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A parent’s guide to prioritizing emotional well-being — from modernlearners.com by Richard Ten Eyck, with thanks to Missy Emler from Modern Learners for this resource

Excerpt:

I wonder what we are doing in our families, in our schools, in our society that is causing this dramatic rise among our youth. I wonder if my kids feel like they belong at their school? I wonder what school policies/practices my kids find stressful?

I wonder what we could do differently in our families, in our schools, in our society that could make a difference. I wonder why we still have grades, age grouped classes, separate subjects? I wonder what would happen if, like some schools, we tried to eliminate them?

Couldn’t we at least try? Should we just keep doing what we are doing even though we know it’s making kids anxious?

How can we help one another?

What really matters?

 

 

FTI 2020 Trend Report for Entertainment, Media, & Technology [FTI]

 

FTI 2020 Trend Report for Entertainment, Media, & Technology — from futuretodayinstitute.com

Our 3rd annual industry report on emerging entertainment, media and technology trends is now available.

  • 157 trends
  • 28 optimistic, pragmatic and catastrophic scenarios
  • 10 non-technical primers and glossaries
  • Overview of what events to anticipate in 2020
  • Actionable insights to use within your organization

KEY TAKEAWAYS

  • Synthetic media offers new opportunities and challenges.
  • Authenticating content is becoming more difficult.
  • Regulation is coming.
  • We’ve entered the post-fixed screen era.
  • Voice Search Optimization (VSO) is the new Search Engine Optimization (SEO).
  • Digital subscription models aren’t working.
  • Advancements in AI will mean greater efficiencies.

 

 

YouTube’s algorithm hacked a human vulnerability, setting a dangerous precedent — from which-50.com by Andrew Birmingham

Excerpt (emphasis DSC):

Even as YouTube’s recommendation algorithm was rolled out with great fanfare, the fuse was already burning. A project of The Google Brain and designed to optimise engagement, it did something unforeseen — and potentially dangerous.

Today, we are all living with the consequences.

As Zeynep Tufekci, an associate professor at the University of North Carolina, explained to attendees of Hitachi Vantara’s Next 2019 conference in Las Vegas this week, “What the developers did not understand at the time is that YouTube’ algorithm had discovered a human vulnerability. And it was using this [vulnerability] at scale to increase YouTube’s engagement time — without a single engineer thinking, ‘is this what we should be doing?’”

 

The consequence of the vulnerability — a natural human tendency to engage with edgier ideas — led to YouTube’s users being exposed to increasingly extreme content, irrespective of their preferred areas of interest.

“What they had done was use machine learning to increase watch time. But what the machine learning system had done was to discover a human vulnerability. And that human vulnerability is that things that are slightly edgier are more attractive and more interesting.”

 

From DSC:
Just because we can…

 

 
 

5 Years Since Starbucks Offered to Help Baristas Attend College, How Many Have Graduated? — from edsurge.com by Rebecca Koenig

Excerpts:

…nearly 3,000 Starbucks employees who have earned bachelor’s degrees online through the company-university partnership program.

 

The arrangement was possible logistically because Humberstone took her courses in business and environmental sustainability entirely online. And it was feasible financially because Starbucks and Arizona State University covered most of her tuition bill.

 

Belief in Learning Styles Myth May Be Detrimental — from apa.org
Many people believe learning styles predict academic and career success, study finds

Excerpts:

WASHINGTON — Many 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 published by the American Psychological Association.

Previous surveys in the United States and other industrialized countries across the world have shown that 80% to 95% of people believe in learning styles. It’s difficult to say how that myth became so widespread, Nancekivell said.

 

Also see:

  • Maybe They’re Born With It, or Maybe It’s Experience: Toward a Deeper Understanding of the Learning Style Myth — from apa.org by Shaylene E. Nancekivell, Priti Shah, and Susan A. Gelman
    .
  • Learning Styles are NOT an Effective Guide for Learning Design — from debunker.club
    Excerpt:
    The strength of evidence against the use of learning styles is very strong. To put it simply, using learning styles to design or deploy learning is not likely to lead to improved learning effectiveness. While it may be true that learners have different learning preferences, those preference are not likely to be a good guide for learning. The bottom line is that when we design learning, there are far better heuristics to use than learning styles.
    .
  • Learning styles: Worth our time? — from Cathy Moore
    .
  • Learning Styles Debunked: There is No Evidence Supporting Auditory and Visual Learning, Psychologists Say — from psychologicalscience.org
    .
  • Learning Styles FAQ — by Daniel Willingham
    Excerpt:
    How can you not believe that that people learn differently? Isn’t it obvious?
    People do learn differently, but I think it is very important to say exactly how they learn differently, and focus our attention on those differences that really matter. If learning styles were obviously right it would be easy to observe evidence for them in experiments. Yet there is no supporting evidence. There are differences among kids that both seem obvious to us and for which evidence is easily obtained in experiments, e.g., that people differ in their interests, that students vary in how much they think of schoolwork as part of their identity (“I’m the kind of kid who works hard in school”) and that kids differ in what they already know at the start of a lesson. All three of these have sizable, easily observed effects on learning. I think that often when people believe that they observe obvious evidence for learning styles, they are mistaking it for ability.

 

From DSC:
While I’ve heard and read through the years that there isn’t support for learning styles — and I’ve come to adopt that perspective as well due to what I’ve read, such as the items listed above — I do think that each of us has our learning preferences (as the debunker club mentioned as well). That is, how we prefer to learn about a new subject:

  • Some people like to read the manual.
  • Others never pick up the manual…they prefer to use the trial and error / hands-on method.
  • Some people prefer to listen to audio books.
  • Others prefer to watch videos.
  • Others like to read about a new topic.
  • Others like to study in a very quiet place — while others prefer some background noise.
  • Some people love to learn in a 100% online-based mode…some people hate it, and that delivery method doesn’t work as well for them.

Along these lines…in my mind, offering learning in multiple media and in multiple ways maximizes the enjoyment of learning by a group of people. And now that we’re all into lifelong learning, the enjoyment of learning has notched waaay up in importance in my book. The more we enjoy learning, the more we enjoy life (and vice versa).

In fact, I’m getting closer to the point of putting enjoyment of learning over grades in terms of importance. Grades are a way to compare people/school systems/colleges/universities/etcetera…they are the currency of our current systems…and they are used to “incentivize” students. But such systems and methods often produce game players, not learners.

 

 

Recommended books from RetrievalPractice.org
Check out our recommended books and reports that describe research on the science of learning and provide practical tips for classroom teaching.

 

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…plus several others

 

 
 

3 million older Americans can’t find high-paying jobs, and it has nothing to do with skills. Here’s the one barrier they face that no one’s addressing. — from businessinsider.com by Allana Akhtar

Excerpts (emphasis below by DSC):

  • The share of older workers in the US labor force is increasing rapidly, causing new discussions on how to train a 55-plus population for highly skilled jobs.
  • Much of the jobs older workers take come from low-wage industries. One solution to get older workers high-paying jobs is to train them in skills these industries need.
  • Still, activists say that without addressing ageism, older workers will not find high-paying work at the same rate younger workers do.

 

In light of the aging workforce, experts say getting an education at age 22 will not last if Americans work into their 80s. 

 

Yet activists argue the biggest barrier to entry for older workers isn’t a lack of skills: ***it’s ageism.*** 

 

An investigation by ProPublica last year found more than half of US workers are pushed out of longtime jobs before they choose to retire. Seniors who want to work yet cannot find the opportunity to do so are often broke: the share of US workers who have suffered financially damaging, employer driven job separation after 50 increased from 10% in 1998 to 30% as of 2016, ProPublica found.

“Most older adults really have come to face that they are not going to make the same salaries,” Fisher said. “People who lose their jobs in their 50s are really in big trouble. It is very hard to get another job.”

 

 

From DSC:
From Mary Grush’s recent article re: Learning Engineering, I learned that back in the late 1960’s, Herbert Simon believed there would be value in providing college presidents with “learning engineers” (see his article entitled, “The Job of a College President”).

 

 

An excerpt:

What do we find in a university? Physicists well educated in physics, and trained for research in that discipline; English professors learned in their language and its literature (or at least some tiny corner of it); and so on down the list of the disciplines. But we find no one with a professional knowledge of the laws of learning, or of the techniques for applying them (unless it be a professor of educational psychology, who teaches these laws, but has no broader responsibility for their application in the college).

Notice, our topic is learning, not teaching. A college is a place where people come to learn. How much or how little teaching goes on there depends on whether teaching facilitates learning, and if so, under what circumstances. It is a measure of our naivete that we assume implicitly, in almost all our practices, that teaching is the way to produce learning, and that something called a “class” is the best environment for teaching.

But what do we really know about the learning process: about how people learn, about what they learn, and about what they can do with what they learn? We know a great deal today, if by “we” is meant a relatively small group of educational psychologists who have made this their major professional concern. We know much less, if by “we” is meant the rank and file of college teachers.

 

What is learned must be defined in terms of what the student should be able to do. If learning means change in the student, then that change should be visible in changed potentialities of behavior.

Herbert Simon, 1967

 

From DSC:
You will find a great deal of support for active learning in Simon’s article.

 

 

Executive Function Deficits Determine Student Achievement — from thejournal.com by Sara Friedman
A new report finds the achievement gap tends to widen with students having academic difficulties in math and science starting in kindergarten.

Excerpt:

Difficulties in math and science learning in the early grades can have lasting consequences for students who have impairments in executive functions, according to a new report from Penn State researchers published in the Early Childhood Quarterly journal. The research looks back at executive functions related to working memory, cognitive flexibility and inhibitory control to determine when problems begin in early STEM education.

The study analyzes data from 11,010 students who participated in the U.S. Department of Education’s National Center for Education Statistics Early Childhood Education Study, which measures childhood development, school readiness and early childhood experiences. The report data comes from students who started kindergarten in the 2010-2011 school year through the spring of third grade.

 

From DSC:
One of our daughters has issues involving executive functioning…we’re told that she has to work twice as hard as the other students to process the information coming at her. Thus, mini breaks are really helpful for her. For example, if she can walk something to the office, that’s really beneficial for her.

 

 

From DSC:
Not too long ago, I really enjoyed watching a program on PBS regarding America’s 100 most-loved books, entitled, “The Great American Read.”

 

Watch “The Grand Finale”

 

While that’s not the show I’m talking about, it got me to thinking of one similar to it — something educational, yet entertaining. But also, something more.

The program that came to my mind would be a program that’s focused on significant topics and issues within American society — offered up in a debate/presentation style format. 

For example, you could have different individuals, groups, or organizations discuss the pros and cons of an issue or topic. The show would provide contact information for helpful resources, groups, organizations, legislators, etc.  These contacts would be for learning more about a subject or getting involved with finding a solution for that problem.

For example, how about this for a potential topic: Grades or no grades?
  • What are the pros and cons of using an A-F grading system?
  • What are the benefits and issues/drawbacks with using grades? 
  • How are we truly using grades Do we use them to rank and compare individuals, schools, school systems, communities? Do we use them to “weed people out” of a program?
  • With our current systems, what “product” do we get? Do we produce game-players or people who enjoy learning? (Apologies for some of my bias showing up here! But my son has become a major game-player and, likely, so did I at his age.)
  • How do grades jibe with Individualized Education Programs (IEPs)? On one hand…how do you keep someone moving forward, staying positive, and trying to keep learning/school enjoyable yet on the other hand, how do you have those grades mean something to those who obtain data to rank school systems, communities, colleges, programs, etc.?
  • How do grades impact one’s desire to learn throughout one’s lifetime?

Such debates could be watched by students and then they could have their own debates on subjects that they propose.

Or the show could have journalists debate college or high school teams. The format could sometimes involve professors and deans debating against researchers. Or practitioners/teachers debating against researchers/cognitive psychologists. 

Such a show could be entertaining, yet highly applicable and educational. We would probably all learn something. And perhaps have our eyes opened up to a new perspective on an issue.

Or better yet, we might actually resolve some more issues and then move on to address other ones!

 

 

Combining retrieval, spacing, and feedback boosts STEM learning — from retrievalpractice.org

Punchline:
Scientists demonstrated that when college students used a quizzing program that combined retrieval practice, spacing, and feedback, exam performance increased by nearly a letter grade.

—-

Abstract
The most effective educational interventions often face significant barriers to widespread implementation because they are highly specific, resource intense, and/or comprehensive. We argue for an alternative approach to improving education: leveraging technology and cognitive science to develop interventions that generalize, scale, and can be easily implemented within any curriculum. In a classroom experiment, we investigated whether three simple, but powerful principles from cognitive science could be combined to improve learning. Although implementation of these principles only required a few small changes to standard practice in a college engineering course, it significantly increased student performance on exams. Our findings highlight the potential for developing inexpensive, yet effective educational interventions that can be implemented worldwide.

In summary, the combination of spaced retrieval practice and required feedback viewing had a powerful effect on student learning of complex engineering material. Of course, the principles from cognitive science could have been applied without the use of technology. However, our belief is that advances in technology and ideas from machine learning have the potential to exponentially increase the effectiveness and impact of these principles. Automation is an important benefit, but technology also can provide a personalized learning experience for a rapidly growing, diverse body of students who have different knowledge and academic backgrounds. Through the use of data mining, algorithms, and experimentation, technology can help us understand how best to implement these principles for individual learners while also producing new discoveries about how people learn. Finally, technology facilitates access. Even if an intervention has a small effect size, it can still have a substantial impact if broadly implemented. For example, aspirin has a small effect on preventing heart attacks and strokes when taken regularly, but its impact is large because it is cheap and widely available. The synergy of cognitive science, machine learning, and technology has the potential to produce inexpensive, but powerful learning tools that generalize, scale, and can be easily implemented worldwide.

Keywords: Education. Technology. Retrieval practice. Spacing. Feedback. Transfer of learning.

 

 

From DSC:
The picture below was posted in the item below from edutopia. What a powerful picture! And not just for art or drama teachers!

Does it not once again illustrate that we are different? The lenses that we view the world through are different. Our learners are different. Each of us comes to a learning experience with different backgrounds, emotions, knowledge…and different real-life experiences.

As the article mentions, we need to create safe and supportive learning environments, where the love of (or at least the enjoyment of) learning can thrive.

 

Getting creative with social and emotional learning (SEL) — from by Maurice Elias, Sara LaHayne
How to incorporate creative expression and movement in the classroom while building social and emotional learning skills.

Excerpt:

Being creative is an inherently vulnerable process. In order to authentically build SEL competencies through creative expression, teachers need to strive to create a safe space, provide time, and open doors for validation.

  • Creating a safe and supportive classroom environment
  • Providing time
  • Opening the doors for validation

 

 

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