Hey, I'm interested in the philisophical issues in urban planning.
I've prodded Pat to provide a copy of the slides.
Did she say anything about the openin act, Sharon Van Etton?
Missed the support act; apparently it was Mark Lanegan?
You know how there are learning styles - are there convincing styles? Some people seem to be more convinced by anecdotes, some by logic, some by authority, some by direct experience. Is that a thing?
A method for effective learning styles are not supported by empirical evidence, although there is evidence for student preferences. As for "teaching styles" in adult and higher education there is more of an emphasis on the social contextualisation of knowledge (e.g., practical and relevant application of knowledge, communities of scholars), increasing learner autonomy and participation (adults, by social definition, are voluntary learners with who are equivalent in cognitive structure), and 'deep' knowledge (conceptual and abstract understanding in addition to 'having the right answer').
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Date: 2013-03-04 10:13 pm (UTC)I've prodded Pat to provide a copy of the slides.
Did she say anything about the openin act, Sharon Van Etton?
Missed the support act; apparently it was Mark Lanegan?
You know how there are learning styles - are there convincing styles? Some people seem to be more convinced by anecdotes, some by logic, some by authority, some by direct experience. Is that a thing?
A method for effective learning styles are not supported by empirical evidence, although there is evidence for student preferences. As for "teaching styles" in adult and higher education there is more of an emphasis on the social contextualisation of knowledge (e.g., practical and relevant application of knowledge, communities of scholars), increasing learner autonomy and participation (adults, by social definition, are voluntary learners with who are equivalent in cognitive structure), and 'deep' knowledge (conceptual and abstract understanding in addition to 'having the right answer').