One of our goals as Learning Scientists is to make sure that research is communicated in an accessible but accurate way. Unfortunately, many times science dissemination results in miscommunication and translation such that the original results and message are skewed.
With the COVID-19 pandemic there has been a great deal of discussion about kids learning from videos and through virtual classrooms (like Zoom). Many of these discussions have been around whether kids, especially younger school-aged children, can learn in the virtual environment. Of course, learning from technology is not new…
Is there a difference between memorizing material and understanding material? And if so, shouldn’t educators focus on the presumably better, more wholistic of the two, understanding rather than rote memorization?
Last summer, many instructors were scrambling to adjust to teaching during the COVID-19 pandemic. For many teachers that meant developing videos for students to watch. We’ve discussed some of the research on how students learn from videos, and this week I want to take a look at how best to create videos for students.
For today’s digest I teamed up with Dr Chiara Horlin who is a Lecturer (Assistant Professor) in Psychology at the University of Glasgow and an expert in neurodiversity and what role it plays in education…
My aunt challenged me to write a blog post about “our crazy family”. My aunt’s challenge made me think of my crazy family through the lens of cognitive psychology. We spend a lot of time together and, because of that shared experience, we have very similar knowledge structures (or schema).
