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003 IT-RoAPU
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006 m|||||o||d||||||||
007 cr || ||||||||
008 210830t20142014mau fo d z eng d
019 _a(OCoLC)893439504
020 _a9780674368248
_qprint
020 _a9780674735996
_qPDF
024 7 _a10.4159/harvard.9780674735996
_2doi
035 _a(DE-B1597)9780674735996
035 _a(DE-B1597)427414
035 _a(OCoLC)889963061
040 _aDE-B1597
_beng
_cDE-B1597
_erda
050 4 _aLB1028.5
072 7 _aEDU015000
_2bisacsh
082 0 4 _a371.33
_223
084 _aonline - DeGruyter
100 1 _aMiller, Michelle D.
_eautore
245 1 0 _aMinds Online :
_bTeaching Effectively with Technology /
_cMichelle D. Miller.
264 1 _aCambridge, MA :
_bHarvard University Press,
_c[2014]
264 4 _c©2014
300 _a1 online resource (272 p.) :
_b2 line illustrations, 2 tables
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 0 _tFrontmatter --
_tContents --
_tPreface --
_tChapter 1: Is Online Learning Here to Stay? --
_tChapter 2: Online Learning: Does It Work? --
_tChapter 3: The Psychology of Computing --
_tChapter 4: Attention --
_tChapter 5: Memory --
_tChapter 6: Thinking --
_tChapter 7: Incorporating Multimedia Effectively --
_tChapter 8: Motivating Students --
_tChapter 9: Putting It All Together --
_tNotes --
_tAcknowledgments --
_tIndex
506 0 _arestricted access
_uhttp://purl.org/coar/access_right/c_16ec
_fonline access with authorization
_2star
520 _aFrom wired campuses to smart classrooms to massive open online courses (MOOCs), digital technology is now firmly embedded in higher education. But the dizzying pace of innovation, combined with a dearth of evidence on the effectiveness of new tools and programs, challenges educators to articulate how technology can best fit into the learning experience. Minds Online is a concise, nontechnical guide for academic leaders and instructors who seek to advance learning in this changing environment, through a sound scientific understanding of how the human brain assimilates knowledge. Drawing on the latest findings from neuroscience and cognitive psychology, Michelle Miller explores how attention, memory, and higher thought processes such as critical thinking and analytical reasoning can be enhanced through technology-aided approaches. The techniques she describes promote retention of course material through frequent low-stakes testing and practice, and help prevent counterproductive cramming by encouraging better spacing of study. Online activities also help students become more adept with cognitive aids, such as analogies, that allow them to apply learning across situations and disciplines. Miller guides instructors through the process of creating a syllabus for a cognitively optimized, fully online course. She presents innovative ideas for how to use multimedia effectively, how to take advantage of learners' existing knowledge, and how to motivate students to do their best work and complete the course. For a generation born into the Internet age, educational technology designed with the brain in mind offers a natural pathway to the pleasures and rewards of deep learning.
530 _aIssued also in print.
538 _aMode of access: Internet via World Wide Web.
546 _aIn English.
588 0 _aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 30. Aug 2021)
650 0 _aAcquisition de connaissances.
650 0 _aAspects psychologiques.
650 0 _aComputer-assisted instruction.
650 0 _aEducational technology.
650 0 _aInternet in education.
650 0 _aInternet.
650 0 _aLearning, Psychology of.
650 0 _aMoyens d'enseignement.
650 0 _aMéthodes pédagogiques.
650 0 _aPolitique de l'éducation.
650 0 _aSociété de l'information.
650 0 _aTeaching
_xComputer network resources.
650 0 _aTechnologie de l'éducation.
650 0 _aTechnologies de l'information et de la communication.
650 7 _aEDUCATION / Higher.
_2bisacsh
850 _aIT-RoAPU
856 4 0 _uhttps://doi.org/10.4159/harvard.9780674735996
856 4 0 _uhttps://www.degruyter.com/isbn/9780674735996
856 4 2 _3Cover
_uhttps://www.degruyter.com/cover/covers/9780674735996.jpg
942 _cEB
999 _c193407
_d193407