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This post continues from a post I did last week discussing whether there is a difference between memory and learning and a difference in learning in the Arts and Sciences.
When I’ve given lectures and workshops on learning and memory to my colleagues I’ve been accused of focusing too much on how learning works in the Sciences and not enough on how learning works in the Arts.
From own experience as a lecturer and sitting in student-staff-forum meetings where students report what is going well and what needs to be improved, I know that there is one topic that comes to haunt us in every meeting: Provision of lecture slides before the lecture…
Last week, I wrote a blog post that ended with a data prediction cliffhanger. I asked readers to predict how question difficulty order on a test might affect students’ evaluations of their own performance on that test.
If we want to improve student learning, we also need to worry about students' attunement with their own memory performance. That is, if students can't gauge how well they did on a test, they're going to have more trouble preparing adequately for the next one.