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Active learning is “…the process as building mental models of whatever is being learned, consciously and deliberately testing those models to determine whether they work, and then repairing those models that appear to be faulty. Michael & Modell (2003 Introduction Active learning is one of those phrases in higher education that’s sometimes a little tricky…
In this episode, Michael Rowe talks about space as a metaphor for learning and asks if it’s still a useful way for us to think about learning and teaching design. Spatial metaphors encourage a certain vocabulary that informs our cognitive frameworks, which possibly limits creative approaches to learning and teaching. Michael asks if other metaphors for learning might get us closer to designing learning experiences that are more aligned with what we care about.
In this episode of the In beta podcast, Joost van Wijchen explores the topic of student-led collaborative curriculum design. As part of the process, Joost interviewed physiotherapy lecturers and students, and shared some of his own experiences at two physiotherapy departments.
In this episode, Shane Pritchard, Ben and Michael talk about the increasing use of simulation in professional education, and ask if the definitions of what counts as simulation are being stretched beyond breaking point. We take a critical look at what we mean when we talk about simulation and explore how we might incorporate it into the curriculum.
In this guided reflection, Dave Nicholls asks what the future of physiotherapy education and practice might look like if the professions were no longer to occupy such prominent positions in healthcare.
I think we can trust artificial intelligence in learning, but not artificial intelligence managed by Silicon Valley corporations in learning. Stephen Downes Introduction If you consider that some elements of AI are already widespread in education (for example, online search, recommendation engines, and autocorrect), then it’s not far-fetched to take seriously the question of what…
Radical openness demands the classroom be a space for relationships and dialogue, at the expense of content, summative assessment, and so-called academic rigor. Jesse Stommel Introduction Earlier this month the results of the National Survey of Students (NSS) was published. The NSS gathers students’ opinions on the quality of their courses and the results are…
Design the type of conference that you would actually go to. Doug Peterson Introduction In October 2020 we shared a few notes about unconferences, following the earth-shattering success of the online unconference we ran earlier that year. And now that we’re starting to gear up for the hybrid 2022 In beta unconference, I thought it’d be…
Healthpunk Filip Maric and colleagues from UiT The Arctic University of Norway are asking for story submissions for the second volume of the Healthpunk project. The future is yours to imagine. Today’s world is marked by highly interconnected environmental, social and health challenges. To ensure that we don’t just recreate the same patterns of thinking…
It can be easy to perceive grades as both fixed and inevitable—without origin or evolution … Yet grades have not always been a part of education… Schneider and Hutt (2013) Introduction In the previous post I made the point that some of the dissatisfaction with rubrics – even thoughtful, well-designed rubrics – is linked to the fact…