Science of Learning: Subjective Judgments of Learning
Subjective judgments about learning are somewhat problematic. One of the aspects of metacognition (a future article) is the ability to assess your own learning. Metacognitive abilities are difficult to develop, and it is unusual to find students with highly developed metacognitive skills. It has been repeatedly demonstrated that people consistently overestimate what they have learned, and how much they have learned. As this ability underlies much of what people actually do, like volunteering for jobs, sound confident in their knowledge, and other, sometimes vitally important, tasks. If we aren’t good at judging how much we have learned through our subjective judgments, why would we ever ask a learner how much they have learned.
- 16/09/2018
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Science of Learning: Conformity in the Classroom
How has conformity become the norm in education, and what methods are used to foster absolute conformity? Where do we start?
- 10/09/2018
- 7
Science of Learning: Alternatives to Conformity
Is there an alternative to conformity in a system of mass education? This is a big question.
- 09/09/2018
- 4
Science of Education: Creativity
The other side of the coin of conformity is creativity. Is there really a problem with creativity? What are the implications of total convergent thinking (conformity) and the loss of creativity in our society? Can we change this?
- 07/09/2018
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Learning to Learn
We are born to learn, so how do we learn to learn? Learning begins even before we are born. Learning to learn in order to take advantage of our new cyber-assisted world isn’t really learning to learn but learning new skills that I call cognitive enabling skills.
- 06/09/2018
- 4
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