How To Think & Learn...
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Learnng Styles
Hacking Knowledge: 77 Ways to Learn Faster, Deeper, and Better
Thursday 30th November, 2006 If someone granted you one wish, what do you imagine you would want out of life that you haven't gotten yet? For many people, it would be self-improvement and knowledge. New knowledge is the backbone of society's progress.
A paper published in Psychological Science in the Public Interest has evaluated ten techniques for improving learning, ranging from mnemonics to highlighting and came to some surprising conclusions. The report is quite a heavy document so I’ve summarised the techniques below based on the conclusions of the report regarding effectiveness of each technique.
The lesson you never got taught in school: How to learn! | Neurobonkers
The art of autodidacticism - Stellarmine
“The caterpillar is condemned to crawl, but the butterfly has the potential to soar above with an all-inclusive view of the world. As humans we complete our caterpillar stage when we reach mature physical growth.
Observing Sociality and Reality » Blog Archive » Tim on Etienne (Part I: Learning in Practice)
This post constitutes the first delicate steps in preparing myself to teach the Knowledge Management 2009 course at the University of Amsterdam.
This page is where you can find resources related to my presentations about creating effective blogs and websites to complement instruction.
Creating Blogs and Websites
Four Elements Presentation (Master’s Defense) — It's Elemental
The following presentation was made literally thirty minutes before my Master’s thesis defense, when I thought to myself, hey, I should put together some slides!Thinking Traps
Autodidacticism (also autodidactism ) is self-directed learning that is related to but different from informal learning .
Autodidacticism
Knowledge building
The Knowledge Building (KB) theory was created and developed by Carl Bereiter and Marlene Scardamalia for describing what a community of learners needs to accomplish in order to create knowledge . The theory addresses the need to educate people for the knowledge age society , in which knowledge and innovation are pervasive. [ 1 ] [ edit ] Overview Scardamalia & Bereiter distinguish between Knowledge building and learning.
Motivation
Motivation is a psychological feature that arouses an organism to act towards a desired goal and elicits, controls, and sustains certain goal directed behaviors. It can be considered a driving force; a psychological drive that compels or reinforces an action toward a desired goal. For example, hunger is a motivation that elicits a desire to eat. Motivation has been shown to have roots in physiological, behavioral, cognitive, and social areas. Motivation may be rooted in a basic impulse to optimize well-being, minimize physical pain and maximize pleasure.Free PDF: Co-Creating Knowledge Online | Pip Shea
Co-Creating Knowledge Online is the second booklet in a series of Internet field guides (formerly “critical guides”) I have developed for community artists and culture makers. It is for those who are interested in better utilising the Internet to connect, share, and make new knowledge .6 thinking hats
The de Bono Group - Six Thinking Hats
Six Thinking Hats® is a simple, effective parallel thinking process that helps people be more productive, focused, and mindfully involved. And once learned, the tools can be applied immediately! You and your team members can learn how to separate thinking into six clear functions and roles.The Bloom's Wheel, according to the Bloom's verbs and matching assessment types. The verbs are intended to be feasible and measurable. Bloom's Taxonomy is a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom who also edited the first volume of the standard text, Taxonomy of educational objectives: the classification of educational goals [ 1 ] (1956). [ 2 ] [ 3 ] Although named after Bloom, the publication followed a series of conferences from 1949 to 1953, which were designed to improve communication between educators on the design of curricula and examinations. [ 4 ] [ 5 ] At this meeting, interest was expressed in a theoretical framework which could be used to facilitate communication among examiners.