the science of learning is not, in fact, one field. Science of learning is a term that serves as an umbrella for many lines of research, theory, and application. A term with an even wider reach is Learning Sciences (Sawyer, 2006). The present book represents a sliver, albeit a substantial one, of the scholarship on the science of learning and its application in educational settings (Science of Instruction, Mayer 2011). Although much, but not all, of what is presented in this book is focused on learning in college and university settings, teachers of all academic levels may find the recommendations made by chapter authors of service. The overarching theme of this book is on the interplay between the science of learning, the science of instruction, and the science of assessment (Mayer, 2011). The science of learning is a systematic and empirical approach to understanding how people learn. More formally, Mayer (2011) defined the science of learning as the “scientific study of how people learn” (p. 3). The science of instruction (Mayer 2011), informed in part by the science of learning, is also on display throughout the book. Mayer defined the science of instruction as the “scientific study of how to help people learn” (p. 3). Finally, the assessment of student learning (e.g., learning, remembering, transferring knowledge) during and after instruction helps us determine the effectiveness of our instructional methods. Mayer defined the science of assessment as the “scientific study of how to determine what people know” (p.3). Most of the research and applications presented in this book are completed within a science of learning framework. Researchers first conducted research to understand how people learn in certain controlled contexts (i.e., in the laboratory) and then they, or others, began to consider how these understandings could be applied in educational settings. Work on the cognitive load theory of learning, which is discussed in depth in several chapters of this book (e.g., Chew; Lee and Kalyuga; Mayer; Renkl), provides an excellent example that documents how science of learning has led to valuable work on the science of instruction. Most of the work described in this book is based on theory and research in cognitive psychology. We might have selected other topics (and, thus, other authors) that have their research base in behavior analysis, computational modeling and computer science, neuroscience, etc. We made the selections we did because the work of our authors ties together nicely and seemed to us to have direct applicability in academic settings

Demand Driven Education: Report on the Education Innovation Project 'Design in Land and Water Management in a Demand Driven Learning Environment'

In the fifth period of the academic year 2008/2009 the chair groups Irrigation and Water Engineering (IWE) and Land Degradation and Development (LDD) organized a new course, i.e. Design in Land and Water Management 2 (IWE- 21312). The course is part of the BSc program International Land and Water Management (BIL). The decision to develop the course can be seen as a measure to ensure that BIL-graduates understand, can analyze, and are able to engage in and to advise on typical design processes as part of their professional practice as irrigation and soil- and water conservation experts

Baseline study of employability related activities in Scottish colleges

In October 2004, the Scottish Funding Council (SFC)'s predecessor bodies, theSFEFC and the SHEFC, publishedLearning to Work(SFC 2004), a discussion paperabout how Scotland's colleges and universities can help to enhance learners'employability. In subsequent dialogue with stakeholders, there was agreement thatemployability should be a specific focus for quality enhancement in the college sectorfrom 2006-07. As a basis for further development, the SFC commissioned this studyto provide information on the range of current activities and practices in Scotland'scolleges which contribute to enhancing employability

Psychology 101: Introduction to Psychology Syllabus Spring 2018

This is the syllabus for the Spring 2018 session of Psychology 101, submitted as evidence for the Global Studies Initiative with annotations related to the project

Exploring reasons why Australian senior secondary students do not enrol in higher-level mathematics courses

In this research paper, I present the reasons why senior secondary students elect not to enrol in a higher mathematics course. All Year 11 and Year 12 mathematics students within Western Australian secondary schools were invited to participate in an online survey comprised chiefly of qualitative items. The key reasons espoused by students include an expressed dissatisfaction with mathematics, the opinion that there are other more viable courses of study to pursue, and that the Australian Tertiary Admissions Ranking (ATAR) can be maximised by taking a lower mathematics course. In addition, student testimony suggests that there are few incentives offered for undertaking a higher mathematics course

Teacher Education Futures: Developing learning and teaching in ITE across the UK

A selection of papers from the Teacher Education Futures conference 2006

Innovate Magazine / Annual Review 2010-2011

https://scholarworks.sjsu.edu/innovate/1001/thumbnail.jp

Dual enrollment booklet 2021-2022

Francis Marion University’s (FMU) Dual Enrollment program allows qualified high school juniors and seniors to take college-level courses while still in high school, earning both college and high school credit when they successfully complete those courses

2022-2023 Lynn University Academic Catalog

The 2022-2023 Academic Catalog initially published as a web-only document. The Department of Marketing and Communication created a PDF version, which is available for download here.https://spiral.lynn.edu/accatalogs/1051/thumbnail.jp