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[youtube https://www.youtube.com/watch?v=videoseries?list=PLpGHT1n4-mAsg72LZYTZFhpG0syQWhlr6&w=560&h=315]
Author: kiranjohny007@gmail.com
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Tweet: Sans Forgetica and Desirable Difficulty.
Sans Forgetica is a font that is designed to help you remember your study notes..Using Desirable Difficulty. Please comment on this @DrCrisCastrohttps://t.co/zJdlItmvvehttps://t.co/wI28NPYiWC
— Kiran Johny (@johnywrites) November 17, 2018https://platform.twitter.com/widgets.js
Desirable difficulties are difficulties which challenge the comfort but ends up creating long term desirable effects(Learning).The concept of “desirable difficulties” was developed by Robert Bjork of UCLA. In his research, he noticed various kinds of experimental phenomena which indicated the emergence of 2 predominant patterns in learning.They are:- Conditions of instruction or practice (learning) that make performance improve rapidly often fail to support long term retention and transfer. Whereas,
- Conditions of instruction or practice(learning) that appear to create difficulties for the learner, slowing the rate of apparent learning, often optimizes long term retention and transfer.
The first one accelerates the learning(Or speeds up learning), the second one slows down learning by introducing difficulties that benefit long term retention and transfer. These difficulties are what Robert BJORK Calls Desirable difficulties.According to originators ofSans Forgetica the font aides better retention because of the difficulty in the reading act as a ‘desirable difficulty,’In this case “When an obstruction is added to the learning process(difficult to read font) in order to promote deeper cognitive processing, which results in better memory retention.”The designers tested this font on 400 students:57% successfully memorized text written in the Sans Forgetica font, compared to 50% who read it in Arial. -
Stanford Video Playlist: Workforce & Learning Pathways In A Period Of Dynamic Change Conference
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Stanford Learning Video Playlist
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Stanford Playlist : Feature | Center for Teaching and Learning
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Tweet: What is differential learning?
What is differential learning? https://t.co/jC0jiyOQa5 @TimBuszard
— Kiran Johny (@johnywrites) September 4, 2018https://platform.twitter.com/widgets.js
Differential learning is a method of training that highlights the exploration of movement patterns. It takes advantage of variations in a complex system by increasing them through ‘no repetition’ and ‘constantly changing movement tasks’ which add stochastic perturbations.By constantly and randomly changing the technique used to execute a skill, the performer will:- Discover what works best for themselves, and
- Learn to perform the skill in a multitude of ways.
In a study by Wolfgang i. schöllhorn et al “The Nonlinear Nature of Learning: A Differential Learning Approach” they studied the parallel acquisition and learning of two movement techniques in the sport of football.One traditionally trained group and two deferentially trained groups ( ie blocked and random) trained for four weeks, twice a week, on ball control and shooting at goal tasks.Results confirmed previous work and showed significant advantages for both differential groups in the acquisition phase as well as in the learning phase, compared to the traditional group.These findings suggest that, instead of following a linear path to the target movement technique by means of repetitions and corrections, a differential approach is more beneficial because it perturbs learners towards more functional movement patterns during practice.https://www.youtube.com/watch?v=hYlVx7VtZ3E
Lets listen to Perception Action Podcast exploring this idea.
Click to read more about differential learning in dls-sports
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Larry Squire @ GoCognitive : Memory
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Bjork @ GoCognitive: Desirable Difficulty Video Playlist
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Dr. Ione Fine@ Gocognitive: Neuro Plasticity
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Tweet: Showing what success looks like.
Showing what success looks like: the magic of models @HFletcherWood https://t.co/pnNzNVYet7
— Kiran Johny (@johnywrites) September 3, 2018https://platform.twitter.com/widgets.js
Harry Fletcher-Wood suggests that ( Post) :- Students who know what success looks like have a goal and know how to achieve it.
- But using learning objectives as a way to create goals of learning in each cases are not effective. Its because,”Objectives rely on concrete descriptors – slippery words like ‘persuasive’ and ‘methodical’. But knowing that an argument should be ‘persuasive’ does not show students how to make it persuasive: persuasiveness is the kind of idea “which cannot be specified in detail” and so “cannot be transmitted by prescription, since no prescription for it exists (Polanyi, 1962, p.53).
- Show Me, Don’t Tell: Instead use concrete examples to demonstrate how success or end result looks like. Thus using an arsenal of exemplars instead of learning objectives. A sense of what success looks like “can be passed on only by example from master to apprentice (Polanyi, 1962, p.53.).” Examples “set the standards for what I and my students aspire to achieve (2003, p.29-30).” He offers students “a taste of excellence (p.31)”:
- An ‘arsenal of exemplars’ lets us to show what success looks like, rather than tell. Cognitive science suggests that providing worked examples – models broken into steps – can help students learn better and more efficiently (Zhu and Simon, 1987).