Scott Arciniegas

Scott Arciniegas

About me


Does your school allow you to use social networking as a teaching tool in your classroom? I'm curious to find out how common it is in other institutions. Our school, at the advice of the corporation that owns it, has rules that bar instructors from sending or accepting friend requests from students on, say, FaceBook, citing it as a violation of the school's non-fraternization policy. LinkedIn, however, is allowed. How does it work at your school?

I hear ya. As a visual communications professional, it stands to reason that I am a visual thinker. Yet I'm perfectly comfortable reading a book, listening to a lecture, taking notes, hearing a song, interpreting a graph, or role-playing a scenario (well, maybe a little less comfortable with that last one). For me, in the end, the reward is the knowledge obtained; and I will do the work necessary to obtain that knowledge if it is of use to me and worth the work. In all of this discussion, we have left out one of the more obvious causes of… >>>

Thank you for your feedback, Dr. Meers. I think that, by virtue of the kinds of personalities that are drawn to education in the first place, our tendency is to do anything to make sure all of our students "get", and, hopefully, master the material we are presenting to them. After all, their success is our success. So, when presented with this model of "learning styles" and specific intelligences, we want to tailor our teaching to each and every one of them. As I've lamented in previous comments, however, this presents a potential multiplication of our workload by...4, 5 times?… >>>

I ran into an article on the New York Times website (in the "Views" section, but still...), entitled "Forget What You Know About Good Study Habits" []; it addressed many of the issues we've seen so far in these modules, including the effectiveness of changing the settings in which teaching/learning take place, as well as the importance of testing. Even more intriguing to me, however, was one of the studies cited in this article: originally published in the journal Psychological Science in the Public Interest in December 2008, this review of previously published studies calls into question the existence of… >>>

The lessons in this course have been quite enlightening with regards to the various learning styles...tidbits like the fact that kinesthetic learners will be more like to encode information along with emotional cues, for instance. Fascinating. Have there been any studies attempting to map different learning styles to different demographics: gender? socio-economic? Ethnic or racial? Sexual orientation? Does an individual's learning style stay consistent over time, or does it tend to change with age? If so, what styles tend to map to what ages?

As was brought up by the moderator and participants (in another discussion in this forum), too often online learning ignores some of the learning styles and multiple intelligences of its students. One could argue that even this course in which we are all participating could apply to even more of them than it does(although the thinking breaks, quizzes, and good ol' Max Knowlton do mix it up from time to time). So how could we get online learning to work for the kinesthetic learner? For the auditory learner? For the emotionally intelligent? For the existentially intelligent? And so on... In… >>>

Seriously, right? We're supposed to be educators, but the number of very basic word usage errors I've seen in these discussions (your/you're, its/it's, there/their/there) is a bit frightening.

For discussion's sake, I'm going to play devil's advocate here: while it is all well and good to accommodate different learning styles and to assist and encourage students with learning disabilities, I would argue that there are some students whose ambition outweighs their ability and potential. While they can, with great effort and time, learn the same materials as their peers and perform the same tasks at them, once they are thrown into the professional environment and these educational accommodations are removed, they are at a great competitive disadvantage. And, having (most likely) paid for their career educations with student… >>>

There is another aspect of working with language/writing issues that, working in an urban environment as I do, I encounter on a regular basis: the student who is a native English speaker, but whose spoken language is so far removed from academic, business, (so-called) proper English, that they can, for practical purposes, be considered an English as a Learning Language student. It could be persuasively argued that, in order to succeed in an academic setting and in (most) professional environments, they will need to learn the English language anew. The instructor must impart unto them the professional jargon and technical… >>>

While the online course material's points on the value that group projects offer (through teamwork, forced participation, and diversity of experience) are well taken, it seems to me that this sort of project is better suited to upper-level projects. What sort of group projects seem most appropriate for a foundation-level course that is more fact, elements, fundamentals, and basic theory based?

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