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From Theory to Practice
TRANSFORMATIONS: RESEARCH & TEACHING IN THE DIGITAL AGE
sponsors: Department of Educational Psychology, & Ubiquitous Learning Institute
From Theory to Practice: Integrating Research, Teaching, and Assessment in the Development of Educational Technologies that Support Student Learning
Dr. Sarah Grison
Wednesday April 4th, 2012 ~ 11 a.m. – 12:30 p.m. ~ Room 2 Education
Great learning and great teaching go hand in hand, and both are enhanced when the theories and methods of psychological science is applied to improving teachers’ skills and student and learning. This presentation will represent Dr. Grisons perspective that as a researcher, empirical tools can be used to investigate several questions: 1) What does empirical classroom research reveal about how to best use pedagogical tools and educational technologies to support student content and skill learning? 2) Can cognitive neuroscience techniques help us understand how pedagogies affect attention, memory, and reading processes, and thus show ways to facilitate student learning across diverse populations? 3) Can we improve both teachers’ pedagogical skills and student learning by embedding direct and indirect assessment tools into courses? and, 4) How can psychological research be used to develop textbooks and educational tools that are empirically shown to enhance student learning of content and skills and the development of teachers’ abilities?
Dr. Sarah Grison is a Post-Doctoral Researcher & Adjunct Assistant Professor with the Beckman Institute & College of Education’s Department of Educational Psychology at the University of Illinois, Urbana-Champaign. As a an educator, Sarah strives to put classroom and laboratory research into practice to support student learning of both content and skills in courses including Introductory Psychology, Child Development, Human Development, and Cognitive Psychology, among others. Sarah also trains graduate student teachers how to use evidence-based teaching practices and develop assessment tools in order to support the learning of their own students. Taken together, the goal of her work is to improve educational experiences, augment teachers’ pedagogical effectiveness, and develop evidence-based educational tools, while also adding to the knowledge in the field of cognitive science of teaching and learning.
Live stream: http://fss.education.illinois.edu/transformations/
For more information: http://education.illinois.edu/edpsy/transformations/