Digitally Inspired Thinking: Can social media lead to deep learning in higher education?

Macchio, Erica

ET

Samuels-Peretz, D., Dvorkin Camiel, L., Teeley, K., and Banerjee, G. (2017). Digitally inspired thinking: can social media lead to deep learning in higher education? College Teaching, 65:1, 32-39. https://www-tandfonline-com.libaccess.sjlibrary.org/doi/pdf/10.1080/87567555.2016.1225663?needAccess=true

Social media allows us to learn about many topics.  While perusing all these different topics on the many social media forums we get the yearning to learn more about items of interest.  Social media can lead to higher learning because it forces us to explore more about the little tidbits of information we come across.

Evaluation: I found this article useful because it made me think about how social media has become a big part of the way we learn.

 

Teaching and Learning: Lost in a Buzzword Wasteland

Murphy, James

ET

Chew, S. L., & Cerbin, W. J. (2017, December 5). Teaching and learning: Lost in a buzzword wasteland. Retrieved May 12, 2018, from https://www.insidehighered.com/views/2017/12/05/need-theory-learning-opinion

This article takes a critical look at trends in education and relates that innovation successes are largely attributable to teacher excitement. After the teacher is no longer excited, the innovation may turn out to be no better than the previous trend. Despite increased research in pedagogy, concrete, evidence-based improvement in results remains elusive. The authors attribute this to a “Lack of a comprehensive, empirically validated model of how students learn.” The authors then propose how educators could start down the path to developing this model. They also claim that students have individual differences that call for tailored teaching and learning, rather than a one size fits all approach. They also list many cognitive factors that should be addressed in teaching and learning theory. They conclude the article by positing that there is not one best teaching method, but that there are best teaching methods appropriate to different situations.

I thought this was a very interesting article as it proposes major theoretical changes, supported by evidence-based practices, in the field of pedagogy. It is an ambitious proposal, but one that has merit. I think anyone who has explained the same concept very differently to two different students can appreciate what the authors are trying to articulate. The challenge, of course, is that a classroom teacher cannot always do this for 20+ students.