General Learning Theories
Theories of Learning in Nursing Education hosted by Current Nursing
Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83
Taylor, D. C., & Hamdy, H. (2013). Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. Medical Teacher, 35(11), e1561-e1572.
Dennick, R. (2012). Twelve tips for incorporating educational theory into teaching practices. Medical Teacher, 34(8), 618-624.
Torre, D. M., Daley, B. J., Sebastian, J. L., & Elnicki, D. M. (2006). Overview of current learning theories for medical educators. The American journal of medicine, 119(10), 903-907.
Cognitive Load Theory
Young, J. Q., Van Merrienboer, J., Durning, S., & Ten Cate, O. (2014). Cognitive load theory: Implications for medical education: AMEE guide no. 86. Medical teacher, 36(5), 371-384.
Experiential Learning
Yardley, S., Teunissen, P. W., & Dornan, T. (2012). Experiential learning: AMEE guide No. 63. Medical teacher, 34(2), e102-e115.
Problem Based Learning (PBL)
Bate, E., Hommes, J., Duvivier, R., & Taylor, D. C. (2014). Problem-based learning (PBL): Getting the most out of your students–Their roles and responsibilities: AMEE Guide No. 84. Medical teacher, 36(1), 1-12.
ADDIE (Analysis, Design, Development, Implementation, and Evaluation)
Wiggins, Grant and Jay McTighe. Understanding by Design, Expanded 2nd Edition. Pearson, 2005.
NLN Simulation Innovation Resource Center
7 Steps to Flipping with a Framework
Active Learning
Blended Learning
Case-based Learning
Flipped Classroom
How and Why to Flip your Classroom with VoiceThread
Translating Concepts to Practice
Jigsaw Technique
Learning Outcomes
List of Online Activities
Mind Mapping
The Minute Paper
Padlet
Peer Assisted Learning
Problem-based Learning
Project-based Learning
SON Flipped | Active | Blended (FAB) Resources
SON Flipped Learning
SON Flipped Learning References
Think-Pair-Share
Twitter
Neurobiology of Learning and Memory, Brain Based Learning, and Brain Targeted Teaching Strategies
Bellah, K. A., Robinson, J. S., Kaufman, E. K., Akers, C., Haase-Wittler, P., & Martindale, L. (2008). Brain-based learning: A synthesis of research. NACTA Journal, 52(2), 15.
Cahill, L., McGaugh, J. L., & Weinberger, N. M. (2001). The neurobiology of learning and memory: some reminders to remember. Trends in neurosciences, 24(10), 578-581. Cameron, H. A., & Glover, L. R. (2015). Adult neurogenesis: beyond learning and memory. Annual review of psychology, 66, 53-81.
Cuevas, J. (2015). Is learning styles-based instruction effective? A comprehensive analysis of recent research on learning styles. Theory and Research in Education, 13(3), 308-333.
Duman, B. (2010). The Effects of Brain-Based Learning on the Academic Achievement of Students with Different Learning Styles. Educational Sciences: Theory and Practice, 10(4), 2077-2103.
Freeman, G. G., & Wash, P. D. (2013). You Can Lead Students to the Classroom, and You Can Make Them Think: Ten Brain-Based Strategies for College Teaching and Learning Success. Journal on Excellence in College Teaching, 24(3).
Hardiman, M. (2018). Brain-Targeted Teaching.
Hardiman, M. (2010). The brain-targeted teaching model: A comprehensive model for classroom instruction and school reform. New Horizons for Learning, 8(1).
Hardiman, M. M. (2001). Connecting brain research with dimensions of learning. Educational Leadership, 59(3), 52-55.
Hardiman, M., Rinne, L., Gregory, E., & Yarmolinskaya, J. (2012). Neuroethics, neuroeducation, and classroom teaching: Where the brain sciences meet pedagogy. Neuroethics, 5(2), 135-143.
Gozuyesil, E., & Dikici, A. (2014). The Effect of Brain Based Learning on Academic Achievement: A Meta-Analytical Study. Educational Sciences: Theory and Practice, 14(2), 642-648.
Jensen, E. (2008). Brain-based learning: The new paradigm of teaching. Corwin Press.
Jensen, E. (2007). Introduction to brain-compatible learning. Corwin Press.
Kahveci, A., & Ay, S. (2008). Different approaches-Common implications: Brain-based and constructivist learning from a paradigms and integral model perspective. Journal of Turkish Science Education, 5(3), 124-129.
Li, P., Chaby, L. E., Legault, J., & Braithwaite, V. A. (2015). Brain 3M–A New Approach to Learning about Brain, Behavior, and Cognition. International Association for Development of the Information Society.
Mahan, J. D., & Stein, D. S. (2014). Teaching adults—best practices that leverage the emerging understanding of the neurobiology of learning. Current problems in pediatric and adolescent health care, 44(6), 141-149. Wolf, O. T., Atsak, P., De Quervain, D. J., Roozendaal, B., & Wingenfeld, K. (2016). Stress and memory: a selective review on recent developments in the understanding of stress hormone effects on memory and their clinical relevance. Journal of neuroendocrinology, 28(8).
Viswanathan, V., Solomon, J., Unnikrishnan, V., & Hamilton, E. (2016). Improving Student Engagement in Engineering Classrooms: The First Step towards a Course Delivery Framework using Brain-based Learning Techniques. In ASEE Annual Conference.