Welcome to the 具有里程碑意义的大学 Institute for 研究 and 培训 (LCIRT) blog — the mission of this blog is to provide an avenue of communication between LCIRT and educators/professionals interested in the latest re搜索, 资源, and news related to learning differences.
In a traditional classroom, we have the luxury of answering clarifying questions and reminding students of the sequence of tasks, and we can provide lots of visual and verbal cues to help students stay organized and on-task. In an online environment, we don’t have the same opportunities to support students 此时此刻, so it’s incumbent on us to be intentional and consistent in how we present learning materials to them. Otherwise we risk creating unnecessary confusion and frustration; in other words: we can’t change the weather, 或者减轻交通压力, but we can make sure the streets are well lit and there are signs to guide their way.
In 2002, the UK’s Organization of Economic Co-operation and Development (OECD) published a report titled “Understanding the Brain: The Birth of a Learning Science.” The authors dedicated an entire chapter to carefully dissecting and dispelling neuromyths, which they defined as “misconception[s] generated by a misunderstanding, 误读, or a misquoting of facts scientifically established (by brain re搜索) to make a case for use of brain re搜索 in education and other contexts”. Since the report was published, study after study has shown that several of the neuromyths dispelled by the OECD are still widely accepted by educators around the world.
