Learning Outcomes | CEI | Center for Education Innovation

Writing effective learning outcomes Learning outcomes are statements of what students CAN DO as a result of a learning experience. The statements focused on student learning rather than our teaching. Learning outcomes can be broadly categorized in three different types: Attitudes (Knowing “why”) Skills (Knowing “how”)

Source: Learning Outcomes | CEI | Center for Education Innovation

Implementation Intentions Facilitate Action Control | Psychology Today

One of the most effective anti-procrastination strategies I know.

Source: Implementation Intentions Facilitate Action Control | Psychology Today

 

It’s more than just setting goals, it’s defining implementation intentions as well.

Learning Outcomes | CEI | Center for Education Innovation

Writing effective learning outcomes Learning outcomes are statements of what students CAN DO as a result of a learning experience. The statements focused on student learning rather than our teaching. Learning outcomes can be broadly categorized in three different types: Attitudes (Knowing “why”) Skills (Knowing “how”)

Source: Learning Outcomes | CEI | Center for Education Innovation

Developing a framework for teaching open courses | open thinking

Interest-based curriculum (excerpt)

The strategy: Martin Weller describes the wealth of knowledge online as a potential “pedagogy of abundance.” For learners who are more used to a structured curriculum, this can make getting started a challenge. However, learning is most meaningful when it is interest-based. So, in our courses, we want to avoid setting a strict scope and sequence type curriculum; instead, we encourage students to let their interests become the catalyst for learning. One particularly successful strategy has been the inclusion of student learning projects in our courses, where students are expected to learn a skill of their choice using online resources and then document the learning process. This allows students to choose a high interest topic, but it also ensures that all students are documenting their learning in a similar manner, which can provide a social glue as students discuss the methods and tools use for documentation (which is a digital literacy skill in itself). As well, weekly synchronous video conferencing sessions and weekly Twitter chats can keep students from feeling lost or disconnected.

Source: Developing a framework for teaching open courses | open thinking

 

Note:  extract to share Couros et al re open pedagogies and connected learning