Curse of knowledge The curse of knowledge is a cognitive bias that leads better-informed parties to find it extremely difficult to think about problems from the perspective of lesser-informed parties. The effect was first described in print by the economists Colin Camerer, George Loewenstein and Martin Weber, though they give original credit for suggesting the term to Robin Hogarth. History While the economists Colin Camerer, George Loewenstein, and Martin Weber were the first to "coin" the term "curse of knowledge" and to describe, and effectively, define this phenomenon, they are self-reportedly not the first individuals to document or study the effect; on the other hand, in their publication they state that: "All the previous evidence of the curse of knowledge has been gathered in psychological studies of individual judgments", referring readers to Baruch Fischhoff's work from 1975, which also involves the hindsight bias. Applications See also
Felder & Soloman: Learning Styles and Strategies Richard M. Felder Hoechst Celanese Professor of Chemical Engineering North Carolina State University Barbara A. Soloman Coordinator of Advising, First Year College North Carolina State University Active learners tend to retain and understand information best by doing something active with it--discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first. FreedomBox Foundation For those of you who have not heard through the mailing list or in the project's IRC channel (#freedombox on FreedomBox has reached the 0.2 release. This second release is still intended for developers but represents a significant maturation of the components we have discussed here in the past and a big step forward for the project as a whole. 0.2 features
Learning analytics don't just measure students' progress – they can shape it As a society, we assess what we value. Within education, we use metrics and grades to give students a sense of what "good" looks like and how they can achieve this. That's the aim. Sleep learning is possible: Associations formed when asleep remained intact when awake Is sleep learning possible? A new Weizmann Institute study appearing August 26 in Nature Neuroscience has found that if certain odors are presented after tones during sleep, people will start sniffing when they hear the tones alone -- even when no odor is present -- both during sleep and, later, when awake. In other words, people can learn new information while they sleep, and this can unconsciously modify their waking behavior. Sleep-learning experiments are notoriously difficult to conduct. For one thing, one must be sure that the subjects are actually asleep and stay that way during the "lessons."
The Back Page By Carl Wieman In the pages of APS News and elsewhere there has been much discussion about the deficiencies of our science education system. Everyone from leaders of government, industry, and academia to concerned parents is pointing to the evidence and lamenting how these deficiencies hinder economic growth and the attainment of a scientifically literate citizenry capable of making wise informed decisions on important societal issues. Usually, such laments are accompanied with an opinion as to the source of the problem and how to solve it. One common claim is that higher education is failing because the faculty members in science care only about research and have little interest or concern with teaching. (Physics is often held out as a subject of particular criticism in this respect.)
Overview of learning styles Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. MERLOT Return to MERLOT II Home Page Search all MERLOT Select to go to your profile Knowledge Media Institute Tech Report kmi-12-01 Abstract The State of Learning Analytics in 2012: A Review and Future ChallengesTechreport ID: kmi-12-01Date: 2012Author(s): Rebecca Ferguson Learning analytics is a significant area of technology‐enhanced learning that has emerged during the last decade. This review of the field begins with an examination of the technological, educational and political factors that have driven the development of analytics in educational settings. It goes on to chart the emergence of learning analytics, including their origins in the 20th century, the development of data-driven analytics, the rise of learning-focused perspectives and the influence of national economic concerns.
What Is Your Learning Style? What Is Your Learning Style? This quiz asks 24 questions and will take less than five minutes to complete. Try not to think too hard -- just go with your first thought when describing your daily activities and interests. By the end, you may have some new insights into your learning preferences. Conventions of Writing Humanities Papers Professor Celia A. Easton Department of English State University of New York College at Geneseo Read a successful essay on Thucydides written by a student in my Fall 1999 section of Humanities 220. The first thought any writer should give to a paper is not "What am I going to say?" but "Who is my audience?" Finally! An Easy Way To Know When (And How) To Use A Semicolon! – The Writer's Circle Semicolons are tricky. We all know what they are, how to read them, and when they’re used incorrectly. But if you’re anything like us, it’s hard to know how to use them effectively. The semicolon isn’t all that scary! Actually, it can help give your writing new life and vigor. It can structure your writing to match dialect.
How we will learn How Inquiry Can Enable Students to Become Modern Day de Tocquevilles Observations of early America by Alexis de Tocqueville helped articulate the nation’s values. With the guidance of an inquiry based teacher, students create their own interpretations of democracy in America. Continue Reading GUARDIAN ANGEL KIDS online ezine for Kids! How did you learn the most difficult thing you ever learned? Some of our students may have used continued practice, trial and error or the aid of a mentor, hands-on tutorial, exploration, discovery, and mapping. Children have many different ways of learning and teachers can channel their students' learning styles. This ability and skill is especially important when supporting new skills and activities in ESL (English as a second language) as different types of learner needs require various learning styles which ensures deeper understanding.