The corporate world has received an important message: people are stressed out. More and more, statistics show a troubling decline in employee productivity and – what is even more worrying – a decrease in professional satisfaction.
As methods of teaching go, lectures are the most widely used (80 - 90%) method of teaching in higher education today with about the least amount of effectiveness of any form of teaching.
There is no doubt that technology is changing the world of communications. And hundreds of blogs and opinion pieces will tell you about the latest trends and what we are going to see in the future. But they can often be theoretical; talk of what might happen is often very different from what actually happens.
I have posted several times about critical thinking in higher education today (or not), but have ignored a critical component of critical thinking – evidence.
That title should make quite a few of you perk up. What do you do when it stops being fun? When it feels like every ounce of passion has drained from your body and it all just feels like work.
The world is changing fast. Industries are being disrupted and new technologies are emerging that change the way we do things. In turn this places more emphasis on mastering news skills and learning new things as we try to keep up with the pace of change. This brings new challenges and problems for professionals: how do you keep up with what is happening and how do you ensure you are continually learning and developing?
Where does The Science of Learning come from? I was asked this by an associate on LinkedIn and a student in my class. Both are looking for the empirical evidence for The Science part. Today, I’ll try to address this because I think it is an important concept to understand.