A poster session allowed attendees, which averaged 43 listeners per paper, to review some of the tools being used. In order to design better courses, general views of teaching and learning must be examined. Teaching and learning are not synonymous, as was pointed out by Susan A. Ambrose of the Eberly Center for Teaching Excellence at CMU . However, these metaphors limit the way knowledge is taught by placing the student in an inactive role in the learning process. Giving students the responsibility for their own learning is difficult, said Ambrose, who likened the students' responses to this empowerment as going through the steps associated with trauma.
Students often lack skills such as self-monitoring, time management, and effective listening.
Unfortunately, prior knowledge, which is very important for continued learning, is often missing or incomplete because students do not know how to retrieve it. Thus, students are unable to apply new ideas in practical situations. In order to develop competence, students need frequent practice and timely and constructive feedback, whether through homework, in-class activities, or discussion. Be explicit in defining educational objectives and types of knowledge. Determine students' prior knowledge and find connections to it.