We know that the vast majority of students go into higher education to get a qualification. But there are other reasons as well that have nothing to do with learning.
Personalized marketing or one to one marketing has taken the world by storm, and hyper-personalization is now the expected, even demanded norm, especially by millennia and generation Z.
My relationship with the media has been complicated. As a former editor for newspapers and magazines I understand the importance of having great sources and also getting slammed with spammy PR pitches. However, in the past I have fallen into the same trap that I despised as an editor myself. Sending out crappy PR pitches in hopes of getting my brands some media coverage. I am not a natural pitch artist.
Educational institutions have long been shielded from malpractice suits because courts have been reluctant to hear cases for a number of reasons. The original ruling that this is based on was made almost 50 years ago, and much has changed in both education and litigation.
As I work to disseminate and teach the principles of The Science of Learning, I find myself continually faced with the statement “yes, but everyone learns differently.” I know that this is one of the foundational stones of the current educational world, but where is the evidence for this?
Peer discussion, with moderate input from a professor, is the best form of teaching there is. There are several reasons that I will go over.
Over the years, neuroscience has made spectacular leaps forward in finding out how the brain functions and effects behavior. With a Ph.D. in cognitive neuroscience, I have been a first-hand witness to this remarkable growth and age of discovery. After a number of years in educational administration, I went back to scholarship, but this time I focused on The Science of Learning.