Jesse Martin Society Guru

Jesse is #8 LinkedIn Global Top Voice 2017 - Education. He is a world leader in the integration of the science of learning into formal teaching settings. He is an Adjunct Associate Professor at the University of Lethbridge and Director at The Academy for the Scholarship of Learning. Huge advocate of the science of learning, he provides people with ideas about how they can use it in their classrooms. Jesse holds a PhD in Psychology from the University of Wales, Bangor.

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Tomorrow’s Learning: Business or Education Driven

Traditional higher education institutions are attended by millions of students. The students work hard for a few years and exit with some kind of qualification.


Science of Learning: Teachers

There are a number of new readers who aren’t really familiar with The Science of Learning and what it is. Here is a short piece to clarify what it is and where it comes from.


What Happened?

Something has gone seriously wrong. Our students can’t feed themselves. Our graduates can’t find jobs. Society doesn’t care. Colleges and universities throw multi-year parties that cost $5,000 - $15,000 year to go to. Teachers read PowerPoints from the last decade. Professors rush out of class to play trivial pursuit (research). Companies complain about empty qualifications. Older adults moan about entitlement. And nobody’s going anywhere.


What are Universities doing with their Students?

In a recent article shared by Heather McGowen, universities were targeted as places where students can’t get proper job training. The highlighted subject was computer sciences, one of the STEM subjects where “preparing students for real-world jobs” is the mantra of the day (decade?).


800,000,000 Jobs Lost?

At some point a number becomes meaningless. Eight hundred million… The number is really inconceivable. I don’t think that we are built to understand exactly what that kind of number means. 800,000,000 jobs lost to automation – mind-boggling.


Teaching, Learning and Attention

Perception and attention are the functions that define sensory input to our conscious processing of the world around us. It is of little wonder low-level attentional processes influence our behavior and learning.


Connections in Long Term Memory

When a learner takes in information, the information becomes knowledge. When knowledge becomes embedded in long-term memory, connecting it to knowledge that is already there embeds the knowledge. The knowledge overlays what is already there.


Guns don't Murder People, People Do!

For years, I have hidden behind our fair Canadian gun laws, watching mass and individual shootings taking place in America and shaking my head wondering how a civilized society, in our day and age, could simply kneel and pray every time some horrific slaughter takes place.


Intelligence – A Problem?

After 115 years, intelligence, as measured by an IQ test is still largely misunderstood by the vast majority of the population. Firstly, the concept of intelligence, as measured by an IQ test, is interpreted by most as being a measure of how intelligent (smart) a person is.


Commercialism, Learning, Unlearning, and Empty

Joseph Callender introduced me to Kenya Hars’s concept of KU or emptiness in a comment. How is emptiness related to Learning? The relationship to consumerism is obvious, but where does learning come in?


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