Digital Literacy for St. Cloud State University
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Humans love music, especially when there’s repetition that catches the attention.
“Playing music is the brain’s equivalent of a full body workout,” says educator Anita Collins in a TED-Ed video on how playing music benefits the brain. Playing music requires the visual, auditory, and motor cortices all at once
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more on the brain in this IMS blog
https://blog.stcloudstate.edu/ims?s=brain
Christian Jarrett https://digest.bps.org.uk/2018/04/03/another-nail-in-the-coffin-for-learning-styles-students-did-not-benefit-from-studying-according-to-their-supposed-learning-style/
My note: Thank you Michael Pickle for the FB post: https://www.facebook.com/groups/177622448929227/permalink/1894771380547650/
The idea that we learn better when taught via our preferred modality or “learning style” – such as visually, orally, or by doing – is not supported by evidence. Nonetheless the concept remains hugely popular, no doubt in part because learning via our preferred style can lead us to feel like we’ve learned more, even though we haven’t.
For a new paper in Anatomical Sciences Education, a pair of researchers at Indiana University School of Medicine have conducted just such an investigation with hundreds of undergrads. Once again however the findings do not support the learning styles concept, reinforcing its reputation among mainstream psychologists as little more than a myth.
one of the most popular online learning styles surveys, the VARK. Taken by millions of people worldwide, the VARK categorises students according to how much they prefer to learn visually, via auditory information, through reading and writing, or through kinaesthetics (by doing or by practical example).
Husmann and O’Loughlin don’t pull any punches in their conclusion. Their findings, they write – especially when considered in the context of past research – “provide strong evidence that instructors and students should not be promoting the concept of learning styles for studying and/or for teaching interventions. Thus, the adage of ‘I can’t learn subject X because I am a visual learner’ should be put to rest once and for all.”
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more on learning styles in this IMS blog
https://blog.stcloudstate.edu/ims?s=learning+styles
Jeffs, T. L. (2009). Virtual Reality and Special Needs. Themes In Science And Technology Education, 2(1-2), 253-268.
Lahav, O., Sharkey, P., & Merrick, J. (2014). Virtual and augmented reality environments for people with special needs. International Journal Of Child Health And Human Development, 7(4), 337-338.
Cai, Y., Chiew, R., Nay, Z. T., Indhumathi, C., & Huang, L. (2017). Design and development of VR learning environments for children with ASD. Interactive Learning Environments, 25(8), 1098-1109. doi:10.1080/10494820.2017.1282877
Passig, D. (2011). The Impact of Immersive Virtual Reality on Educators’ Awareness of the Cognitive Experiences of Pupils with Dyslexia. Teachers College Record, 113(1), 181-204.
Ke, F., & Im, T. (2013). Virtual-Reality-Based Social Interaction Training for Children with High-Functioning Autism. Journal Of Educational Research, 106(6), 441-461. doi:10.1080/00220671.2013.832999
Collins, J., Hoermann, S., & Regenbrecht, H. (2016). Comparing a finger dexterity assessment in virtual, video-mediated, and unmediated reality. International Journal Of Child Health And Human Development, 9(3), 333-341.
Epure, P., Gheorghe, C., Nissen, T., Toader, L. O., Macovei, A. N., Nielsen, S. M., & … Brooks, E. P. (2016). Effect of the Oculus Rift head mounted display on postural stability. International Journal Of Child Health And Human Development, 9(3), 343-350.
Sánchez, J., & Espinoza, M. (2016). Usability and redesign of a university entrance test based on audio for learners who are blind. International Journal Of Child Health And Human Development, 9(3), 379-387.
Rizzo, A. A., Bowerly, T., Shahabi, C., Buckwalter, J. G., Klimchuk, D., & Mitura, R. (2004). Diagnosing Attention Disorders in a Virtual Classroom. Computer (00189162), 37(6), 87-89.
Eden, S. (2008). The effect of 3D virtual reality on sequential time perception among deaf and hard-of-hearing children. European Journal Of Special Needs Education, 23(4), 349-363. doi:10.1080/08856250802387315
Eden, S., & Bezer, M. (2011). Three-dimensions vs. two-dimensions intervention programs: the effect on the mediation level and behavioural aspects of children with intellectual disability. European Journal Of Special Needs Education, 26(3), 337-353. doi:10.1080/08856257.2011.593827
Lorenzo, G., Lledó, A., Roig, R., Lorenzo, A., & Pomares, J. (2016). New Educational Challenges and Innovations: Students with Disability in Immersive Learning Environments. In Virtual Learning. InTech. https://doi.org/10.5772/65219
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more on virtual reality in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality
https://www.pinterest.com/pin/487585097129364790
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more on effective presentations in this IMS blog:
https://blog.stcloudstate.edu/ims?s=presentations
more on social media and technology in this Pinterest boards:
https://www.pinterest.com/aidedza/tech-related-stuff/
https://www.pinterest.com/aidedza/social-media/
http://ww2.kqed.org/mindshift/2016/07/06/how-schools-can-help-notice-and-serve-the-quiet-kids/
Susan Cain’s bestseller Quiet: The Power of Introverts In A World That Can’t Stop Talking.
http://news.nationalgeographic.com/news/2005/08/0822_050822_chinese.html
Richard Nisbett, a psychologist at the University of Michigan in Ann Arbor.
http://www.newscientist.com/article.ns?id=dn7882
Cheung notes that children in China consistently score higher on academic tests compared to children in the U.S. and Mexico. But she says more research is needed to determine how much of that is due to the storybooks or even to the larger differences in cultural values that the books reflect. Other completely unrelated factors, such as different teaching techniques could be at work.
In the meantime, Cheung says her study suggests all three cultures might have something to learn from each other.
For instance American parents might want to take a cue from Chinese storybooks and supplement their children’s reading with more tales that promote a view of intelligence as changeable.
After all, says Cheung, if you think intelligence is gained through effort, then when you’re confronted with a challenge or even an outright failure, “you just put more effort into it. You try to learn from the experience and you think about different ways of approaching the problem rather than saying, ‘No, I’m just not smart and I’m just going to give up right away.'”
Diverse learners with exceptional needs require a specialized curriculum that will help them to develop socially and intellectually in a way that traditional pedagogical practice is unable to fulfill. As educational technologies and theoretical approaches to learning continue to advance, so do the opportunities for exceptional children.
Special and Gifted Education: Concepts, Methodologies, Tools, and Applications is an exhaustive compilation of emerging research, theoretical concepts, and real-world examples of the ways in which the education of special needs and exceptional children is evolving. Emphasizing pedagogical innovation and new ways of looking at contemporary educational practice, this multi-volume reference work is ideal for inclusion in academic libraries for use by pre-service and in-service teachers, graduate-level students, researchers, and educational software designers and developers.
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http://visual.ly/50-awesome-facts-about-languages
