Group items tagged

instead of sticking to one study location, simply alternating the room where a person studies improves retention. So does studying distinct but related skills or concepts in one sitting, rather than focusing intensely on a single thing. “We have known these principles for some time, and it’s intriguing that schools don’t pick them up, or that people don’t learn them by trial and error,” said Robert A. Bjork, a psychologist at the University of California, Los Angeles. “Instead, we walk around with all sorts of unexamined beliefs about what works that are mistaken.”

The brain makes subtle associations between what it is studying and the background sensations it has at the time, the authors say, regardless of whether those perceptions are conscious. It colors the terms of the Versailles Treaty with the wasted fluorescent glow of the dorm study room, say; or the elements of the Marshall Plan with the jade-curtain shade of the willow tree in the backyard. Forcing the brain to make multiple associations with the same material may, in effect, give that information more neural scaffolding.

Cognitive scientists do not deny that honest-to-goodness cramming can lead to a better grade on a given exam. But hurriedly jam-packing a brain is akin to speed-packing a cheap suitcase, as most students quickly learn — it holds its new load for a while, then most everything falls out. “With many students, it’s not like they can’t remember the material” when they move to a more advanced class, said Henry L. Roediger III, a psychologist at Washington University in St. Louis. “It’s like they’ve never seen it before.”

I wish these were the sorts of questions so-called digital humanists considered, rather than figuring out how to pay homage to the latest received web app or to build new tools to do the same old work. But as I recently argued, a real digital humanism isn't one that's digital, but one that's concerned with the present and the future. A part of that concern involves considering the way we want to interact with one another and the world as scholars, and to intervene in that process by making it happen. Such a question is far more interesting and productive than debating the relative merits of blogs or online journals, acts that amount to celebrations of how little has really changed.

Perhaps a blog isn't a great tool for (philosophical; videogame) discussion or even for knowledge retention, etc... but a whole *blogosphere*...? If individuals (and individual memory in particular) are included within the scope of "the blogosphere" then surely someone remembers the "important" posts, like you seemed to be asking for...?

I don’t think we should at all be talking about “putting courses online.” What we are really faced with is coming up with some quick alternative modes for students to complete course work without showing up on campus. This does not call for apps and vendor solutions, but what the best teachers always do- improvise, change up on the fly when things change.

my suggestion an strategy would be… do as little as possible online. Use online for communicating, caring, attending to people’s needs, but not really for being the “course”. Flip that stuff outside.

This is why I cringe when what I seem to hear is “Zoom! Zoom! Can we have 30 students in zoom?” Everything you try to do online is going to call on for jumping unfair levels of barriers- access, technology, experience. I’d say recast your activities in ways students can do as much without going online- reading, writing, thinking, practicing, doing stuff away from the screen.