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New Discoveries on Optimizing Memory Formation | Psychology Today - 2 views

  • In summary, memory optimization would seem to require one to:Create associations that can serve as memory cues.Place a high value on the cues and their targets.Repeatedly present the cues and replay the initial information. When awake, present the cues in self-test mode. When asleep, even better results would obtain if cues were presented at a level that does not cause awakening during the early night sleep when sleep is deepest and there is little dreaming.
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Twapper Keeper Archive - #60in60 - 60 Open Source Software programs in 60 Minutes - con... - 121 views

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    Check out this list of recommended open source software programs for educators (Steve Hargadon / CUE 2010).
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CUE Conference Keynote: Common Core - Transforming Teaching & Learning | Catlin Tucker,... - 56 views

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    Katlin Tucker, a dynamic high school teacher presents her approach-pedagogy-instructional strategies to transform teaching and learning. She demonstrates ways she helps engage students and grow skills in several areas, including communication, comprehension & critique, collaboration, content knowledge, etc. A couple of her main tools include Collaborize Classroom and Google Docs. 
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Digital Portfolios for Elementary Students - Google Drive - 105 views

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    Trevor Mattea's presentation from the North Bay Cue Marin conference. Really useful information on digital portfolios for elementary students.
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CUE Blogging - Google Drive - 62 views

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    Blogging information and resources shared by Adam Welcome, principal at John Swett Elementary School.
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Why Do We Need Teacher Librarians? - 45 views

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    Discusses how credentialed teacher librarians make a difference in students' lives and in their information literacy (including their ability to use technology ethically and educationally).
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iCue > What is iCue? - 2 views

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    iCue is a fun, innovative learning environment built around video from the NBC News Archives. Videos, games, and activities correlated to courses in U.S. History, U.S. Government and Politics, and English Language and Composition, and more. A community of friends and learners engaged in discussion around academics, current events, and important issues. A collection of Video Cue Cards, with thousands of video clips from the NBC News archives wrapped in a tradable, interactive virtual card.
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Department of Psychology :: Principles of Learning :: University of Memphis - 62 views

  • The single most important variable in promoting long-term retention and transfer is "practice at retrieval"
  • -learners generate responses, with minimal retrieval cues, repeatedly, over time.
  • without relying on external memory aids.
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  • practice at retrieval has been shown to be more effective than merely spending more time studying the material without actively engaging in memory retrieval.
  • By doing so repeatedly, especially in varied contexts, the learner strengthens access to this information,
  • given minimal cues
  • two different effects. One is the "testing effect," in which intervening tests improves learning of concepts that are retrieved from memory
  • when intervening tests are spaced, two tests were more effective than a single test in improving long-term retention of material.
  • Compared to a cued-recall or recognition intervening test, a free-recall test produced better performance on a final test, regardless of the format of the final test.
  • Educational Applications
  • Align lectures, assignments and tests, so that important information will have to be remembered at different times
  • Have students retrieve this information in multiple ways by either varying the questions or context in which it is assessed:
  • During lectures, ask students questions to elicit responses that reflect understanding of previously introduced course material.
  • This serves the dual purpose of probing students' knowledge, so that misconceptions can be directly and immediately addressed in the lecture.
  • On homework assignments, have students retrieve key information from lectures and readings.
  • Chapter summaries, for instance, may include study questions that ask students to recall major points or conclusions to be drawn from the reading.
  • Encourage group studying in which students actively discuss course topics
  • test questions offer another opportunity for "practice at retrieval,"
  • Ideally tests should be cumulative and test items should probe for understanding of the material.
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Animaps - Create and view beautifully informative animated maps, for free! - 96 views

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    This online mapping tool lets you make an timed animated route and add photos, text and links at various positions along the journey. Feels a bit like a map-based PowerPoint and timeline. http://ictmagic.wikispaces.com/PSHE,+RE,+Citizenship,+Geography+&+Environmental
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    Animaps extends the My Maps feature of Google Maps by letting you create maps with markers that move, images and text that pop up on cue, and lines and shapes that change over time.
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Mental skills for musicians: Managing music performance anxiety and enhancing performance. - 1 views

  • In asurvey of 2,212 classical musicians, 40% re-ported that anxiety interfered with their perfor-mances (Kirchner, Bloom, & Skutnick–Henley,
  • , see Kenny (2005) andMcGinnis and Milling (2005
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
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  • did notreturn any recent studies investigating the effec-tiveness of a purely cognitive intervention in thetreatment of MPA; consequently, research inthis particular area is needed
  • Past re-search has focused on combined interventions;however, often these programs run for over 6weeks and it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
  • State–Trait Anxiety Inventory (STAI).The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale(Kenny, 2006).
  • The PAI (Nagel, Himle, & Papsdorf, 1981) isbased on the STAI and is a music inventoryassessing the three-systems model of anxiety
  • heart rate at 10 min, 5
  • Signs of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating.
  • Nagel et al.reported that the average preintervention scorewas 55 and the average postintervention scorewas 38, with a score of 39 or less indicating a
  • person has few problems with performance anx-iety
  • Researchers have found that MPA af-fects instrumentalists and vocalists of all agesand abilities, including students, professionals,amateurs, and children (Brotons, 1994; Kenny,2006; Liston, Frost, & Mohr, 2003)
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987
  • The cognitive intervention had no significanteffect on anxiety levels. Sweeney and Horan’s(1982) study indicated that a cognitive restruc-turing program may be helpful in the treatmentof MPA; their program, featuring cognitive re-structuring, significantly reduced anxiety.
  • d it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
  • The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale
  • Performance Anxiety Inventory (PAI)
  • cognitive, behavioral, and physiological fac
  • and has beenwidely used in treatment outcome research
  • Behavioral Anxiety Index (BAI)
  • igns of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating
  • Participants were then taught howthoughts, behaviors, and feelings interact andinfluence performance
  • practical exercise, how people waste their en-ergy trying to control uncontrollable factors,thereby impairing performance
  • This exercise wasdesigned to demonstrate how thoughts cansometimes be irrational and can be changed inlight of new evidence
  • how to use self-talk effectively and how touse cues
  • Participants practiced how to identify negativethoughts, stop the thoughts, and use cues to helpthem overcome the negative thoughts.
  • Imagery is a mentalexercise that can help athletes maintain concen-tration, decrease anxiety, and improve confi-dence; thus, it may also be helpful for somemusicians (Gregg & Clark, 2007).
  • Participants in the wait-list controlgroup waited 3 weeks until their second perfor-mance, which was on the same night as theirfirst worksho
  • MPA is a pervasive problem affecting musi-cians of all ages and abilities. As compared withthe research on mental skills training in athletes,relatively little is known about the assessment,treatment, and theoretical underpinnings ofMPA
  • Kenny (2006) suggested that improving perfor-mance quality will have a positive, self-reinforcing effect on the musician and enhanceconfidence in future performances.
  • We predicted that anxiety levels would de-crease in the treatment group from pre- to post-test. This hypothesis was partially supported.Specifically, there was a significant reductionon the PAI in the treatment group. Although theparticipants improved after the intervention,they were still not within the optimal rangeaccording to Nagel et al. (1981
  • Although the decrease in anxiety was notas large in our study, our participants droppedfrom the high performance anxiety category tothe moderate performance anxiety category
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Digitizing Depths of Knowledge GIEWC - 41 views

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    Sean jay O'Neil Digitizing depths of knowledge
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MOOCs: The cutting announcement of the wrong revolution | betrokken wetenschap - 27 views

  • A critical assessment of mainstream of higher education reveals that universities spent most energy on delivery of knowledge. Application of knowledge is dominated by ‘near transfer’, which means that students learn to give practical examples of theoretical concepts. ‘Far transfer’ originates from the analysis and solving of real problems, without prior exposure to cues regarding relevant knowledge. It occurs in Schools that deploy problem- or project-based learning. Exchange of codified and practical knowledge is absent in general. It might take place during internships, but projects outside the university are better and moreover, they offer opportunity for integration with other learning processes.
  • A balanced and integrated approach of the three learning processes mentioned above is occurring in only few universities. Elsewhere, students learn (and forget) lots of knowledge, have only limited experience with the application of knowledge and are ignorant of the clash between codified and practical knowledge. Consequently, the majority of our universities are disavowing their main goal, the development of ‘readiness for society’. It is this verdict that justifies a revolution in higher education.
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    interesting comments about different types of transfer, and the role of MOOCs.
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Dan Meyer - Capturing, Sharing, and Resolving Perplexityþff - CUE 2014 - 31 views

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    Perplexity Mmmm … perple
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Visuwords™ online graphical dictionary and thesaurus - 53 views

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    Used different graphic cues to explain word relationships
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