Day 10 – Tuesday, July 17, 2018
The morning started with a workshop on how to improve cognitive and affective learning gains in student performance.
|Workshop Title: How to Increase Cognitive and Affective Learning Gains in Student Performance|
|Workshop Description: We will discuss several evidence-based strategies to improve student performance and success as they progress through their curriculum. The use of technology and departmental commitment to accomplish this goal will be illustrated. Several pedagogies including blended, flipped, and adaptive learning will be discussed. As has been shown by several studies, affective mode of learning and good teaching are equally important in ensuring student retention and success. Tools such as discussion of misconceptions, peer-to-peer learning, and universal design for learning to accomplish this will also be discussed.|
The workshop went well. Participants mainly had questions about why the affective mode of learning is important and how to assess such measures. The part on universal design learning was well received and its simple premise that is connected to learning sciences (what – recognition network, how -strategic network, and why – affective network) was well received.
Photo: Workshop participants at UTP, Malaysia
We continued our discussion over lunch that was sponsored by UTP CeTAL.
In the afternoon, I caught up with work email and talked to a graduate student about his research on droplet mechanisms in internal combustion engines.
This material is based upon work supported by the Fulbright Specialist Grant and the products of the National Science Foundation Grants# 0126793, 0341468, 0717624, 0836981, 0836916, 0836805, 1322586, #1609637. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the Fulbright Program.