https://platform.twitter.com/widgets.jsMany people, including educators, believe learning styles are set at birth and predict both academic and career success even though there is no scientific evidence to support this common myth, according to new research.https://t.co/czdBvrwmGV pic.twitter.com/51LnNwaePn
— Kiran Johny (@johnywrites) June 5, 2019
Category: ScienceOfLearning
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Tweet: Learning styles is still making rounds
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Tweet: Cognitive neuroscience VS Cognitive psychology: What Teachers Need To Know About The Science Of Learning.
What Teachers Need To Know About The Science Of Learning–And What They Don’t via @forbes https://t.co/Eiv5FnZpGT
— Kiran Johny (@johnywrites) June 5, 2019There are two basic categories of learning science: Cognitive neuroscience & Cognitive psychology.Neuroscience focuses on the brain’s structure and the regions that are activated when people engage in various tasks.Psychology, on the other hand, focuses on the mind and behavior.This article explores the various fundamental issues with the use and misuse of Neuro-science in educational practice. -
Tweet: How to activate your brain’s ability to learn
— Kiran Johny (@johnywrites) May 26, 2019
Training past the point of improvement is called ‘overlearning.’A recent study in Nature Neuroscience suggests that such post improvement training might further improve performance by altering chemicals in the brain that “lock” in training.Review of the Study >>Read the study >> -
Tweet: The Effects of Drawing for Learning
The Powerful Effects of Drawing on Learning https://t.co/VDZpBgZvSj
— Kiran Johny (@johnywrites) May 26, 2019Graham Shaw founded Vision Learning in 1995, specializing in helping people to develop a range of practical skills around the art of communication.
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Tweet: Immediately Re-Watching Lecture Videos Doesn’t Benefit Learning
“Re-watching a video lecture does not encourage individuals to build a richer representation of the content,” the researchers concluded, “thus leading to a more passive mode of viewing that puts little demands on attentional control, ultimately leading to more mind wandering.” https://t.co/wFIO2lIgoE
— Kiran Johny (@johnywrites) January 25, 2019A new research paper suggests that immediately re-watching a video lecture doesn’t lead to any greater learning.
The study equates re-watching a video to re-reading text material, which is a popular learning method but, proven as less effective learning strategy.
According to the study:
“re-watching a video lecture does not encourage individuals to build a richer representation of the content, thus leading to a more passive mode of viewing that puts little demands on attentional control, ultimately leading to more mind wandering.”
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Tweet: Entrepreneurship and social network embedded learning
The study will focus on understanding entrepreneurs social network embeddedness and engagement via developing indexes. https://t.co/LfW1Kub1WH
— Kiran Johny (@johnywrites) November 13, 2018Jon Carr and Tim Michaelis of NC State’s Poole College of Management – are serving as co-principal investigators on a two-year project study which aims at identifying and measuring components of the entrepreneur’s network.
The information regarding entrepreneurs social network will provide education and recommendations on how entrepreneurs can focus on weaknesses or under-utilized aspects of their current social network, as well as areas to work on development and growth of more meaningful and deeper social networks.
The study is focusing on two important metrics:
- one focused on social network Embeddedness, and
- the other focused on social network Engagement
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Tweet: Desirable difficulties under working memory stress.
“Desirable difficulties” (bjork) suggests that introducing difficulties in learning will benefit longterm #learning. The empirical literature indicates that desirable difficulty effects may not work in conditions where working #memory is already stressed.https://t.co/iXNSNW21Pz pic.twitter.com/evUgEqKzFj
— Kiran Johny (@johnywrites) November 6, 2018“Desirable difficulties” (bjork) suggests that introducing difficulties in learning will benefit long term #learning. The empirical literature indicates that desirable difficulty effects may not work in conditions where working #memory is already stressed.
In the paper “Undesirable Difficulty Effects in the Learning of High-Element Interactivity Materials” John Sweller et al discusses theoretical and empirical work in the context of cognitive load theory to argue that the effectiveness of desirable difficulties in learning may be moderated by the working memory load imposed by the instructional material.
The review looked at three types of desirable difficulty effects: testing, generation, and varied conditions of practice.
The findings indicates that desirable difficulty effects are not always obtained and that cognitive load theory may be used to explain many of these contradictory results.Many failures to obtain desirable difficulty effects may occur under conditions where working memory is already stressed due to the use of high element interactivity information. Under such conditions, the introduction of additional difficulties may be undesirable rather than desirable.Authors are Ouhao Chen,Juan C. Castro-Alonso, Fred Paas and John Sweller -
Tweet: Classroom retrieval practice
A pointer to some of the problems in todays classroom retrieval practice by @lkfazio . https://t.co/Eh8doOWkuK
— Kiran Johny (@johnywrites) October 29, 2018A new study conducted by Dr. Lisa K. Fazio, “Retrieval practice opportunities in middle school mathematics’ teacher’s oral questions.”, shows that many teachers promote more active forms of learning like retrieval practice, but the research suggests that some of the other hallmarks of active learning, like waiting for students to respond, are not occurring.
The study attempted to examine how often and what type of questions teachers ask that require retrieval practice.It also looked if teachers whose students showed high growth in mathematics achievement used retrieval questions differently from teachers whose students showed low growth.The researchers found, on average, that middle school mathematics teachers asked a whopping 210 questions per hour, or 3.5 per minute.The study also pointed to three hypothesized areas that are necessary for student learning and, unfortunately, are often missing from the classroom:- time to respond,
- a norm of participation, and
- questions that require effortful retrieval.
Time to respond: Ideally, teachers should wait a few seconds for students to process a question, think, and formulate a response.A norm of participation: It’s the idea that the majority of students need to be engaged in the classroom if retrieval questions are to improve classroom performance.Effortful retrieval: The level of difficulty often corresponds to the quality of learning. In other words, harder retrievals are more valuable for students. -
Tweet: The Illusion of Explanatory Depth
Fluency is often misinterpreted as understanding but its often the Illusion of Explanatory (understanding)Depth that drives the confidence.
— Kiran Johny (@johnywrites) October 5, 2018
Comprehension is not learning, its just the second step after the decoding of the language.#Learning #illusion #Education -
Tweet: The issue with student-led instruction/practice
Similar but twisted analogy here in entrepreneurial #learning , Just asking the customer what they think may not contribute to real intelligence if the product is new and innovative.
— Kiran Johny (@johnywrites) October 6, 2018
To Quote Henry Ford
If I had asked people what they wanted, they would have said faster horses. https://t.co/RpHlqmoR9WIf you're going to 'just ask the kids' for student-led instruction/practice, please make sure there's evidence of effectiveness. If a student says they learn best by rereading their notes…they're wrong. Just going with what the student says isn't always correct.#leadupchat
— Blake Harvard (@effortfuleduktr) October 6, 2018I think this is where conferencing comes in. Using guided questions to help Ss see if they’re learning or not, if their strategies are effective or not. We have to teach Ss to self-assess if we want them to be life-long learners. #leadupchat
— Carla Meyrink (@CarlaMeyrink) October 6, 2018I had my Sophomores read a science-based article about how rereading doesn’t work, and half of them disagreed with it. Half ody class are science-deniers.
— Jeffery E. Frieden (@SurthrivEDU) October 6, 2018
Few Choice & Behavioral economics bookmarks
Choice Architecture by Richard H. Thaler et al
EENEE Analytical Report No. 29: The use of nudges and other behavioural approaches in education
How to Nudge Students Toward Academic Success
Nudging in Education
Reshaping the square — Classroom choice architecture