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Learn, test, practice, and make your learning stick in one go.<\/p>\n","coverMedium":{"params":{"decorative":true,"contentName":"Image","file":{"path":"images\/1395a6f7-78c8-4969-ac5d-2aa85f38aa88_large.jpg","mime":"image\/jpg","copyright":{"license":"U"},"width":1600,"height":900},"expandImage":"Expand Image","minimizeImage":"Minimize Image"},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"C","title":"Dr. Susan Ambrose - Seven Research Based Principles for Smart Teaching","authors":[{"name":"PLNU Media Services","role":"Author"}],"source":"https:\/\/youtu.be\/9-an_8tN_mA?si=M-nKY7BlY5Q0Btma","yearFrom":"2018"},"subContentId":"fb553fd6-a33e-4111-9e89-b83d8291d3b6"}},"chapters":[{"params":{"content":[{"content":{"params":{"interactiveVideo":{"video":{"startScreenOptions":{"title":"How Learning Works","hideStartTitle":false},"textTracks":{"videoTrack":[{"label":"Subtitles","kind":"subtitles","srcLang":"en"}]},"files":[{"path":"https:\/\/youtu.be\/9-an_8tN_mA?si=M-nKY7BlY5Q0Btma","mime":"video\/YouTube","copyright":{"license":"U","year":"2018","title":"Dr. Susan Ambrose - Seven Research Based Principles for Smart Teaching","author":"PLNU Media Services","source":"https:\/\/youtu.be\/9-an_8tN_mA?si=M-nKY7BlY5Q0Btma"}}]},"assets":{"interactions":[{"x":42.932628797886395,"y":46.93802713604694,"width":39.12663755458516,"height":21.626637554585155,"duration":{"from":1487.794,"to":1487.794},"libraryTitle":"Single Choice Set","action":{"library":"H5P.SingleChoiceSet 1.11","params":{"choices":[{"subContentId":"0c96a356-ab32-4af6-a500-5eff596bf46d","question":"

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Dr. Susan Ambrose - Seven Research Based Principles for Smart Teaching<\/span><\/strong><\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"ff91f428-f5e0-4487-a9d7-47f8e913c3c8"},"useSeparator":"auto"},{"content":{"params":{"text":"

The Center on Learning <\/h2>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"df1aef28-8c8f-4f84-b6b0-0cf5872f1523"},"useSeparator":"disabled"},{"content":{"params":{"text":"
Others, and we are delighted to have her. Thank you. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"4b4307b9-2823-4c55-8e37-6df38f489106"},"useSeparator":"disabled"},{"content":{"params":{"text":"
Well, thank you for coming. I know it's the end of the semester when all of us are tired, so I'm really glad that you could join us today to talk about something that is very near and dear to my heart. As a senior administrator now, I don't have a lot of opportunities to talk about things like this that for are pure fun and bring me back to my beginnings as a graduate student. I started looking at the research on learning many, many years ago as a graduate student because I was given my own class to teach, and I was teaching at a university, Carnegie Mellon, which was very heavily engineering, robotics, computer science, and business. And so I was teaching a lot of students who were not excited or motivated to take my classes, although they were required, and a lot of students who really had bad experiences in history and had a lot of inaccurate information coming into my classroom. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"ed3fc6cf-96bd-4a0a-8d66-d6dacf7428c1"},"useSeparator":"disabled"},{"content":{"params":{"text":"
So all of these things sort of bubbled together. And I was talking to one of my history professors one day about my frustration that I wasn't doing a very good job. And he sent me over to our psychology department, which at the time and still today focuses in the area of cognitive psychology and a bunch of people who study learning. And so one of those people took me under his wing, started sharing the research on learning with me that he thought would be appropriate for my courses. So he would give me some articles to read, and I would go back the next week to say, well, I read these, and I think I'm going to try this in my course. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"c9d3c96d-a12f-4562-b418-e7117f919469"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And that in my course. And we ended up doing that both throughout my time as a graduate student. But eventually he became my mentor for more than 25 years. And so I ended up staying after my degree at Carnegie Mellon because I had been taking the research and translating it into my own course, design and Design of Activities in the Classroom. And I was asked to share that with other faculty who found it helpful. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"e3e066b6-357c-4c8a-8c76-fb9ce688ac88"},"useSeparator":"disabled"},{"content":{"params":{"text":"
7 Principles of Learning <\/h2>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"e96afb27-4cba-4335-80a2-85ed19fe87cc"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And things just built from there. Our center was created. We got an endowment, and it was all beautiful and wonderful. And so the research, and particularly these principles, are important to me because they've had such a big impact on my life. And so what I want to do today, this afternoon, is to set the context for why this approach. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"36d603be-6f08-477b-892f-b61df5f64623"},"useSeparator":"disabled"},{"content":{"params":{"text":"
I've given you a little bit of history. I want to briefly introduce the seven principles of learning. And as I'm talking about the principles which are not rocket science, I would like for you to think about how, where, when they resonate with you. And I say that because I've talked about these principles literally around the world. And the fun thing about this is that my colleagues in forums like this always have AHA moments. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"fc6c2f26-a926-4e2e-8a01-95a2f8d7ee62"},"useSeparator":"disabled"},{"content":{"params":{"text":"
They have AHA moments saying, AHA, now I know why that technique or strategy or approach works with that group of students. And now I know why I struggle when I try to do this kind of thing with this group of students. And so I want you to think about that, because once I present the principles very briefly, I'd like you in small tables, to talk about either examples of the principles, strategies, techniques, approaches that you've used as either a student or a faculty member and or generate some principles that one could use in their classroom, studio or lab. And then I want to share those strategies, because when you've got the brain power like we have in this room, it's really, I think, important to tap into what a lot of you are already doing or some ideas that you get as a result of me talking for a few minutes. And then hopefully we'll have time for questions and discussion. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"319fdc26-cf34-44b0-86f4-970bf34a6eec"},"useSeparator":"disabled"},{"content":{"params":{"text":"
The science of learning <\/h2>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"0bc857ab-37a1-435c-96f7-577a9447bd36"},"useSeparator":"disabled"},{"content":{"params":{"text":"
So in my mind, we've got an hour and a half together. I hope that by the time you leave, there's one principle that you really resonate with, so much so that you could walk out and explain it to somebody and give them some examples from your own experience. And then at least one principle that you really think could be the source of some of the struggles your students are having that you want to learn more about in order to rectify the situation. So the context I came across this quote a few years ago from George Koo, who is an educator himself a faculty member, who essentially called us, those of us who teach at colleges and universities, well intentioned, gifted amateurs. And I thought that was really appropriate for those of us who have been trained in our discipline and because we know our discipline, are put in the classroom with the assumption that we understand both learning and teaching. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"716433f9-cafd-4283-989d-88b4e7205bf9"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And I thought that was really interesting because it was certainly not my experience. And as I got into faculty development work early on, I realized it was not the experience of most people, most faculty members. And so I always remembered this. And I think the good news about faculty is that not only are we well intentioned, gifted amateurs, but we're really smart people. And I learned very early on that if you share how learning works, how people take in information, process it, organize it in a way that they can, then retrieve it and use it flexibly and fluently down the road, you present that to faculty? <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"c33b407c-902f-4f4c-b4f8-3ef1e5efd047"},"useSeparator":"disabled"},{"content":{"params":{"text":"
They are smart enough to figure out how to use that as they design courses and other educational experiences for students. And so that's always stuck with me as a result of that. What I've always focused on with my colleagues has been the research on learning. And there is a lot of research on learning. When I started looking at the research 30 some years ago. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"0d8e77d9-3f23-4811-bac0-812b7e98c64c"},"useSeparator":"disabled"},{"content":{"params":{"text":"
At that time, there was a lot of research. It came out of fields of education, it came out of the field of cognitive psychology, social psychology came out of organizational behavior. Some of it came out of educational anthropology and cultural anthropology. So there was a whole lot of stuff out there. And I was really surprised to find out that there was all of this really good research out there which nobody was talking to faculty about 35 years ago. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"2b5010b4-999c-4eaf-bd11-e62a78ea553f"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And so what I have done over the years is really try to look at that research and translate it to make it easily digestible to people who don't have the time or inclination to look at that research. So these principles are broadly applicable. They have been used across ages and stages. My work has always focused at the college level. I have no experience at K through twelve, and yet the book has been used in all of the countries that it's been translated in with both university and college professors, but also K through twelve teachers. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"4d18a418-0caf-4d0e-8ca9-6f3616a9a90e"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And so that we never meant for that to happen. But we all know a learner is a learner is a learner. We continue to learn throughout life and the principles hold true. And it's been used across context, both cultural context, but more importantly for what we're talking about today, disciplinary context. And they are generative. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"6d77255f-d4b9-430c-bb28-c99753ae23d2"},"useSeparator":"disabled"},{"content":{"params":{"text":"
Learning is a process and a change <\/h2>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"0e9458f2-f860-4e0b-9818-3b64f043706a"},"useSeparator":"disabled"},{"content":{"params":{"text":"
I have never been a person who thinks that it's helpful to just provide strategies, approaches and techniques, because my experience is that strategies, approaches and techniques often don't work across all context. So it's more important to understand how learning actually works so that you can choose the appropriate strategy, approach or technique. Since I'm going to be talking about learning, that's what the session focuses on. I want to just very quickly give you the definition that I think of when I think of learning. We adapted it from rich Mayer, who's a cognitive psychologist at UC Santa Barbara, has done a lot of amazing research in learning. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"b0376e75-70a0-4948-a74d-5fe931155778"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And the definition that we subscribe to is that learning is a process that leads to change, which occurs as a result of experience and increases the potential for improved performance and future learning. And I've broken that down into three critical components that I think are important for us to note. The first is that learning is a process, not a product. And while that might seem like a no brainer to you because you watch your students as they learn throughout the semester, many of you might agree that our students think of learning as the product. They think of learning as that artifact. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"99299308-b52b-4484-8fb6-3014de4abc3b"},"useSeparator":"disabled"},{"content":{"params":{"text":"
The paper, the bridge they've designed, the musical composition they've written, it is that artifact which results in a grade. And so often for them, that's what captures the learning. And we all know that the grade doesn't often capture the learning that goes on in the mind of the student. And so It's really important that we understand that we need to help our students understand that learning is a process, that learning Is sometimes difficult, that It's gradual, that It takes iteration and a whole lot of other things that I'm going to talk about, but that it's a process. And if they're focusing only on the grade and that product, they're potentially missing out on Something that's going to be really vital as they move into their lives and careers over the next 30, 40, 50 years. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"5473178a-ab69-4cb9-8d32-35f92b2614ed"},"useSeparator":"disabled"},{"content":{"params":{"text":"
Learning also involves change. That change can be in knowledge, beliefs, behaviors or attitudes, but that change has to have a lasting impact. So cramming for an exam, doing well on the exam, and then walking into this next course in the sequence the following semester and not remembering anything, is that Learning? Well, many of us would Say, no, it's not. That learning has to involve change and that change has to be long lasting. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"26732ebc-e797-47fc-97f6-0e2fa83264a0"},"useSeparator":"disabled"},{"content":{"params":{"text":"
By the Way, Joe has the slides and you're welcome to them, so take notes if you like, but you have access to the slides. The reason why It's really important that we think about how learning works is because we know that learning happens in the minds of the learners. So I'm going to say that Again, learning happens in the minds of the learners. And the degree to which we can impact learning is the degree to which we can create the Conditions that get students to engage in the behaviors that lead to learning. And so, no matter how brilliant your course is, no matter how amazing you've created the activities, no matter how wonderful the feedback you give students is, if they don't engage in all of those things, learning does not occur. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"3f03a771-96ba-4bf6-9ea7-6ebc9b48a6e0"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And so this notion that students have got to take more responsibility for their learning, something that many of them are still uncomfortable with because they're used to us being the expert, giving them the knowledge. And So when you decide not to engage in that giving any longer, students can be really uncomfortable with it. But this notion that we have to help them understand that it happens in their minds, and we can help by creating conditions that get them to engage in the behaviors, but the responsibility is really theirs. It's theirs. Because everything that the learner brings with them prior knowledge, by which I mean everything formal and informal life experience, values, attitudes, beliefs, the goals they have, everything that a learner brings with them as they walk into our labs. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"d0d795b2-6bc6-49db-9141-3343a116a41c"},"useSeparator":"disabled"},{"content":{"params":{"text":"
Our studios or our classrooms impact how they see information, how they take it in, how they organize it, and whether or not they're going to be able to retrieve it and use it fluently and flexibly in new context. And that's what we're all teaching Toward. We want our students to be able to take the skills, the knowledge, the approaches, the attitudes, the frameworks, whatever. And we want them to be able to use it when they need it. And when they get into other courses or out into the world, they're going to need to access that information or those skills. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"5120a711-d09d-4e3f-92f1-e4377cf76255"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And that's only going to happen if that long lasting change has actually occurred. So this really is a different way to think about what we do in the classroom. To not start with what is it we need to teach in order to get them through the curriculum, but what is it students need to learn? How can we assure that they learn that so that they can progress in their thinking, in their intellectual development, social emotional development so that they can then get out in the world and do good? So what I want to do is very briefly go through these seven principles. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"a34121cf-ac9a-441f-8a40-2ab98d8f37d2"},"useSeparator":"disabled"},{"content":{"params":{"text":"
They are not in any particular order. They could tell a story in any order. Number one is not more important than number seven. And they all interact, they're all interconnected. And in fact, whenever you get to the point where you're talking about strategies, techniques or approaches to some of these, what you'll find is that often a strategy, a technique or approach can align with more than one of these principles. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"70a6e01a-fde0-40ce-bd20-fd7b08b341c3"},"useSeparator":"disabled"},{"content":{"params":{"text":"
Inaccurate knowledge and inappropriate knowledge <\/h2>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"c0bd4349-37c3-4fea-8026-2bf838027ecb"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And that's why I'm not going to stop after each one and have a conversation, but wait until you have all seven to ask you to engage in that conversation. So we're going to start with prior knowledge. You need to think of prior knowledge as the lens through which we take in all incoming information. And that lens is very personal to every learner. And that lens is based on life experience, formal education, informal education, attitudes, beliefs, et cetera, et cetera. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"49d2fe8e-afea-4dae-bc99-2b96ccdd58f5"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And the good news is that the prior knowledge is often the foundation or the building blocks for future knowledge, right? So it's really important that that prior knowledge students have is accurate, appropriate, sufficient, and activated. And the good news is that a lot of students come to college with a lot of prior information that is accurate, appropriate, sufficient, and activated. However, you all know in your teaching situations that often students come in with some knowledge, attitude or belief that's inaccurate. And that's usually, as a disciplinary expert, pretty easy for faculty to recognize. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"6f97405e-40b9-465d-ac46-ed27d4e10fc7"},"useSeparator":"disabled"},{"content":{"params":{"text":"
They come in and they think they know something and it's simply wrong. What's more subtle and just as important is that students often come into our classrooms, lab studios, with accurate information, but they use it inappropriately or it's insufficient or it's inactive. They have it, they know it somewhere back in their brain but they don't actually use it, they don't activate it. Those are often not as easy to diagnose, if you will. And I'm going to tell you why in a minute. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"3f16adaf-81b9-4be9-8023-95d14519826f"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And so it's really important when we think about understanding what our students prior knowledge is that we can differentiate. Because while it's difficult to break through inaccurate knowledge, it's very easy to at least diagnose inaccurate knowledge. So inappropriate knowledge is accurate knowledge that is used at the wrong time. And so the example I often give is very early on in my career, frustration of a colleague of mine who was teaching a biology course where there was a lab and despite giving students directions on how to write a lab report, she was getting all kinds of other stuff from her freshmen. She was getting the notorious five paragraph essay that they learned to write in high school. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"2092cf0a-5881-476f-ad8c-6dd1d7ceaf2f"},"useSeparator":"disabled"},{"content":{"params":{"text":"
She was getting wonderfully flowery creative writing type things because this was the era in which a lot of high schools had moved to teaching students creative writing. What she wasn't getting was the analytical kind of writing that she needed for the lab report. So it's not that those other kind of writings were wrong. They were used at the wrong time. Often if you think about inappropriate, also there are often cultural things. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"fc4dcef9-019e-498d-992f-d8c70b70186a"},"useSeparator":"disabled"},{"content":{"params":{"text":"
So there are lots of students who come to the US to study from countries where you would never ask a question in a classroom because if you ask a question of a professor, you are implying the professor didn't give a good explanation. Well, we don't subscribe to that in the US. And we want our students to be thinking and asking questions. And so they're doing it based on what is culturally appropriate in their country but not in the state. So that's what inappropriate is. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"4ea4f31d-d6e3-4410-9ea1-2a57c0437ba9"},"useSeparator":"disabled"},{"content":{"params":{"text":"
Do you think it's worse for there to be a blank slate where they have no context of what you're trying to teach or for them to have gone off in the wrong direction? Well, yeah, so I don't know if it can ever be a blank slate because people have life experience. So even if they never took physics or statistics or economics in high school, they still have a sense of what that is. So they still come with some kind of preconceived notions. So I'm not sure, but can a little bit of wrong knowledge be worse than a lot of wrong knowledge? <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"bbc2bbaf-088f-4a6c-a8d6-ab4188cc8f21"},"useSeparator":"disabled"},{"content":{"params":{"text":"
Sure. Right. Because you have more that you have to undo, right? And having to undo it takes time. But not undoing it means they're building on a very shaky and inaccurate or insufficient foundation. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"7378777e-16e1-4362-bfd2-73a167f6d8e0"},"useSeparator":"disabled"},{"content":{"params":{"text":"
Does it take like twice as much time to back, say, to back them off the wrong knowledge to get them on the right track? So for the inaccurate knowledge, yes. For the other three, no. So for the inaccurate knowledge, if they have held that belief or that fact to be true for a long time, then it's much harder to turn them around. And there are strategies to do that to help them see why it's wrong. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"84048513-7e09-4f01-8430-f0223a9af678"},"useSeparator":"disabled"},{"content":{"params":{"text":"
Inactive knowledge and the inappropriate <\/h2>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"2e1e4462-4d73-4c7b-bf97-d3abcf409513"},"useSeparator":"disabled"},{"content":{"params":{"text":"
So that's easier to diagnose, harder to deal with. The other three are harder to diagnose, easier to deal with. So good question, though. Insufficient knowledge. So insufficient knowledge is I have a little bit of knowledge and it's accurate, but it's not enough. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"c19ee230-cc3f-47d6-9ae5-052cfd61d05a"},"useSeparator":"disabled"},{"content":{"params":{"text":"
So often we talk about three kinds of knowledge declarative, procedural and contextual. Declarative knowledge are the facts. They're things you can memorize. Procedural knowledge is actually engaging in that. So I might be able to describe what a derivative is. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"6c1648da-403b-43d4-bcca-79085417523e"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And now I know I can show you I can do it. And the contextual knowledge is I know when to use the things that I know. So those are the different kinds of knowledge. When you ask students sometimes, as people do in the classroom at the beginning of the course, how many of you know X, whatever x is the scales, supply and demand, kirkhoff's Law, whatever it is, how many of you know X? And a bunch of students put up their hands. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"c41edd65-e5c9-4477-9f60-71423669b1b3"},"useSeparator":"disabled"},{"content":{"params":{"text":"
What you may not realize is that no to students means oftentimes. I heard it once. I saw it in a book, right? That's what no is. What you're asking is you know it. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"715422ed-2948-4aea-95ae-eaa48fbb385d"},"useSeparator":"disabled"},{"content":{"params":{"text":"
You know what it is, you know how to use it, you know when to use it. So there's often a disconnect when we generically ask students what they know, right? And so that's very easy to deal with. But often it takes a little time to diagnose what is insufficient about what it is they know. And then there's inactive knowledge. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"e1cd90cb-6f1d-4a34-a53b-bbaedb140525"},"useSeparator":"disabled"},{"content":{"params":{"text":"
Inactive knowledge, like inappropriate and insufficient is accurate. But in the case of inactive, it is not activated. It is somewhere in their long term memory. And if it were activated, they could use it, but it's not activated. And the best example that I give of that is as I traveled around the world talking about these principles over and over again, I heard from engineering professors how dismal the state of physics was because everybody in engineering is required to take a physics course. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"8a95a75a-42a3-4f0c-ad6a-62e54d1ab41b"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And then they come into their first engineering course and it looks like nobody learned anything in physics. And I remember hearing that when I was in the states. And then when I started to realize it was an international phenomena and started to look into it more. What the case was was that the physics faculty were teaching physics within the construct and context of physics. And students didn't even recognize as total novices that they were going to have to use that when they got into their first engineering course or their first architecture course, right? <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"21635675-064f-4dcd-a180-efb52a277bff"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And so they weren't learning it for transfer. They were learning it because they had to take it was a required course. And so they had the knowledge it wasn't activated. And the thing about inactive knowledge is you can activate it like this. All you need to do is say to students in your first architecture course or engineering course, you're going to be using a lot of the concepts that you learned in physics one. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"ee0e9fd9-c2d2-4aa7-bbb8-6edbb37106a7"},"useSeparator":"disabled"},{"content":{"params":{"text":"
So you may want to go back and maybe review those by simply saying that students, when they sit down to problem solve in their engineering or architecture course immediately start looking back in their long term memory for those physics concepts that would be appropriate so you can activate it very easily. So the point of this is that students always come into our courses with knowledge, skills, facts, models, attitudes, beliefs, assumptions about everything no matter how naive they are or even if they haven't had experience. And if we don't take account for that then we can try to build on a foundation that's really shaky. So it's really important to figure out what it is students know and then to assure that we're addressing the inactive, the insufficient, the inaccurate and the inappropriate. And there are lots of ways that one can go about doing that. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"3f98a0d2-a0a7-44f8-b0b1-51e7c8bce161"},"useSeparator":"disabled"},{"content":{"params":{"text":"
Hopefully you've had some experience, some of you in this that you'll be able to share with us. Now, people become experts not only because they have a whole lot of that prior knowledge but people who are experts have organized knowledge in a way that they can pull it out when they need it and use it. And everybody in this room is probably an expert defined by either 10,000 hours or ten years of full time experience engaged in your profession or your discipline. And what we don't realize as experts is that we walk around with these organizational structures in our mind about our field, about the subfield we may be in, about our courses. We think in pictures but they're so much a part of who we are that this is not foremost in our mind. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"2a935bbe-2c68-4815-8d0b-f0fb1993a60d"},"useSeparator":"disabled"},{"content":{"params":{"text":"
We don't even recognize or realize we do this. We have these rich, meaningful knowledge structures. Some people call them mental models. And that's the way we view the world. And all new information that comes in for those of us who are experts in our fields comes in and connects to something else which continues to expand the rich, meaningful knowledge structures. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"b913d44e-a4b3-458b-af84-3dbbb622118d"},"useSeparator":"disabled"},{"content":{"params":{"text":"
What we know about novices is that novices will organize because that's what the human brain does. It gets lots of information. The human brain will organize. The problem is they'll organize it in sparse, superficial ways which aren't helpful to our long term goal which is to be able to have students take the knowledge and the skills they gain and use them fluently and flexibly when they get out into the world in new, authentic contexts. So organization of knowledge is really important. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"f21bd8b5-54e1-4957-8c90-c70613c205a1"},"useSeparator":"disabled"},{"content":{"params":{"text":"
A colleague of mine, Fred Reif, who studied physics he was a physicist studied a whole lot of students first in physics and then in some of the other sciences. And I always liked his depiction of what he saw. And then I should say this research was then replicated in other disciplines. But what is typical of novices is this kind of superficial way of organizing things. So think about this as your course and this is what they learned on Monday, Wednesday and Friday. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"95fa19ae-fdf9-431b-8c26-9e5ef887384b"},"useSeparator":"disabled"},{"content":{"params":{"text":"
None of it is connected my belief is that no one in this room creates a course like that, right? It's integrated and it builds. But in this case, that's how students view it. Or at larger universities where students, particularly in the sciences, have lecture, recitation and lab, think about this as lecture, recitation and lab sorry, state of affairs if students don't see how those three things are connected, right? Or students think of organization of knowledge as very sequential. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"28934c86-7c46-4de2-8a9e-255e3c8625c3"},"useSeparator":"disabled"},{"content":{"params":{"text":"
I'm a historian by training. So this is how students view history 1780, 917, 90, 1791. Right? This is the way they learn to view history. It's not an appropriate nor helpful construct, as opposed to experts who create organizational structures that work for them in their field that allow them to always take in new information, expand at the same time being able to use that information when they need it. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"fcb347a3-35f4-4e47-87b5-566abeee4fbd"},"useSeparator":"disabled"},{"content":{"params":{"text":"
So you will notice in some science disciplines this might be an appropriate organizational structure. If you're looking at minerals or ores, you may notice this is much sloppier. But in disciplines well, in many disciplines, but in my discipline of history, this is what our organizational models look like. Because if you're studying the history of the United States in the late 18, early 19 hundreds, immigration, industrialization and urbanization did not happen sequentially. They were happening all at the same time. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"ae49831d-239f-4cb4-a46a-8cecf655112a"},"useSeparator":"disabled"},{"content":{"params":{"text":"
So it's really important for us to remember that organization is what allows people to pull out information they need when they need it. And yet we usually don't focus as faculty on helping students to understand that or even doing things in our courses like exposing our own organizational structures that could help students learn how to organize. In my mind, they have all of these techniques which really bother me. I will tell you my bias here on how to take notes, but they're always still about words. Draw a line down the paper and take your notes, then go back and put keywords. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"0b0be943-315f-45a7-a970-615af51c7466"},"useSeparator":"disabled"},{"content":{"params":{"text":"
What notetaking should be about is actually drawing pictures of how all the things connect to what you previously know, to what you're hearing and potentially to what's coming next. And we don't spend time actually doing what could be more helpful to students so that they really at a deep level own knowledge. Now, in order to get students to really think about their prior knowledge, how it connects, how they're building, we want to get them involved, motivated to engage in the behaviors that lead to learning. So remember I said at the beginning, learning happens in the minds of the learners. And the degree to which we can impact that is to create an atmosphere, to create our learning experiences, to get students to engage in those behaviors. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"72825911-672b-4632-b37b-9d6df2eaf259"},"useSeparator":"disabled"},{"content":{"params":{"text":"
Expectation and motivation <\/h2>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"7d5dd5e5-4193-4e19-9c1d-630e609e5e35"},"useSeparator":"disabled"},{"content":{"params":{"text":"
Well, what we know is that students only engage in the behaviors that lead to learning if they believe expect to be successful and if they believe the information, the skills, the frameworks are relevant, they hold some value either short term or long term. So if the students taking physics are told, you absolutely need to learn this physics in order to be an engineer or an architect, their attitude and their behavior changes. And we did studies like that at Carnegie Mellon, immediately changed, became incredibly engaged, and tried to develop mastery by doing problem after problem after problem because they understood the value or the relevancy in the short term. And the research shows it can be short term or long term, but they have to see it. But the other issue is expectancy students engage in learning behaviors that lead to learning if they expect to be successful. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"f681327a-fd39-4c1a-a752-51cb0722c783"},"useSeparator":"disabled"},{"content":{"params":{"text":"
So in the United States, and actually, it's really funny, I never use this example abroad ever, whether India, Taiwan, China, never. In the United States, we still have many little girls who believe they can't do math. It's still a problem. And it's the number one reason why little girls don't go into science and engineering, because they can't do math. And it turns out when you talk to those little girls who then become high school students, who then become college age students, when you talk to them, they will often tell you, well, I was never good in math. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"e954358e-a25f-4c17-9330-6cb1331956d7"},"useSeparator":"disabled"},{"content":{"params":{"text":"
I just don't have it. Some will even say, I just don't have that math gene. Okay, we all know there's not a gene for math. When you drill down, what you will learn is they were never good in math, and they define that as they got B's or C's in math. So their expectation is, I'm not good in math. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"57768ad7-ea39-4b6b-b071-f9f530b37bf4"},"useSeparator":"disabled"},{"content":{"params":{"text":"
I don't have the gene. What they're really saying is, intelligence is fixed. I don't have it. I can't do it. As a result, they don't go to office hours. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"403f71c3-6908-412e-89a2-c55dd4fe994e"},"useSeparator":"disabled"},{"content":{"params":{"text":"
They don't go to peer tutors. They don't join study groups. They don't get on Khan Academy and look at a concept again, if they didn't understand it, because they believe, even if they do all those things, I'm not going to be successful. So, in fact, because they don't have an expectation for success coming out of their previous experience, they don't engage in the exact behaviors that would lead to success. Conversely, if I believe I didn't have a very good physics teacher, and as a result I didn't do well in physics, but it was him, not me, then what I potentially do is join a study group, get on and do extra problems, go to my professor's office hours. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"5750c19e-8990-4063-a8a9-4af27471c0f0"},"useSeparator":"disabled"},{"content":{"params":{"text":"
I engage in the behaviors that lead to learning. So what's key to me about motivation is that it's all about students beliefs and perceptions. And I know that there is this people with whom I disagree who say, it's really difficult to change beliefs and perceptions of 18 to 22 year olds, and I just fundamentally disagree with that. A lot of the issues around expectancy come from not having been successful, and you can build opportunities for people to gain. Some early successes which build their confidence. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"0f2e19ce-16d7-4fdc-af48-b8e68b2b0899"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And we all know that once somebody's confidence is built, is building up, they feel good about it, then they're willing to try more as they build their competence. And the more competent they become, the more confident. It's this wonderful upward spiral. So the degree to which we can have conversations with our students to understand what their expectations are, which will tell us a lot about how they view themselves, their ability, how they define intelligence and learning, the more we're going to be able to respond appropriately and the more we understand that. In fact, while we may see the relevance and value and think it's really obvious to our students, because I would guess that no one here teaches anything that you view to be irrelevant or not of value, right? <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"52aa5926-9cf8-4be0-9166-f9e36c485360"},"useSeparator":"disabled"},{"content":{"params":{"text":"
Practice and Only What You Practice <\/h2>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"727fbfb4-2cd9-499e-8c0d-e75ac7453125"},"useSeparator":"disabled"},{"content":{"params":{"text":"
It's all relevant and of value. That's why you choose to include it in your course. But because it's so obvious to you doesn't mean it's obvious to students. So that intentionality of having conversations with students about the value is incredibly important. This one to me is very interesting because we all know from our own experience that you learn what you practice and only what you practice, no matter what it is you're good at. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"ea14c37e-727c-43db-8b3f-b76494586f89"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And in the case of students, it could be playing a musical instrument, it could be playing video games, it could be playing sports. Students, by the time they come into our classrooms, have accomplished most of them something that they feel really good about. And when you ask them how they became a really good skateboarder, a really good basketball player, a really good pianist, they will tell you easily and explicitly, practice, practice, practice with a really good coach or a really good piano teacher who gave me feedback. And then I learned from that person and then I went in and I did things differently. So they know it from their own experience. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"0181b0cc-9324-4120-a9e5-df800abba5a2"},"useSeparator":"disabled"},{"content":{"params":{"text":"
The difference between experts and novices <\/h2>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"3417a2cf-6adc-40ed-afb6-539c4db68675"},"useSeparator":"disabled"},{"content":{"params":{"text":"
The problem is they often don't translate that into their experience in the classroom or in their courses. And so they don't like to do problem sets every week and they don't like to have to do three iterations of a composition, or they don't like to have to continually do these things which sometimes they think of as busy work. And yet when you explain to them that you learn what you practice and only what you practice combined with targeted constructive feedback, they get it. And so this notion that we have to be more intentional by helping students to understand that they practice toward goals, that we observe them and give them feedback toward those goals because in fact, we want them to master the way they've mastered other things. And that word mastered brings us to this whole issue of mastery that what we're trying to do in all of our courses is help students master something. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"666e988d-d0e7-4486-ab65-47c639aa1638"},"useSeparator":"disabled"},{"content":{"params":{"text":"
It might be master with a small M versus master with a big M, depending on where you're teaching in the curriculum. I want them to master some concepts or I want them as a doctoral student to master a field or a subfield. But the thing that's interesting about mastery and all of us have gone through this is the way you develop mastery typically is that you acquire knowledge and component knowledge and skills and then you learn to integrate those things, you pull them together when you need them and then you learn when to apply. So in some respects this models what I said before the declarative knowledge which is often the factual stuff, the procedural which is integrating and using and the contextual which is knowing when to apply. And what's interesting about this model is that the more expert you are, the more difficult it is to try and break down what it is, you know, to those component skills and there's been a lot of research in this area it's difficult because of expert blind spot. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"bcbfa958-9a6a-457f-9ef4-a5693578a4ad"},"useSeparator":"disabled"},{"content":{"params":{"text":"
The more expert you are, the more things have become incredibly certain things have become incredibly easy for you to do and you do those things without thinking and that frees up a cognitive load to allow you to do other things. So if you take something as simple as we all learned our multiplication tables because you can do that quickly if you're working on a problem you can attend to other things, more sophisticated things. So what we know about experts across a whole variety of fields is that experts tend to overestimate what novices know and can do in some respects because it comes so easy to us and we forget how long it took us to get there, they underestimate how long it will take. How many of you have spent endless amount of time saying I've created this exam or this quiz, it takes me ten minutes to do it. How long should it take students to do it? <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"41603059-8c31-4034-a203-6d1399c197a6"},"useSeparator":"disabled"},{"content":{"params":{"text":"
I mean, that's an impossible situation by the way and really difficult to try and model but at least if you start to think about expert novice that should give you kind of some indication. Experts and novices experts often don't see the steps or pieces in whatever it is they're doing because they all kind of get smushed together. So from my own discipline in history, we tell students to define a topic and then to go and do research on that topic and we forget all of the steps that go into finding a good research question first and then figuring out what databases you need to access and then understanding who are prominent in the field. I mean, there are so many substeps that we mush together that oftentimes it makes it difficult for us to actually teach as well as we could to give as full explanations as we need often mispredict where novices will have difficulty. I mean, how many of you have had the experience where you thought this part of the course would be really challenging, and it wasn't. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"a9ce7f83-bbdc-4541-9923-7da3179f13e7"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And you thought this would be really easy and it wasn't for the students. And so all of these things come out of our expert blind spot. And one way to think about our expert blind spot the difference between novice and experts is this mastery in terms of consciousness and competence. So if you think about coming new to anything, it could be new to the discipline, new to a course. Or it could be you're learning to play the piano or you're learning to drive stick shift for the first time. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"eaf28ca4-0a84-46c0-9f03-b1170dd83a51"},"useSeparator":"disabled"},{"content":{"params":{"text":"
You're at a state of unconscious incompetence, which means you don't know what you don't know. And when you are so new to something that you're at a state of unconscious incompetence, you can't even ask a question. When you get to the state of conscious incompetence, you know what you don't know, you know what you're not understanding. And that's the point where you can start asking questions. When you get to the state of conscious competence, you can do it, whatever it is, but it takes a lot of time, effort and concentration, but you can do it. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"9bb294c0-6e30-4e39-ade9-96afa181a6c3"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And then when you get to the state of unconscious competence, that's the state of expertise. You do things without even thinking about it. Now, if you look at that and you're teaching true novices on both ends of the spectrum, you see that the faculty and the students are unconscious for different reasons, right? What we need to do as experts is we need to move back to this state of conscious competence when we were in grad school learning at all. And what we need to do is move our students to this first leap so that they can begin to ask questions in our courses. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"99e4b494-c19c-40a7-954d-2b01cfcf7b5e"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And to me, this was a real eye opener when I started thinking about the students that were coming into my courses up to this point. Those first five really focused on students as cognitive beings, intellectual beings, right? But it's really important that we remember and think about our students as who they are, as what they embody. And that when they walk into our classrooms, they're not purely intellectual beings. They're human beings, social, emotional beings. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"ac7ba70a-9d16-49b2-b0bb-27d9809a429c"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And particularly with 18 to 23 year olds, there are a whole lot of things going on in their lives. We all continue to development. There's lots of research and development that goes all the way into adulthood. We never stop developing. But for this age group, 18 to 22 or 23, when they're leaving home for the first time, starting to think about who they want to be, a lot is going on. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"3be6056d-9922-455d-8350-ccf274622616"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And the climate that we create in our classrooms, in our lab studios, on our campuses is really important in terms of what it is they're going to walk away with. And so it's really important that we acknowledge that we are not teaching content. We are teaching students the content and the skills that go along with it. And that a lot of things are going on besides developing competence. They're learning to manage emotions. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"b5fbc4b8-1748-40c1-aa08-ddd7f157af00"},"useSeparator":"disabled"},{"content":{"params":{"text":"
They're away from home. They're meeting new people, people whose attitudes and beliefs may be different from their own. They're trying to develop autonomy away from their parents. They're establishing their identity maybe for the first time in their lives, freeing interpersonal relationships, developing purpose and integrity. There is a whole lot going on that I think even when we were undergraduates, we weren't all that cognizant of. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"4c9c86b6-6d5d-4063-806f-45a2ba80cbbd"},"useSeparator":"disabled"},{"content":{"params":{"text":"
But there's a lot of research now that tells us that a remark that is viewed as belittling in a classroom for someone who isn't quite sure she can do math can actually send her into a tailspin and decide that I really can't be an engineer. Or a joke that may at the expense of someone or examples that are gendered. So a lot of again, I'll go back to women in engineering and science because it was one of my big research areas. A lot of women who left engineering and science courses left them because a lot of the examples that were used in textbooks as well as in classrooms were around sports or cars. Right? <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"74a3682c-0f59-4362-be80-64551de14442"},"useSeparator":"disabled"},{"content":{"params":{"text":"
Some of that has changed now, and those are superficial features of a problem. But when someone sees something like that, instead of looking at a deep level, what they say is, well, I don't know anything about football, so how am I going to understand? The trajectory of right has nothing to do with footfall. But those superficial features of examples turned a lot of people off. So it's really important that we remember that. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"20f325e7-59f4-4a98-bfbc-9c1872f81b83"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And as I said before, around students as social, emotional beings are things like how they think about intelligence, learning and knowledge. Those can get in the way. The more elite a school is, the higher the Sat scores a school has, the more the school is likely to get. Students who did not struggle in their high school maybe were not challenged. And so the truth is, a lot of those students will tell you that learning in their minds was quick and easy because that's what they experienced all their lives. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"95eb9012-9a83-45f8-aa8f-7510d844ec47"},"useSeparator":"disabled"},{"content":{"params":{"text":"
Now they come to a university. Learning isn't quick and easy. And sometimes what they do is leave a field because they believe it's them, or they have to totally sort of rethink what learning is. And I can tell you that was a lot of the kind of students that we saw at Carnegie Mellon who would come with 1600 SATS, which in my mind means they're really good test takers. They've mastered that skill. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"dc587e14-671c-417d-b3aa-244c1b4bc07c"},"useSeparator":"disabled"},{"content":{"params":{"text":"
But those were kids who never struggled at all. And then they show up in college where the stakes are higher. There's more information coming at you at a faster pace, and a lot of students really struggled. I did a session out at Stanford not long ago for the faculty and the students asked to come when they saw the flyers. And when the students came, every student in the room talked about at some point disclosed how much they struggled their first semester a year at Stanford. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"3367923b-46ac-488a-b3a1-994c006a0458"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And it was exactly this phenomena that it had always come easy to them. So all of a sudden, it wasn't easy and it wasn't quick, and they started to think about whether or not they belonged there. So it's really important that we understand how students think about these things. And then finally, if you're dealing with adult returning professionals, just because they're adults again, doesn't mean they've stopped developing. And they come with their own set of issues. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"f32b5007-82dc-42c1-9caa-05395d9467b2"},"useSeparator":"disabled"},{"content":{"params":{"text":"
Being in control of a job and a family during the day and coming to school at night, not being autonomous during the day, and being a student who doesn't have that kind of autonomy at night, struggling with confidence and competence if they haven't been in school for a long time. These people tend to be much more focused and care even more about relevancy because they have all of these other life commitments. So the issue here is just to remember that our students don't leave their selves outside of the classroom. They don't come in just as intellectual beings, but as people who lead holistic rich lives. And we need to at least be aware of that because it can impact the learning that goes on. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"726cdd9d-a905-4a48-a362-6c1ec03edfff"},"useSeparator":"disabled"},{"content":{"params":{"text":"
Self-Directed Learning <\/h2>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"5653cbbe-f4e2-41fe-b613-4a1294052841"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And then finally, I talked about one of the things that we all have in common, no matter the discipline or where we teach, is that we're teaching for transfer. We want people to be able to take what they're learning in our courses and carry those to other courses or to their 1st, 2nd, third and fourth jobs out in the world, right? And in order to be able to do that, students really need to become self directed learners. Because up until the time they leave college or grad school, depending on how long they go to school, they have always been in structured learning environments. When you get out into the workplace, a huge amount of learning in the workplace happens. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"44109bfc-e782-4172-939e-4cc17ad378a2"},"useSeparator":"disabled"},{"content":{"params":{"text":"
In the workplace where you're given a task, you are not sure how to do it, and you've got to figure it out. And figuring it out might mean you have to go learn some things on your own. Then you need to know where to go to learn them and how to monitor the learning that's happened. Or you need to be able to pull together a team of people. So you need to recognize other people's expertise. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"9c96bd66-3c64-43b0-adb5-f6a627a48c58"},"useSeparator":"disabled"},{"content":{"params":{"text":"
This process of self directed learning is something that all of you engage in all the time without realizing it. So it's another part of this sort of expertise that when you need to learn something new or you're given a task, typically what you do as an expert, without even realizing it, is you assess the task. What was I asked to do? What new research area do I want to move into? What do I know? <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"fe57bd53-e7f5-47fa-9a3c-96fb4bf34609"},"useSeparator":"disabled"},{"content":{"params":{"text":"
What don't I know? The strengths and weaknesses? How am I going to fill for that? Am I going to have to learn it? Can I bring someone in on the team? <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"6001052f-0239-413c-aa36-99fc9c1628c8"},"useSeparator":"disabled"},{"content":{"params":{"text":"
What is the plan as I'm going through doing whatever it is I'm doing? Am I monitoring my performance and changing whatever needs to be changed along the way? And then finally, in the end, when I'm finished stepping back and assessing what it is I've just done. And what we know about all of you, all of us, is that we do this without thinking about it. And I'll give you one example at the far end, the reflect and adjust if needed, and that's that. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"a36cba40-8375-405c-a2cd-2a8dad7e68a0"},"useSeparator":"disabled"},{"content":{"params":{"text":"
There's a lot of research that shows that experts, even when they've done something incredibly successful, still step back and say, what would I do different the next time? And the example I always give is whether or not you have had the experience where you're sending in a proposal or a journal article or a paper or you've just given a great talk at a conference, and the minute it's done, the minute you hit the button or you step off the stage, you go, oh, I should have done this. I should have said this. I should have included this, right? We've all done it. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"4989059f-768b-447a-ba4c-e4945e6bf86c"},"useSeparator":"disabled"},{"content":{"params":{"text":"
How many of your students hand in a paper or that problem set and then go, oh, I should have done this, I should have done that? Not many of them. And part of that is that they haven't learned to reflect in that way. I mean, it's a skill that you learn, and they haven't learned to reflect in that way. And so it's really important that we start to think about how this happens at the other end of the spectrum, assessing the task. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"07f70c90-a1b7-4924-8d32-7d539c7ab7c2"},"useSeparator":"disabled"},{"content":{"params":{"text":"
A lot of the expert novice across lots of disciplines in the games of chess and go show what experts and novices do when they're given a task or a problem. And what the novices who are always college students would do is immediately pull out their computer, pick up their pen, and start working, whereas the experts would sit anywhere from three to 1015 minutes not doing anything but thinking about what the problem is or what the task is before they ever try to get it. So again, how do we build that kind of thing into what it is we're doing? The good news I should flip this. The good news is a lot of adults do have this self directed learning metacognitive, and they've learned it as adults. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"ee4a3934-4848-447f-a67f-7a3f1d9cd87f"},"useSeparator":"disabled"},{"content":{"params":{"text":"
And so that's the good news. The bad news is that most early college students don't have it because they've never learned it. And you learn it along the way, right? We eventually all learned it. Some of us, maybe in our later years in our doctoral work. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"9e9249c1-5d12-4316-9672-117002b4b321"},"useSeparator":"disabled"},{"content":{"params":{"text":"
The 6 principles of learning <\/h2>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"13a4ca38-c971-463f-b41b-3ecab5273f0e"},"useSeparator":"disabled"},{"content":{"params":{"text":"
But the question is, if we know how important this is, can't we design some of our educational activities to help students learn it sooner, because it would behoove them to do so? So those are the principles at a glance. And now what I would like for you to do in your table so you can join someone at another table. Diane what I'd like you to do is actually talk about choose a couple of the principles and either share a strategy that you've used and I'm going to leave those up that you've used to address one of them, either as a faculty member or as a student, because this often prompts. I had a professor once who did blah, blah, blah, and now I know why that was effective. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"8c6e166d-647d-4581-8018-681a9abc3177"},"useSeparator":"disabled"},{"content":{"params":{"text":"
Or if you don't have examples at the ready, generate them. How could you assess prior knowledge, help students learn to organize, tap into the value relevancy kind of stuff? So spend about 20 minutes, and then I want to have time to share as a group, because we really want to take advantage of the brain power here. And my experience always is that you just need to share with faculty how learning works. And people have great examples and ideas about how to use this in the courses that they're teaching. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"8c4df39e-fc30-482e-bc27-ee4e4037dd6d"},"useSeparator":"disabled"},{"content":{"params":{"text":"
So 20 minutes. I'll give you a two minute warning, and I'll ask somebody at each table to give it an example of one or two of the strategies you've discussed. <\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"bb24c177-0213-43d0-a6f6-706bfd8d5314"},"useSeparator":"disabled"},{"content":{"params":{"text":"
Source: <\/span> https:\/\/youtu.be\/9-an_8tN_mA?si=M-nKY7BlY5Q0Btma<\/span><\/a><\/em><\/p> "},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"4a33ae1f-f976-4d0d-8d70-6de26bb118ad"},"useSeparator":"disabled"}]},"library":"H5P.Column 1.18","subContentId":"cb8a413f-d1b8-4777-82d0-5cbec9af3459","metadata":{"contentType":"Column","license":"C","title":"Course","authors":[{"name":"PLNU Media Services","role":"Author"}],"yearFrom":"2018","source":"https:\/\/youtu.be\/9-an_8tN_mA?si=M-nKY7BlY5Q0Btma"}},{"params":{"content":[{"content":{"params":{"panels":[{"content":{"params":{"text":"Adjust refers to the act of making changes or modifications based on feedback, evaluation, or new information. It involves adapting one's thoughts, actions, or strategies in response to changing circumstances or goals. In education, adjusting is an important skill for learning and problem-solving. Students who are able to adjust can recognize when their current approach is not effective or efficient and can make necessary changes to improve their learning outcomes. Adjusting involves being open to feedback, reflecting on one's performance, and making informed decisions about how to modify one's strategies or behaviors. It requires flexibility, adaptability, and a willingness to learn from mistakes or challenges."},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"d4638d27-ef87-4abf-b0ed-d4222e2a26f4"},"title":"Adjust"},{"content":{"params":{"text":"Autonomy refers to the ability to make independent decisions and take responsibility for one's own actions. It involves having the freedom and self-determination to choose and pursue one's own goals and interests. In education, autonomy is an important aspect of student development. 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Gendered refers to the differentiation or categorization of individuals based on their gender, often resulting in unequal treatment or expectations. It involves assigning specific roles, behaviors, and characteristics to individuals based on societal norms and expectations associated with their gender. In education, gendered examples or practices can reinforce stereotypes and biases, perpetuating gender inequalities and limiting opportunities for certain individuals. It is important to promote gender equity and inclusivity in educational settings by using inclusive language, providing diverse and representative examples, and challenging gender stereotypes. Creating a gender-inclusive learning environment involves recognizing and valuing the diverse experiences and perspectives of all students.<\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"de217942-115e-4cc1-bd73-c1bc891d8178"},"title":"Gendered"},{"content":{"params":{"text":"Identity refers to the sense of self and the characteristics, beliefs, values, and roles that define an individual. It is shaped by various factors, such as personal experiences, cultural background, social interactions, and individual traits. In education, identity development is an important aspect of student growth. Students are in the process of establishing their identities and exploring their interests, values, and aspirations. Education can play a role in helping students develop a positive and authentic sense of self, fostering self-esteem, and promoting a sense of belonging and inclusivity. 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It empowers students to become independent, motivated, and adaptable learners who can take ownership of their education and pursue their interests and goals. Fostering self-directed learning involves providing opportunities for students to make choices, set goals, solve problems, and reflect on their learning experiences."},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"a0598d68-2fce-48a9-bedf-46bd6912f7eb"},"title":"Self-directed learning"},{"content":{"params":{"text":"Skills refer to the abilities or competencies that individuals acquire through learning and practice. They involve the application of knowledge and understanding to perform specific tasks or activities. In education, skills can be categorized into different types, such as cognitive skills (e.g., critical thinking, problem-solving), communication skills (e.g., speaking, writing), social skills (e.g., teamwork, collaboration), and practical skills (e.g., laboratory techniques, computer programming). Developing skills is an important aspect of education as it enables students to effectively apply their knowledge and understanding in real-world situations and prepares them for future academic and professional endeavors."},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"20a7ddec-4741-4f10-969c-3a4ef07da79a"},"title":"Skills"},{"content":{"params":{"text":"Social-emotional development refers to the growth and maturation of individuals' social and emotional skills, attitudes, and behaviors. It encompasses the development of self-awareness, self-regulation, empathy, interpersonal skills, and resilience. Social-emotional development is an important aspect of overall development and can impact learners' academic success and well-being."},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"124626d1-f6d3-48e3-8bf5-09ff3db011f8"},"title":"Social-emotional development"},{"content":{"params":{"text":"Teaching involves the process of imparting knowledge, skills, and understanding to students. It goes beyond simply delivering content and involves facilitating learning, engaging students, and supporting their development. Effective teaching involves not only transmitting information but also creating a conducive learning environment, promoting critical thinking and problem-solving skills, and addressing the diverse needs and backgrounds of students. It requires the use of various instructional strategies, assessment methods, and communication techniques to ensure that students are actively involved in the learning process and are able to apply what they have learned."},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"dfe10fed-b9f3-4d35-9edb-eb99fee0e942"},"title":"Teaching"},{"content":{"params":{"text":"Transfer refers to the ability to apply knowledge, skills, and understanding learned in one context or situation to another context or situation. It involves the generalization and adaptation of learning to new and unfamiliar situations. In education, transfer is an important goal as it enables students to use what they have learned in one course or subject to solve problems, make connections, and engage in higher-order thinking in other courses or real-world settings. Promoting transfer involves designing learning experiences that encourage deep understanding, critical thinking, and the application of knowledge in meaningful and authentic ways. It also involves helping students recognize and make connections between different areas of knowledge and skills."},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"f4c8564f-62f3-4c11-913b-73f40194a4c4"},"title":"Transfer"}],"hTag":"h2"},"library":"H5P.Accordion 1.0","metadata":{"contentType":"Accordion","license":"U","title":"Untitled Accordion"},"subContentId":"af76ad7d-3d6f-44bf-8d64-a28d0f74d65c"},"useSeparator":"auto"}]},"library":"H5P.Column 1.18","subContentId":"7f0804eb-35cb-4f85-837d-789bd454bca8","metadata":{"contentType":"Column","license":"U","title":"Glossary"}},{"params":{"content":[{"content":{"params":{"mode":"normal","description":"
<\/p>\n\n
These cards are designed to help you learn and memorize the key concepts. Try to answer from memory before flipping the cards.<\/p>\n\n
<\/p>\n","dialogs":[{"tips":{},"text":"
Adjust<\/strong><\/p>","answer":"
Adjust refers to the act of making changes or modifications based on feedback, evaluation, or new information. It involves adapting one's thoughts, actions, or strategies in response to changing circumstances or goals.<\/p>"},{"tips":{},"text":"
Autonomy<\/strong><\/p>","answer":"
Autonomy refers to the ability to make independent decisions and take responsibility for one's own actions. It involves having the freedom and self-determination to choose and pursue one's own goals and interests.<\/p>"},{"tips":{},"text":"
Belittling<\/strong><\/p>","answer":"
Belittling refers to the act of making someone feel small, unimportant, or inferior through words, actions, or attitudes. It involves demeaning or devaluing someone's abilities, achievements, or worth.<\/p>"},{"tips":{},"text":"
Climate<\/strong><\/p>","answer":"
Climate refers to the overall atmosphere or environment that is created in a particular setting, such as a classroom, lab studio, or campus. It encompasses the attitudes, beliefs, and interactions among individuals within that setting.<\/p>"},{"tips":{},"text":"
Competence<\/strong><\/p>","answer":"
Competence refers to the ability to perform a task or activity successfully. It involves having the necessary knowledge, skills, and understanding to accomplish a specific goal or objective.<\/p>"},{"tips":{},"text":"
Content<\/strong><\/p>","answer":"
Content refers to the subject matter or information that is being taught or learned. It includes the facts, concepts, theories, principles, and skills that are relevant to a particular field or discipline.<\/p>"},{"tips":{},"text":"
Emotions<\/strong><\/p>","answer":"
Emotions refer to the subjective feelings and experiences that individuals have in response to different situations or stimuli. They can range from positive emotions, such as happiness and excitement, to negative emotions, such as sadness and anxiety.<\/p>"},{"tips":{},"text":"
Expertise<\/strong><\/p>","answer":"
Expertise refers to a high level of knowledge, skill, and understanding in a particular field or domain. It is acquired through extensive learning, practice, and experience.<\/p>"},{"tips":{},"text":"
Gendered<\/strong><\/p>","answer":"
Gendered refers to the differentiation or categorization of individuals based on their gender, often resulting in unequal treatment or expectations. It involves assigning specific roles, behaviors, and characteristics to individuals based on societal norms and expectations associated with their gender.<\/p>"},{"tips":{},"text":"
Identity<\/strong><\/p>","answer":"
Identity refers to the sense of self and the characteristics, beliefs, values, and roles that define an individual. It is shaped by various factors, such as personal experiences, cultural background, social interactions, and individual traits.<\/p>"},{"tips":{},"text":"
Integrity<\/strong><\/p>","answer":"
Integrity refers to the adherence to moral and ethical principles, honesty, and consistency in one's actions and values. It involves acting in a trustworthy and responsible manner, upholding ethical standards, and demonstrating fairness and respect towards others.<\/p>"},{"tips":{},"text":"
Interpersonal relationships<\/strong><\/p>","answer":"
Interpersonal relationships refer to the connections and interactions between individuals. They involve the exchange of thoughts, feelings, and information through verbal and nonverbal communication.<\/p>"},{"tips":{},"text":"
Learning<\/strong><\/p>","answer":"
Learning is a process that leads to change, which occurs as a result of experience and increases the potential for improved performance and future learning. It involves acquiring knowledge, skills, and attitudes that can be applied in new and authentic contexts.<\/p>"},{"tips":{},"text":"
Mastery<\/strong><\/p>","answer":"
Mastery refers to the development of deep understanding and proficiency in a particular domain. It involves acquiring component knowledge and skills, integrating and applying them, and knowing when and how to use them in new and authentic contexts.<\/p>"},{"tips":{},"text":"
Metacognitive<\/strong><\/p>","answer":"
Metacognitive refers to the awareness and understanding of one's own cognitive processes and the ability to regulate and control one's own learning. It involves thinking about one's thinking, monitoring one's learning progress, and making adjustments or strategies to improve learning outcomes.<\/p>"},{"tips":{},"text":"
Motivation<\/strong><\/p>","answer":"
Motivation refers to the beliefs, expectations, and values that drive learners to engage in behaviors that lead to learning. Students are more likely to be motivated if they perceive the information and skills as relevant and valuable, and if they believe they can be successful in their learning endeavors.<\/p>"},{"tips":{},"text":"
Novice<\/strong><\/p>","answer":"
Novice refers to a person who is new to a particular field or domain and has limited knowledge, skills, and experience in that area. Novices are in the early stages of learning and are still developing their understanding and abilities.<\/p>"},{"tips":{},"text":"
Organization of knowledge<\/strong><\/p>","answer":"
Organization of knowledge refers to the way in which learners structure and connect new information with their existing knowledge. Experts have rich and meaningful knowledge structures that allow them to integrate and apply knowledge fluently and flexibly.<\/p>"},{"tips":{},"text":"
Practice<\/strong><\/p>","answer":"
Practice involves engaging in repeated and targeted activities to develop and refine knowledge and skills. Learners learn what they practice, and only what they practice.<\/p>"},{"tips":{},"text":"
Prior knowledge<\/strong><\/p>","answer":"
Prior knowledge refers to the knowledge, skills, beliefs, attitudes, and experiences that learners bring with them before engaging in a learning experience. It serves as the foundation for new learning and influences how learners perceive, process, and organize new information.<\/p>"},{"tips":{},"text":"
Purpose<\/strong><\/p>","answer":"
Purpose refers to having a sense of direction, meaning, and intention in one's actions and goals. It involves having a clear understanding of one's values, interests, and aspirations and aligning them with one's actions and choices.<\/p>"},{"tips":{},"text":"
Reflect<\/strong><\/p>","answer":"
Reflect refers to the act of thinking deeply and critically about one's own thoughts, actions, and experiences. It involves examining and evaluating one's beliefs, assumptions, and behaviors in order to gain insight and understanding.<\/p>"},{"tips":{},"text":"
Self-directed learning<\/strong><\/p>","answer":"
Self-directed learning refers to the ability and motivation to take responsibility for one's own learning and to actively engage in the process of acquiring knowledge and skills. It involves setting goals, planning and organizing learning activities, seeking and evaluating information, and reflecting on one's learning progress.<\/p>"},{"tips":{},"text":"
Skills<\/strong><\/p>","answer":"
Skills refer to the abilities or competencies that individuals acquire through learning and practice. They involve the application of knowledge and understanding to perform specific tasks or activities.<\/p>"},{"tips":{},"text":"
Social-emotional development<\/strong><\/p>","answer":"
Social-emotional development refers to the growth and maturation of individuals' social and emotional skills, attitudes, and behaviors. It encompasses the development of self-awareness, self-regulation, empathy, interpersonal skills, and resilience.<\/p>"},{"tips":{},"text":"
Teaching<\/strong><\/p>","answer":"
Teaching involves the process of imparting knowledge, skills, and understanding to students. It goes beyond simply delivering content and involves facilitating learning, engaging students, and supporting their development.<\/p>"},{"tips":{},"text":"
Transfer<\/strong><\/p>","answer":"
Transfer refers to the ability to apply knowledge, skills, and understanding learned in one context or situation to another context or situation. It involves the generalization and adaptation of learning to new and unfamiliar situations.<\/p>"}],"behaviour":{"enableRetry":true,"disableBackwardsNavigation":false,"scaleTextNotCard":false,"randomCards":true,"maxProficiency":5,"quickProgression":false},"answer":"Turn","next":"Next","prev":"Previous","retry":"Try again","correctAnswer":"I got it right!","incorrectAnswer":"I got it wrong","round":"Round @round","cardsLeft":"Cards left: @number","nextRound":"Proceed to round @round","startOver":"Start over","showSummary":"Next","summary":"Summary","summaryCardsRight":"Cards you got right:","summaryCardsWrong":"Cards you got wrong:","summaryCardsNotShown":"Cards in pool not shown:","summaryOverallScore":"Overall Score","summaryCardsCompleted":"Cards you have completed learning:","summaryCompletedRounds":"Completed rounds:","summaryAllDone":"Well done! You got all @cards cards correct @max times in a row!","progressText":"Card @card of @total","cardFrontLabel":"Card front","cardBackLabel":"Card back","tipButtonLabel":"Show tip","audioNotSupported":"Your browser does not support this audio","confirmStartingOver":{"header":"Start over?","body":"All progress will be lost. Are you sure you want to start over?","cancelLabel":"Cancel","confirmLabel":"Start over"},"title":""},"library":"H5P.Dialogcards 1.9","metadata":{"contentType":"Dialog Cards","license":"U","title":"Untitled Dialog Cards"},"subContentId":"e82dc87c-7c63-4013-a973-82977533eea1"},"useSeparator":"auto"}]},"library":"H5P.Column 1.18","subContentId":"885db36d-97c6-467d-a4ec-f655e6946f0a","metadata":{"contentType":"Column","license":"U","title":"Concepts Cards"}},{"params":{"content":[{"content":{"params":{"introPage":{"showIntroPage":false,"startButtonText":"Start Quiz","introduction":""},"progressType":"dots","passPercentage":50,"questions":[{"params":{"media":{"disableImageZooming":false},"text":"
Fill in the missing word<\/p>\n","overallFeedback":[{"from":0,"to":100,"feedback":"The correct answer was : thinking."}],"showSolutions":"Show solution","tryAgain":"Try again","checkAnswer":"Check","notFilledOut":"Please fill in all blanks to view solution","answerIsCorrect":"':ans' is correct","answerIsWrong":"':ans' is wrong","answeredCorrectly":"Answered correctly","answeredIncorrectly":"Answered incorrectly","solutionLabel":"Correct answer:","inputLabel":"Blank input @num of @total","inputHasTipLabel":"Tip available","tipLabel":"Tip","behaviour":{"enableRetry":true,"enableSolutionsButton":true,"enableCheckButton":true,"autoCheck":false,"caseSensitive":false,"showSolutionsRequiresInput":true,"separateLines":false,"confirmCheckDialog":false,"confirmRetryDialog":false,"acceptSpellingErrors":true},"scoreBarLabel":"You got :num out of :total points","a11yCheck":"Check the answers. The responses will be marked as correct, incorrect, or unanswered.","a11yShowSolution":"Show the solution. The task will be marked with its correct solution.","a11yRetry":"Retry the task. Reset all responses and start the task over again.","a11yCheckingModeHeader":"Checking mode","confirmCheck":{"header":"Finish ?","body":"Are you sure you wish to finish ?","cancelLabel":"Cancel","confirmLabel":"Finish"},"confirmRetry":{"header":"Retry ?","body":"Are you sure you wish to retry ?","cancelLabel":"Cancel","confirmLabel":"Confirm"},"questions":["Novices tend to immediately start working on a task, while experts spend several minutes thinking before attempting it."],"submitAnswer":"Submit"},"library":"H5P.Blanks 1.14","metadata":{"contentType":"Fill in the Blanks","license":"U","title":"Untitled Fill in the Blanks"},"subContentId":"20fa9e6d-05b9-49f2-b871-f10ed51d6de5"},{"params":{"media":{"disableImageZooming":false},"correct":"true","behaviour":{"enableRetry":true,"enableSolutionsButton":true,"enableCheckButton":true,"confirmCheckDialog":false,"confirmRetryDialog":false,"autoCheck":false,"feedbackOnCorrect":"","feedbackOnWrong":""},"l10n":{"trueText":"True","falseText":"False","score":"You got @score of @total points","checkAnswer":"Check","showSolutionButton":"Show solution","tryAgain":"Try again","wrongAnswerMessage":"Wrong answer","correctAnswerMessage":"Correct answer","scoreBarLabel":"You got :num out of :total points","a11yCheck":"Check the answers. The responses will be marked as correct, incorrect, or unanswered.","a11yShowSolution":"Show the solution. The task will be marked with its correct solution.","a11yRetry":"Retry the task. Reset all responses and start the task over again.","submitAnswer":"Submit"},"confirmCheck":{"header":"Finish ?","body":"Are you sure you wish to finish ?","cancelLabel":"Cancel","confirmLabel":"Finish"},"confirmRetry":{"header":"Retry ?","body":"Are you sure you wish to retry ?","cancelLabel":"Cancel","confirmLabel":"Confirm"},"question":"
Students need to become self-directed learners in order to transfer their learning to other courses or jobs.<\/p>"},"library":"H5P.TrueFalse 1.8","metadata":{"license":"U","title":"Untitled True\/False Question","contentType":"True\/False Question"},"subContentId":"13575e69-0ea5-479d-8d72-93400f14d81a"},{"params":{"media":{"disableImageZooming":false},"correct":"true","behaviour":{"enableRetry":true,"enableSolutionsButton":true,"enableCheckButton":true,"confirmCheckDialog":false,"confirmRetryDialog":false,"autoCheck":false,"feedbackOnCorrect":"","feedbackOnWrong":""},"l10n":{"trueText":"True","falseText":"False","score":"You got @score of @total points","checkAnswer":"Check","showSolutionButton":"Show solution","tryAgain":"Try again","wrongAnswerMessage":"Wrong answer","correctAnswerMessage":"Correct answer","scoreBarLabel":"You got :num out of :total points","a11yCheck":"Check the answers. The responses will be marked as correct, incorrect, or unanswered.","a11yShowSolution":"Show the solution. The task will be marked with its correct solution.","a11yRetry":"Retry the task. Reset all responses and start the task over again.","submitAnswer":"Submit"},"confirmCheck":{"header":"Finish ?","body":"Are you sure you wish to finish ?","cancelLabel":"Cancel","confirmLabel":"Finish"},"confirmRetry":{"header":"Retry ?","body":"Are you sure you wish to retry ?","cancelLabel":"Cancel","confirmLabel":"Confirm"},"question":"
Students engage in learning behaviors that lead to learning if they believe the information is relevant and expect to be successful.<\/p>"},"library":"H5P.TrueFalse 1.8","metadata":{"license":"U","title":"Untitled True\/False Question","contentType":"True\/False Question"},"subContentId":"d00fabf4-86c5-44ad-8e1d-effc398ce4cf"},{"params":{"media":{"disableImageZooming":false},"answers":[{"correct":true,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Novices tend to immediately start working on the task or problem, while experts spend time thinking about the problem before they start working on it.<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Experts tend to immediately start working on the task or problem, while novices spend time thinking about the problem before they start working on it.<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Both experts and novices immediately start working on the task or problem without spending time thinking about it.<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Both experts and novices spend time thinking about the problem before they start working on it.<\/div>\n"}],"overallFeedback":[{"from":0,"to":100}],"behaviour":{"enableRetry":true,"enableSolutionsButton":true,"enableCheckButton":true,"type":"auto","singlePoint":false,"randomAnswers":true,"showSolutionsRequiresInput":true,"confirmCheckDialog":false,"confirmRetryDialog":false,"autoCheck":false,"passPercentage":100,"showScorePoints":true},"UI":{"checkAnswerButton":"Check","showSolutionButton":"Show solution","tryAgainButton":"Try again","tipsLabel":"Show tip","scoreBarLabel":"You got :num out of :total points","tipAvailable":"Tip available","feedbackAvailable":"Feedback available","readFeedback":"Read feedback","wrongAnswer":"Wrong answer","correctAnswer":"Correct answer","shouldCheck":"Should have been checked","shouldNotCheck":"Should not have been checked","noInput":"Please answer before viewing the solution","a11yCheck":"Check the answers. The responses will be marked as correct, incorrect, or unanswered.","a11yShowSolution":"Show the solution. The task will be marked with its correct solution.","a11yRetry":"Retry the task. Reset all responses and start the task over again.","submitAnswerButton":"Submit"},"confirmCheck":{"header":"Finish ?","body":"Are you sure you wish to finish ?","cancelLabel":"Cancel","confirmLabel":"Finish"},"confirmRetry":{"header":"Retry ?","body":"Are you sure you wish to retry ?","cancelLabel":"Cancel","confirmLabel":"Confirm"},"question":"
What is the difference in approach to a task or problem between experts and novices, as observed in the games of chess and go?<\/p>\n"},"library":"H5P.MultiChoice 1.16","metadata":{"contentType":"Multiple Choice","license":"U","title":"Untitled Multiple Choice","source":""},"subContentId":"8db3d154-0c7f-4af5-a3b1-e8adc1176fd7"},{"params":{"media":{"disableImageZooming":false},"answers":[{"correct":true,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Struggling with confidence and competence if they haven't been in school for a long time.<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Being in control of a job and a family during the day and coming to school at night.<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Being a student who doesn't have autonomy at night.<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Not caring about relevancy because they have other life commitments.<\/div>\n"}],"overallFeedback":[{"from":0,"to":100}],"behaviour":{"enableRetry":true,"enableSolutionsButton":true,"enableCheckButton":true,"type":"auto","singlePoint":false,"randomAnswers":true,"showSolutionsRequiresInput":true,"confirmCheckDialog":false,"confirmRetryDialog":false,"autoCheck":false,"passPercentage":100,"showScorePoints":true},"UI":{"checkAnswerButton":"Check","showSolutionButton":"Show solution","tryAgainButton":"Try again","tipsLabel":"Show tip","scoreBarLabel":"You got :num out of :total points","tipAvailable":"Tip available","feedbackAvailable":"Feedback available","readFeedback":"Read feedback","wrongAnswer":"Wrong answer","correctAnswer":"Correct answer","shouldCheck":"Should have been checked","shouldNotCheck":"Should not have been checked","noInput":"Please answer before viewing the solution","a11yCheck":"Check the answers. The responses will be marked as correct, incorrect, or unanswered.","a11yShowSolution":"Show the solution. The task will be marked with its correct solution.","a11yRetry":"Retry the task. Reset all responses and start the task over again.","submitAnswerButton":"Submit"},"confirmCheck":{"header":"Finish ?","body":"Are you sure you wish to finish ?","cancelLabel":"Cancel","confirmLabel":"Finish"},"confirmRetry":{"header":"Retry ?","body":"Are you sure you wish to retry ?","cancelLabel":"Cancel","confirmLabel":"Confirm"},"question":"
What is one of the challenges faced by adult returning professionals in school?<\/p>\n"},"library":"H5P.MultiChoice 1.16","metadata":{"contentType":"Multiple Choice","license":"U","title":"Untitled Multiple Choice","source":""},"subContentId":"cdea4e21-0448-4541-9494-1165ef06d606"},{"params":{"media":{"disableImageZooming":false},"text":"
Fill in the missing word<\/p>\n","overallFeedback":[{"from":0,"to":100,"feedback":"The correct answer was : amateurs."}],"showSolutions":"Show solution","tryAgain":"Try again","checkAnswer":"Check","notFilledOut":"Please fill in all blanks to view solution","answerIsCorrect":"':ans' is correct","answerIsWrong":"':ans' is wrong","answeredCorrectly":"Answered correctly","answeredIncorrectly":"Answered incorrectly","solutionLabel":"Correct answer:","inputLabel":"Blank input @num of @total","inputHasTipLabel":"Tip available","tipLabel":"Tip","behaviour":{"enableRetry":true,"enableSolutionsButton":true,"enableCheckButton":true,"autoCheck":false,"caseSensitive":false,"showSolutionsRequiresInput":true,"separateLines":false,"confirmCheckDialog":false,"confirmRetryDialog":false,"acceptSpellingErrors":true},"scoreBarLabel":"You got :num out of :total points","a11yCheck":"Check the answers. The responses will be marked as correct, incorrect, or unanswered.","a11yShowSolution":"Show the solution. The task will be marked with its correct solution.","a11yRetry":"Retry the task. Reset all responses and start the task over again.","a11yCheckingModeHeader":"Checking mode","confirmCheck":{"header":"Finish ?","body":"Are you sure you wish to finish ?","cancelLabel":"Cancel","confirmLabel":"Finish"},"confirmRetry":{"header":"Retry ?","body":"Are you sure you wish to retry ?","cancelLabel":"Cancel","confirmLabel":"Confirm"},"questions":["George Koo called college and university teachers well intentioned, gifted amateurs."],"submitAnswer":"Submit"},"library":"H5P.Blanks 1.14","metadata":{"contentType":"Fill in the Blanks","license":"U","title":"Untitled Fill in the Blanks"},"subContentId":"c06e577e-6b54-4297-b40b-b982fdc03654"},{"params":{"media":{"disableImageZooming":false},"text":"
Fill in the missing word<\/p>\n","overallFeedback":[{"from":0,"to":100,"feedback":"The correct answer was : learners."}],"showSolutions":"Show solution","tryAgain":"Try again","checkAnswer":"Check","notFilledOut":"Please fill in all blanks to view solution","answerIsCorrect":"':ans' is correct","answerIsWrong":"':ans' is wrong","answeredCorrectly":"Answered correctly","answeredIncorrectly":"Answered incorrectly","solutionLabel":"Correct answer:","inputLabel":"Blank input @num of @total","inputHasTipLabel":"Tip available","tipLabel":"Tip","behaviour":{"enableRetry":true,"enableSolutionsButton":true,"enableCheckButton":true,"autoCheck":false,"caseSensitive":false,"showSolutionsRequiresInput":true,"separateLines":false,"confirmCheckDialog":false,"confirmRetryDialog":false,"acceptSpellingErrors":true},"scoreBarLabel":"You got :num out of :total points","a11yCheck":"Check the answers. The responses will be marked as correct, incorrect, or unanswered.","a11yShowSolution":"Show the solution. The task will be marked with its correct solution.","a11yRetry":"Retry the task. Reset all responses and start the task over again.","a11yCheckingModeHeader":"Checking mode","confirmCheck":{"header":"Finish ?","body":"Are you sure you wish to finish ?","cancelLabel":"Cancel","confirmLabel":"Finish"},"confirmRetry":{"header":"Retry ?","body":"Are you sure you wish to retry ?","cancelLabel":"Cancel","confirmLabel":"Confirm"},"questions":["Students need to become self directed learners."],"submitAnswer":"Submit"},"library":"H5P.Blanks 1.14","metadata":{"contentType":"Fill in the Blanks","license":"U","title":"Untitled Fill in the Blanks"},"subContentId":"e6f47697-d4f9-4343-8b24-89821bc82ac5"},{"params":{"media":{"disableImageZooming":false},"answers":[{"correct":true,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Declarative, procedural, and contextual knowledge<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Factual, procedural, and situational knowledge<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Theoretical, practical, and experiential knowledge<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Memorized, applied, and situational knowledge<\/div>\n"}],"overallFeedback":[{"from":0,"to":100}],"behaviour":{"enableRetry":true,"enableSolutionsButton":true,"enableCheckButton":true,"type":"auto","singlePoint":false,"randomAnswers":true,"showSolutionsRequiresInput":true,"confirmCheckDialog":false,"confirmRetryDialog":false,"autoCheck":false,"passPercentage":100,"showScorePoints":true},"UI":{"checkAnswerButton":"Check","showSolutionButton":"Show solution","tryAgainButton":"Try again","tipsLabel":"Show tip","scoreBarLabel":"You got :num out of :total points","tipAvailable":"Tip available","feedbackAvailable":"Feedback available","readFeedback":"Read feedback","wrongAnswer":"Wrong answer","correctAnswer":"Correct answer","shouldCheck":"Should have been checked","shouldNotCheck":"Should not have been checked","noInput":"Please answer before viewing the solution","a11yCheck":"Check the answers. The responses will be marked as correct, incorrect, or unanswered.","a11yShowSolution":"Show the solution. The task will be marked with its correct solution.","a11yRetry":"Retry the task. Reset all responses and start the task over again.","submitAnswerButton":"Submit"},"confirmCheck":{"header":"Finish ?","body":"Are you sure you wish to finish ?","cancelLabel":"Cancel","confirmLabel":"Finish"},"confirmRetry":{"header":"Retry ?","body":"Are you sure you wish to retry ?","cancelLabel":"Cancel","confirmLabel":"Confirm"},"question":"
What are the three types of knowledge mentioned in the text?<\/p>\n"},"library":"H5P.MultiChoice 1.16","metadata":{"contentType":"Multiple Choice","license":"U","title":"Untitled Multiple Choice","source":""},"subContentId":"9b40dd75-c908-4be5-9e89-0003f3bd86d7"},{"params":{"media":{"disableImageZooming":false},"correct":"true","behaviour":{"enableRetry":true,"enableSolutionsButton":true,"enableCheckButton":true,"confirmCheckDialog":false,"confirmRetryDialog":false,"autoCheck":false,"feedbackOnCorrect":"","feedbackOnWrong":""},"l10n":{"trueText":"True","falseText":"False","score":"You got @score of @total points","checkAnswer":"Check","showSolutionButton":"Show solution","tryAgain":"Try again","wrongAnswerMessage":"Wrong answer","correctAnswerMessage":"Correct answer","scoreBarLabel":"You got :num out of :total points","a11yCheck":"Check the answers. The responses will be marked as correct, incorrect, or unanswered.","a11yShowSolution":"Show the solution. The task will be marked with its correct solution.","a11yRetry":"Retry the task. Reset all responses and start the task over again.","submitAnswer":"Submit"},"confirmCheck":{"header":"Finish ?","body":"Are you sure you wish to finish ?","cancelLabel":"Cancel","confirmLabel":"Finish"},"confirmRetry":{"header":"Retry ?","body":"Are you sure you wish to retry ?","cancelLabel":"Cancel","confirmLabel":"Confirm"},"question":"
Learning involves long-lasting change in knowledge, beliefs, behaviors, or attitudes.<\/p>"},"library":"H5P.TrueFalse 1.8","metadata":{"license":"U","title":"Untitled True\/False Question","contentType":"True\/False Question"},"subContentId":"5cc67bed-0fa3-40d2-9ea2-a7feccaa08ca"},{"params":{"media":{"disableImageZooming":false},"answers":[{"correct":true,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Declarative, procedural and contextual<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Active, passive and reactive<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Theoretical, practical and applied<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Explicit, implicit and tacit<\/div>\n"}],"overallFeedback":[{"from":0,"to":100}],"behaviour":{"enableRetry":true,"enableSolutionsButton":true,"enableCheckButton":true,"type":"auto","singlePoint":false,"randomAnswers":true,"showSolutionsRequiresInput":true,"confirmCheckDialog":false,"confirmRetryDialog":false,"autoCheck":false,"passPercentage":100,"showScorePoints":true},"UI":{"checkAnswerButton":"Check","showSolutionButton":"Show solution","tryAgainButton":"Try again","tipsLabel":"Show tip","scoreBarLabel":"You got :num out of :total points","tipAvailable":"Tip available","feedbackAvailable":"Feedback available","readFeedback":"Read feedback","wrongAnswer":"Wrong answer","correctAnswer":"Correct answer","shouldCheck":"Should have been checked","shouldNotCheck":"Should not have been checked","noInput":"Please answer before viewing the solution","a11yCheck":"Check the answers. The responses will be marked as correct, incorrect, or unanswered.","a11yShowSolution":"Show the solution. The task will be marked with its correct solution.","a11yRetry":"Retry the task. Reset all responses and start the task over again.","submitAnswerButton":"Submit"},"confirmCheck":{"header":"Finish ?","body":"Are you sure you wish to finish ?","cancelLabel":"Cancel","confirmLabel":"Finish"},"confirmRetry":{"header":"Retry ?","body":"Are you sure you wish to retry ?","cancelLabel":"Cancel","confirmLabel":"Confirm"},"question":"
What are the three kinds of knowledge often discussed in the context of learning?<\/p>\n"},"library":"H5P.MultiChoice 1.16","metadata":{"contentType":"Multiple Choice","license":"U","title":"Untitled Multiple Choice","source":""},"subContentId":"73c26728-1e93-4b3c-a257-26974609f2c8"},{"params":{"media":{"disableImageZooming":false},"answers":[{"correct":true,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
They spend several minutes thinking about the problem before attempting it.<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
They immediately start working on the problem.<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
They ask for help from others before attempting the problem.<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
They take a break before attempting the problem.<\/div>\n"}],"overallFeedback":[{"from":0,"to":100}],"behaviour":{"enableRetry":true,"enableSolutionsButton":true,"enableCheckButton":true,"type":"auto","singlePoint":false,"randomAnswers":true,"showSolutionsRequiresInput":true,"confirmCheckDialog":false,"confirmRetryDialog":false,"autoCheck":false,"passPercentage":100,"showScorePoints":true},"UI":{"checkAnswerButton":"Check","showSolutionButton":"Show solution","tryAgainButton":"Try again","tipsLabel":"Show tip","scoreBarLabel":"You got :num out of :total points","tipAvailable":"Tip available","feedbackAvailable":"Feedback available","readFeedback":"Read feedback","wrongAnswer":"Wrong answer","correctAnswer":"Correct answer","shouldCheck":"Should have been checked","shouldNotCheck":"Should not have been checked","noInput":"Please answer before viewing the solution","a11yCheck":"Check the answers. The responses will be marked as correct, incorrect, or unanswered.","a11yShowSolution":"Show the solution. The task will be marked with its correct solution.","a11yRetry":"Retry the task. Reset all responses and start the task over again.","submitAnswerButton":"Submit"},"confirmCheck":{"header":"Finish ?","body":"Are you sure you wish to finish ?","cancelLabel":"Cancel","confirmLabel":"Finish"},"confirmRetry":{"header":"Retry ?","body":"Are you sure you wish to retry ?","cancelLabel":"Cancel","confirmLabel":"Confirm"},"question":"
What do experts do before attempting a task or problem in chess or go, compared to novices?<\/p>\n"},"library":"H5P.MultiChoice 1.16","metadata":{"contentType":"Multiple Choice","license":"U","title":"Untitled Multiple Choice","source":""},"subContentId":"bd749e4e-7e74-4984-9ba1-cd13ba8b1677"},{"params":{"media":{"disableImageZooming":false},"answers":[{"correct":true,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Well intentioned, gifted amateurs<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Untrained professionals<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Incompetent educators<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Inexperienced rookies<\/div>\n"}],"overallFeedback":[{"from":0,"to":100}],"behaviour":{"enableRetry":true,"enableSolutionsButton":true,"enableCheckButton":true,"type":"auto","singlePoint":false,"randomAnswers":true,"showSolutionsRequiresInput":true,"confirmCheckDialog":false,"confirmRetryDialog":false,"autoCheck":false,"passPercentage":100,"showScorePoints":true},"UI":{"checkAnswerButton":"Check","showSolutionButton":"Show solution","tryAgainButton":"Try again","tipsLabel":"Show tip","scoreBarLabel":"You got :num out of :total points","tipAvailable":"Tip available","feedbackAvailable":"Feedback available","readFeedback":"Read feedback","wrongAnswer":"Wrong answer","correctAnswer":"Correct answer","shouldCheck":"Should have been checked","shouldNotCheck":"Should not have been checked","noInput":"Please answer before viewing the solution","a11yCheck":"Check the answers. The responses will be marked as correct, incorrect, or unanswered.","a11yShowSolution":"Show the solution. The task will be marked with its correct solution.","a11yRetry":"Retry the task. Reset all responses and start the task over again.","submitAnswerButton":"Submit"},"confirmCheck":{"header":"Finish ?","body":"Are you sure you wish to finish ?","cancelLabel":"Cancel","confirmLabel":"Finish"},"confirmRetry":{"header":"Retry ?","body":"Are you sure you wish to retry ?","cancelLabel":"Cancel","confirmLabel":"Confirm"},"question":"
What did George Koo call college and university teachers?<\/p>\n"},"library":"H5P.MultiChoice 1.16","metadata":{"contentType":"Multiple Choice","license":"U","title":"Untitled Multiple Choice","source":""},"subContentId":"442af4ad-c37b-4a68-8efb-8aae7b662193"},{"params":{"media":{"disableImageZooming":false},"correct":"true","behaviour":{"enableRetry":true,"enableSolutionsButton":true,"enableCheckButton":true,"confirmCheckDialog":false,"confirmRetryDialog":false,"autoCheck":false,"feedbackOnCorrect":"","feedbackOnWrong":""},"l10n":{"trueText":"True","falseText":"False","score":"You got @score of @total points","checkAnswer":"Check","showSolutionButton":"Show solution","tryAgain":"Try again","wrongAnswerMessage":"Wrong answer","correctAnswerMessage":"Correct answer","scoreBarLabel":"You got :num out of :total points","a11yCheck":"Check the answers. The responses will be marked as correct, incorrect, or unanswered.","a11yShowSolution":"Show the solution. The task will be marked with its correct solution.","a11yRetry":"Retry the task. Reset all responses and start the task over again.","submitAnswer":"Submit"},"confirmCheck":{"header":"Finish ?","body":"Are you sure you wish to finish ?","cancelLabel":"Cancel","confirmLabel":"Finish"},"confirmRetry":{"header":"Retry ?","body":"Are you sure you wish to retry ?","cancelLabel":"Cancel","confirmLabel":"Confirm"},"question":"
The speaker is a senior administrator who started looking at research on learning as a graduate student.<\/p>"},"library":"H5P.TrueFalse 1.8","metadata":{"license":"U","title":"Untitled True\/False Question","contentType":"True\/False Question"},"subContentId":"b603efc2-f583-43ab-9fe2-f9de864cc840"},{"params":{"media":{"disableImageZooming":false},"answers":[{"correct":true,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
An expert would spend time thinking about the problem or task before attempting to solve it, while a novice would immediately start working on it.<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
A novice would spend time thinking about the problem or task before attempting to solve it, while an expert would immediately start working on it.<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Both experts and novices would immediately start working on the problem or task without spending time to think about it.<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Both experts and novices would spend time thinking about the problem or task before attempting to solve it.<\/div>\n"}],"overallFeedback":[{"from":0,"to":100}],"behaviour":{"enableRetry":true,"enableSolutionsButton":true,"enableCheckButton":true,"type":"auto","singlePoint":false,"randomAnswers":true,"showSolutionsRequiresInput":true,"confirmCheckDialog":false,"confirmRetryDialog":false,"autoCheck":false,"passPercentage":100,"showScorePoints":true},"UI":{"checkAnswerButton":"Check","showSolutionButton":"Show solution","tryAgainButton":"Try again","tipsLabel":"Show tip","scoreBarLabel":"You got :num out of :total points","tipAvailable":"Tip available","feedbackAvailable":"Feedback available","readFeedback":"Read feedback","wrongAnswer":"Wrong answer","correctAnswer":"Correct answer","shouldCheck":"Should have been checked","shouldNotCheck":"Should not have been checked","noInput":"Please answer before viewing the solution","a11yCheck":"Check the answers. The responses will be marked as correct, incorrect, or unanswered.","a11yShowSolution":"Show the solution. The task will be marked with its correct solution.","a11yRetry":"Retry the task. Reset all responses and start the task over again.","submitAnswerButton":"Submit"},"confirmCheck":{"header":"Finish ?","body":"Are you sure you wish to finish ?","cancelLabel":"Cancel","confirmLabel":"Finish"},"confirmRetry":{"header":"Retry ?","body":"Are you sure you wish to retry ?","cancelLabel":"Cancel","confirmLabel":"Confirm"},"question":"
Based on the principles discussed, how would an expert approach a new task or problem compared to a novice?<\/p>\n"},"library":"H5P.MultiChoice 1.16","metadata":{"contentType":"Multiple Choice","license":"U","title":"Untitled Multiple Choice","source":""},"subContentId":"341392ac-44f2-4aaf-b416-1e01e2e20fae"},{"params":{"media":{"disableImageZooming":false},"answers":[{"correct":true,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Declarative, procedural and contextual<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Active, passive and reactive<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Theoretical, practical and applied<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Explicit, implicit and tacit<\/div>\n"}],"overallFeedback":[{"from":0,"to":100}],"behaviour":{"enableRetry":true,"enableSolutionsButton":true,"enableCheckButton":true,"type":"auto","singlePoint":false,"randomAnswers":true,"showSolutionsRequiresInput":true,"confirmCheckDialog":false,"confirmRetryDialog":false,"autoCheck":false,"passPercentage":100,"showScorePoints":true},"UI":{"checkAnswerButton":"Check","showSolutionButton":"Show solution","tryAgainButton":"Try again","tipsLabel":"Show tip","scoreBarLabel":"You got :num out of :total points","tipAvailable":"Tip available","feedbackAvailable":"Feedback available","readFeedback":"Read feedback","wrongAnswer":"Wrong answer","correctAnswer":"Correct answer","shouldCheck":"Should have been checked","shouldNotCheck":"Should not have been checked","noInput":"Please answer before viewing the solution","a11yCheck":"Check the answers. The responses will be marked as correct, incorrect, or unanswered.","a11yShowSolution":"Show the solution. The task will be marked with its correct solution.","a11yRetry":"Retry the task. Reset all responses and start the task over again.","submitAnswerButton":"Submit"},"confirmCheck":{"header":"Finish ?","body":"Are you sure you wish to finish ?","cancelLabel":"Cancel","confirmLabel":"Finish"},"confirmRetry":{"header":"Retry ?","body":"Are you sure you wish to retry ?","cancelLabel":"Cancel","confirmLabel":"Confirm"},"question":"
What are the three kinds of knowledge often discussed in learning?<\/p>\n"},"library":"H5P.MultiChoice 1.16","metadata":{"contentType":"Multiple Choice","license":"U","title":"Untitled Multiple Choice","source":""},"subContentId":"5f7ab9f1-21fd-4f5a-812d-9a9c5f21340f"},{"params":{"media":{"disableImageZooming":false},"correct":"false","behaviour":{"enableRetry":true,"enableSolutionsButton":true,"enableCheckButton":true,"confirmCheckDialog":false,"confirmRetryDialog":false,"autoCheck":false,"feedbackOnCorrect":"Experts tend to overestimate what novices know and can do","feedbackOnWrong":"Experts tend to overestimate what novices know and can do"},"l10n":{"trueText":"True","falseText":"False","score":"You got @score of @total points","checkAnswer":"Check","showSolutionButton":"Show solution","tryAgain":"Try again","wrongAnswerMessage":"Wrong answer","correctAnswerMessage":"Correct answer","scoreBarLabel":"You got :num out of :total points","a11yCheck":"Check the answers. The responses will be marked as correct, incorrect, or unanswered.","a11yShowSolution":"Show the solution. The task will be marked with its correct solution.","a11yRetry":"Retry the task. Reset all responses and start the task over again.","submitAnswer":"Submit"},"confirmCheck":{"header":"Finish ?","body":"Are you sure you wish to finish ?","cancelLabel":"Cancel","confirmLabel":"Finish"},"confirmRetry":{"header":"Retry ?","body":"Are you sure you wish to retry ?","cancelLabel":"Cancel","confirmLabel":"Confirm"},"question":"Novices tend to overestimate what experts know and can do
<\/p>\n"},"library":"H5P.TrueFalse 1.8","metadata":{"license":"U","title":"Untitled True\/False Question","contentType":"True\/False Question"},"subContentId":"6a7df2e0-c097-4294-bf07-84531fd50e80"},{"params":{"media":{"disableImageZooming":false},"text":"
Fill in the missing word<\/p>\n","overallFeedback":[{"from":0,"to":100,"feedback":"The correct answer was : activated."}],"showSolutions":"Show solution","tryAgain":"Try again","checkAnswer":"Check","notFilledOut":"Please fill in all blanks to view solution","answerIsCorrect":"':ans' is correct","answerIsWrong":"':ans' is wrong","answeredCorrectly":"Answered correctly","answeredIncorrectly":"Answered incorrectly","solutionLabel":"Correct answer:","inputLabel":"Blank input @num of @total","inputHasTipLabel":"Tip available","tipLabel":"Tip","behaviour":{"enableRetry":true,"enableSolutionsButton":true,"enableCheckButton":true,"autoCheck":false,"caseSensitive":false,"showSolutionsRequiresInput":true,"separateLines":false,"confirmCheckDialog":false,"confirmRetryDialog":false,"acceptSpellingErrors":true},"scoreBarLabel":"You got :num out of :total points","a11yCheck":"Check the answers. The responses will be marked as correct, incorrect, or unanswered.","a11yShowSolution":"Show the solution. The task will be marked with its correct solution.","a11yRetry":"Retry the task. Reset all responses and start the task over again.","a11yCheckingModeHeader":"Checking mode","confirmCheck":{"header":"Finish ?","body":"Are you sure you wish to finish ?","cancelLabel":"Cancel","confirmLabel":"Finish"},"confirmRetry":{"header":"Retry ?","body":"Are you sure you wish to retry ?","cancelLabel":"Cancel","confirmLabel":"Confirm"},"questions":["Inactive knowledge is knowledge that is not activated."],"submitAnswer":"Submit"},"library":"H5P.Blanks 1.14","metadata":{"contentType":"Fill in the Blanks","license":"U","title":"Untitled Fill in the Blanks"},"subContentId":"b41864a7-4388-4934-9a23-9aee4f20fabc"},{"params":{"media":{"disableImageZooming":false},"text":"
Fill in the missing word<\/p>\n","overallFeedback":[{"from":0,"to":100,"feedback":"The correct answer was : enough."}],"showSolutions":"Show solution","tryAgain":"Try again","checkAnswer":"Check","notFilledOut":"Please fill in all blanks to view solution","answerIsCorrect":"':ans' is correct","answerIsWrong":"':ans' is wrong","answeredCorrectly":"Answered correctly","answeredIncorrectly":"Answered incorrectly","solutionLabel":"Correct answer:","inputLabel":"Blank input @num of @total","inputHasTipLabel":"Tip available","tipLabel":"Tip","behaviour":{"enableRetry":true,"enableSolutionsButton":true,"enableCheckButton":true,"autoCheck":false,"caseSensitive":false,"showSolutionsRequiresInput":true,"separateLines":false,"confirmCheckDialog":false,"confirmRetryDialog":false,"acceptSpellingErrors":true},"scoreBarLabel":"You got :num out of :total points","a11yCheck":"Check the answers. The responses will be marked as correct, incorrect, or unanswered.","a11yShowSolution":"Show the solution. 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<\/p>\n\n
These flashcards are designed to help you learn the main topics and ideas covered in your course.<\/p>\n\n
<\/p>\n","dialogs":[{"tips":{},"text":"
Why is it important for students to become self-directed learners?<\/p>","answer":"
Because they need to be able to take what they're learning in courses and apply it to other courses or their jobs in the real world. They also need to be able to learn on their own in the workplace where they might be given tasks they are not sure how to do.<\/strong> <\/p>"},{"tips":{},"text":"
What is the importance of understanding how students and adult returning professionals approach learning?<\/p>","answer":"
The text discusses the importance of understanding how students and adult returning professionals approach learning, and emphasizes the need for self-directed learning and reflection in order to achieve transferable skills.<\/strong> <\/p>"},{"tips":{},"text":"
What is the process of developing mastery and what are the challenges that experts face when teaching novices?<\/p>","answer":"
The process of developing mastery involves acquiring knowledge and skills, integrating and using them, and knowing when to apply them, but experts tend to have blind spots and overestimate what novices know and can do, making it difficult to teach effectively and predict where students will struggle, so it's important to move back to a state of conscious competence when teaching and help students move from unconscious incompetence to conscious incompetence so they can begin to ask questions.<\/strong> <\/p>"},{"tips":{},"text":"
What is the definition of learning and why is it important to understand it as a process, not a product, and to help students understand this concept?<\/p>","answer":"
Learning is a process that leads to change as a result of experience and increases the potential for improved performance and future learning, and it is important to understand that it is a process, not a product, and to help students understand this concept.<\/strong> <\/p>"},{"tips":{},"text":"
What is crucial for successful learning according to the text?<\/p>","answer":"
The organization of knowledge and the engagement of learners are crucial for successful learning, as students often have superficial ways of organizing information and only engage in behaviors that lead to learning if they believe the information is relevant and expect to be successful, highlighting the importance of creating an atmosphere that motivates and involves learners.<\/strong> <\/p>"},{"tips":{},"text":"
If you were to apply the principle of understanding how learning works as mentioned in the context, how would you design a course for your students?<\/p>","answer":"
I would design the course in a way that aligns with how people take in information, process it, organize it, and then retrieve it for flexible and fluent use in the future. This could involve incorporating various teaching methods, including lectures, discussions, practical exercises, and assessments that encourage active learning and critical thinking.<\/strong> <\/p>"},{"tips":{},"text":"
What is the speaker's personal journey in discovering the principles of learning and teaching?<\/p>","answer":"
The speaker discusses her personal journey in discovering the principles of learning and teaching, introduces seven principles of learning, and encourages the audience to reflect on their own experiences and generate strategies based on the principles.<\/strong> <\/p>"},{"tips":{},"text":"
What is the definition of learning and who is responsible for it?<\/p>","answer":"
Learning involves long-lasting change in knowledge, beliefs, behaviors, and attitudes, and it is the responsibility of the learner to engage in behaviors that lead to learning, with prior knowledge being the foundation for future knowledge, and it is important to ensure that prior knowledge is accurate, appropriate, sufficient, and activated.<\/strong> <\/p>"},{"tips":{},"text":"
How can a student apply the concept of self-directed learning in a workplace scenario?<\/p>","answer":"
By being given a task they are not sure how to do, figuring it out which might mean learning some things on their own, knowing where to go to learn them and how to monitor the learning that's happened, or pulling together a team of people and recognizing other people's expertise.<\/strong> <\/p>"},{"tips":{},"text":"
What is inactive knowledge?<\/p>","answer":"
Knowledge that is not currently activated but is stored in long term memory.<\/strong> <\/p>"},{"tips":{},"text":"
What is the main issue with inactive knowledge in the context of learning physics for engineering students?<\/p>","answer":"
The physics knowledge is not activated because students do not realize they will need to use it in their engineering courses.<\/strong> <\/p>"},{"tips":{},"text":"
What does the speaker believe is the good news about faculty members?<\/p>","answer":"
They are well intentioned, gifted amateurs and smart enough to understand how learning works and use that knowledge in designing courses and educational experiences for students.<\/strong> <\/p>"},{"tips":{},"text":"
Why is understanding students' prior knowledge crucial in education?<\/p>","answer":"
It is crucial because students may have inaccurate, inappropriate, insufficient, or inactive knowledge, which can be diagnosed and dealt with in different ways depending on the type of knowledge.<\/strong> <\/p>"},{"tips":{},"text":"
What is the importance of remembering that students are not just intellectual beings, but also social and emotional beings, and that the climate we create in our classrooms can greatly impact their development and success?<\/p>","answer":"
It is important to remember that students are not just intellectual beings, but also social and emotional beings, and that the climate we create in our classrooms can greatly impact their development and success, as evidenced by the struggles of high-achieving students in college.<\/strong> <\/p>"},{"tips":{},"text":"
How can an instructor activate a student's inactive knowledge in an engineering or architecture course?<\/p>","answer":"
By reminding students that they will be using a lot of the concepts they learned in their previous physics course and suggesting they review those concepts.<\/strong> <\/p>"},{"tips":{},"text":"
What is the importance of educators diagnosing and addressing the knowledge that students bring to their courses, and recognizing the knowledge structures of experts in their fields?<\/p>","answer":"
It is important for educators to diagnose and address the insufficient, inaccurate, inappropriate, and inactive knowledge that students bring to their courses, and to recognize the rich, meaningful knowledge structures that experts have developed in their fields.<\/strong> <\/p>"},{"tips":{},"text":"
What is the importance of students' beliefs and perceptions in motivation and success in learning, and how can educators address this?<\/p>","answer":"
Motivation and success in learning are heavily influenced by students' beliefs and perceptions, and it is important for educators to have intentional conversations with students about the value of practice and feedback in mastering course material.<\/strong> <\/p>"}],"behaviour":{"enableRetry":true,"disableBackwardsNavigation":false,"scaleTextNotCard":false,"randomCards":true,"maxProficiency":5,"quickProgression":false},"answer":"Turn","next":"Next","prev":"Previous","retry":"Try again","correctAnswer":"I got it right!","incorrectAnswer":"I got it wrong","round":"Round @round","cardsLeft":"Cards left: @number","nextRound":"Proceed to round @round","startOver":"Start over","showSummary":"Next","summary":"Summary","summaryCardsRight":"Cards you got right:","summaryCardsWrong":"Cards you got wrong:","summaryCardsNotShown":"Cards in pool not shown:","summaryOverallScore":"Overall Score","summaryCardsCompleted":"Cards you have completed learning:","summaryCompletedRounds":"Completed rounds:","summaryAllDone":"Well done! You got all @cards cards correct @max times in a row!","progressText":"Card @card of @total","cardFrontLabel":"Card front","cardBackLabel":"Card back","tipButtonLabel":"Show tip","audioNotSupported":"Your browser does not support this audio","confirmStartingOver":{"header":"Start over?","body":"All progress will be lost. Are you sure you want to start over?","cancelLabel":"Cancel","confirmLabel":"Start over"},"title":""},"library":"H5P.Dialogcards 1.9","metadata":{"contentType":"Dialog Cards","license":"U","title":"Untitled Dialog Cards"},"subContentId":"fc7766a6-a719-4ddb-bc23-764bfbab6682"},"useSeparator":"auto"}]},"library":"H5P.Column 1.18","subContentId":"a10aeb7d-f7a3-4fb5-b9c7-b9aafa46b2b7","metadata":{"contentType":"Column","license":"U","title":"Flashcards"}},{"params":{"content":[{"content":{"params":{"text":"
Abstract<\/h2>
The article discusses the importance of teaching students how to learn and creating a supportive and inclusive learning environment. The author emphasizes the need to assess prior knowledge, organize information, and make learning relevant. Students come into courses with varying levels of knowledge, some of which may be insufficient, inaccurate, inappropriate, or inactive. Understanding prior knowledge is crucial for helping students progress in their intellectual and social-emotional development and use their skills and knowledge fluently and flexibly in new contexts. The article also highlights the issue of girls believing they can\u2019t do math, which can impact their future career choices. The key to student motivation is their beliefs and perceptions. It is important to have conversations with students to understand their expectations and beliefs, and to help them understand the value of practice and feedback in mastering skills. The article encourages discussion among faculty members to share strategies for implementing these principles in their courses. The overall message is that teaching students how to learn is crucial for their success and should be a priority in education.<\/p>
Keypoints<\/h2>
Learning is a process that leads to change and increases the potential for improved performance and future learning.<\/li>
Faculty members are well-intentioned, gifted amateurs who benefit from understanding how learning works.<\/li>
The seven principles of learning are broadly applicable, generative, and have been used across ages, stages, and disciplinary and cultural contexts.<\/li>
Learning involves long-lasting change in knowledge, beliefs, behaviors, or attitudes.<\/li>
Prior knowledge is the lens through which learners take in new information and it can be accurate, inappropriate, insufficient, or inactive.<\/li>
Creating conditions that get students to engage in behaviors that lead to learning is crucial, and students need to take responsibility for their own learning.<\/li>
Students come into courses with prior knowledge, which can be insufficient, inaccurate, inappropriate, or inactive.<\/li>
Experts have organized knowledge structures that allow them to pull out information when they need it.<\/li>
Students engage in learning behaviors that lead to learning if they believe the information is relevant and they expect to be successful.<\/li>
Motivation is key to student success and is influenced by their beliefs and perceptions<\/li>
Students learn what they practice and only what they practice, so intentional practice with feedback is important<\/li>
Experts and novices have different perspectives and blind spots, and it\u2019s important to understand and address these differences in teaching<\/li>
It\u2019s important to acknowledge that 18-23 year olds are going through a lot of personal development and the classroom climate can impact their learning.<\/li>
Students need to become self-directed learners in order to transfer their learning to other areas of their lives.<\/li>
Experts engage in self-directed learning without realizing it, and it\u2019s important to teach students these skills.<\/li><\/ul>
Summary<\/h2>
The Seven Principles of Learning: A Guide for Educators<\/h3>
The speaker, a senior administrator, shares her experience as a graduate student teaching students who were not motivated to take her classes and had inaccurate information. She was introduced to the research on learning by a history professor and a cognitive psychology mentor, which led her to develop the seven principles of learning. The principles are broadly applicable, generative, and have been used across ages, stages, and cultural and disciplinary contexts. Learning is defined as a process that leads to change, occurs as a result of experience, and increases the potential for improved performance and future learning. The speaker emphasizes that learning is a process, not a product, and encourages faculty to help students understand this concept.<\/p>
Understanding Prior Knowledge: The Key to Effective Learning<\/h3>
Learning involves long-lasting change in knowledge, beliefs, behaviors, or attitudes. It happens in the minds of learners, and creating conditions that engage students in behaviors that lead to learning is crucial. Prior knowledge is the lens through which learners take in information, and it is based on life experience, formal and informal education, attitudes, beliefs, and values. Accurate, appropriate, sufficient, and activated prior knowledge is essential for building future knowledge. Inaccurate knowledge is easy to diagnose, but inappropriate, insufficient, or inactive knowledge is harder to recognize. Differentiating between these types of knowledge is important because inappropriate knowledge is accurate knowledge used at the wrong time, insufficient knowledge is accurate knowledge that is not enough, and inactive knowledge is accurate knowledge that is not used. Understanding prior knowledge is crucial for helping students progress in their intellectual and social-emotional development and use their skills and knowledge fluently and flexibly in new contexts.<\/p>
The Role of Beliefs and Perceptions in Student Motivation<\/h3>
The article discusses the importance of understanding students\u2019 prior knowledge and how it can impact their learning. Students come into courses with varying levels of knowledge, some of which may be insufficient, inaccurate, inappropriate, or inactive. Inactive knowledge can be activated by making connections to new material. Experts have organized knowledge structures that allow them to pull out information when needed. Novices tend to organize knowledge in superficial ways, which can hinder their ability to use it fluently and flexibly. Organization of knowledge is important for effective learning. Students engage in learning behaviors that lead to learning if they believe the information is relevant and if they expect to be successful. The article also highlights the issue of girls believing they can\u2019t do math, which can impact their future career choices.<\/p>
The Importance of Considering the Social and Emotional Aspects of Students in Higher Education<\/h3>
The key to student motivation is their beliefs and perceptions. Students who believe intelligence is fixed and they lack it, tend to disengage from learning activities, while those who attribute their lack of success to external factors are more likely to engage in behaviors that lead to learning. It is important to have conversations with students to understand their expectations and beliefs, and to help them understand the value of practice and feedback in mastering skills. Experts tend to overestimate what novices know and underestimate how long it takes to acquire expertise. It is important to recognize that students are not purely intellectual beings, but also social and emotional beings, and to consider their overall well-being in the learning process.<\/p>
Teaching Students How to Learn: A Priority in Education<\/h3>
The article discusses the importance of understanding the social and emotional aspects of students in higher education. Students in the age group of 18 to 23 are going through a lot of changes and development, and the classroom environment can impact their learning. It is important to acknowledge that students are not just learning content, but also developing skills and managing emotions. The article also emphasizes the need for self-directed learning, which is essential for students to transfer their learning to other areas of their lives. Experts engage in self-directed learning without realizing it, and it is a skill that can be learned by students. Overall, the article highlights the importance of creating a supportive and inclusive learning environment that takes into account the holistic nature of students.<\/p>
Creating a Supportive and Inclusive Learning Environment<\/h3>
The article discusses the importance of teaching students how to learn, specifically focusing on principles such as assessing prior knowledge, organizing information, and making learning relevant. The author suggests that many college students lack these skills and that educators should design activities to help students learn them sooner. The article encourages discussion among faculty members to share strategies for implementing these principles in their courses. The overall message is that teaching students how to learn is crucial for their success and should be a priority in education.<\/p>"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"f6a90177-178c-4450-92df-77e691a03d07"},"useSeparator":"auto"}]},"library":"H5P.Column 1.18","subContentId":"311121d0-f963-481c-9b01-fbdaac3a4676","metadata":{"contentType":"Column","license":"U","title":"Summary"}}],"behaviour":{"baseColor":"#5463d5","defaultTableOfContents":false,"progressIndicators":true,"progressAuto":true,"displaySummary":true,"enableRetry":true},"read":"Let\u2019s start!","displayTOC":"Display 'Table of contents'","hideTOC":"Hide 'Table of contents'","nextPage":"Next page","previousPage":"Previous page","chapterCompleted":"Page completed!","partCompleted":"@pages of @total completed","incompleteChapter":"Incomplete page","navigateToTop":"Navigate to the top","markAsFinished":"I have finished this page","fullscreen":"Fullscreen","exitFullscreen":"Exit fullscreen","bookProgressSubtext":"@count of @total pages","interactionsProgressSubtext":"@count of @total interactions","submitReport":"Submit Report","restartLabel":"Restart","summaryHeader":"Summary","allInteractions":"All interactions","unansweredInteractions":"Unanswered interactions","scoreText":"@score \/ @maxscore","leftOutOfTotalCompleted":"@left of @max interactions completed","noInteractions":"No interactions","score":"Score","summaryAndSubmit":"Summary & submit","noChapterInteractionBoldText":"You have not interacted with any pages.","noChapterInteractionText":"You have to interact with at least one page before you can see the summary.","yourAnswersAreSubmittedForReview":"Your answers are submitted for review!","bookProgress":"Book progress","interactionsProgress":"Interactions progress","totalScoreLabel":"Total score","a11y":{"progress":"Page @page of @total.","menu":"Toggle navigation menu"}}

How Learning Works

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