Jesse Martin Higher Education Expert

Jesse is a world leader in the integration of the science of learning into formal teaching settings. He is an Adjunct Associate Professor at the University of Lethbridge and Director at The Academy for the Scholarship of Learning. Huge advocate of the science of learning, he provides people with ideas about how they can use it in their classrooms. Jesse holds a PhD in Psychology from the University of Wales, Bangor.

 

Digitization and Learning

Digitization is the foundation of educational reform. All we have to do is figure out how to harness it.

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Higher Order Thinking Skills

Although many higher education specialists expect that students should arrive at university or college with critical thinking abilities, they don’t. The myelination of the frontal lobes enables abstract thinking with 60% of grade 12 students only above to understand and manipulate two abstract concepts simultaneously. Higher order thinking skills rely on the ability to understand and manipulate abstract concepts.

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How We Believe ?

How do we find out what we believe in, or what are the methods that we have of knowing? According to Peirce (1877), there are four methods of knowing information, method of authority, method of tenacity, a priori method, and the scientific method. I will review each one of them, and consider how they impact our learning and how we can influence them through our teaching. I will consider the method of tenacity and the a priori method first. In both the method of tenacity and the a priori method, there is often no way to identify where the knowledge or the belief came from, it just is. The fundamental difference is the willingness to change a belief.

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Creating the New Ideas

I have written much recently about higher order thinking skills and the failure of higher education to teach the masses of students that emerge from our institutions with little or no evidence that we have succeeded. All we teach is stuff, cramming and passing tests most of which will be forgotten in a matter of weeks following a test.

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