"Chunking involves breaking up new learning into discrete sections in order to avoid cognitive overload, and to promote schema development ..."
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Creative teaching and learning
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+3 today
New spaces for teaching, learning and supervision
Curated by
Leona Ungerer
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"This article offers a perspective on ethics in the game industry from a cognitive science standpoint, while debunking certain claims. Addiction (and attention economy), loot boxes, dark patterns, and violence are discussed ..." 
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"In his new book, “How We Learn: The Surprising Truth about When, Where, and Why It Happens,” author Benedict Carey informs us that “most of our instincts about learning are misplaced, incomplete, or flat wrong” and “rooted more in superstition than in science" ..." Via Beth Dichter
Beth Dichter's curator insight,
August 25, 2014 10:41 PM
How do we learn? This post explores this issue and provides some suggstions on some best practices for studying. The author of the post provides three "take-aways" from the book. * "Forgetting isn't always bad." * "The brain is a foraging learner." * "We can be tactical in our learning." A number of suggestions on best ways to study are also included. * Rather than cramming study material for a shorter period of time everyday. You will retain more. * Studying in different locations may be beneficial. * Taking breaks after intense studying is good. It provides a break for your brain. This is called diffuse learning. * Rather than rereading material quiz yourself on it to see how much you recall. Additional suggestions are included in the post and there is more information. If this is an area of interest to you Coursera will be running another session of Learning How to Learn, beginning in early October. The course is free unless you want to receive a Certificate. I can vouch for this course as I am currently enrolled and at some point in the near future I will share more information about it. To learn more about the course go to Learning How to Learn. |
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"Continuing his series on the potential of retrieval practice, spaced learning, successive relearning, and metacognitive approaches in the classroom, this time Kristian Still focuses on the ‘spaced’ element, looking at the underpinning research and drawing out important lessons for teachers..."
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"Almost no one who is involved in creating learning materials relies on the evidence from learning science ..."
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"I just finished one of the best books I’ve read on the science of learning ..."
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