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.
There’s so much going on in our lives — career, relationships, daily chores and other responsibilities. Amidst all of this, life becomes too hectic and things often get out of hand.
I was surprised by a message in my inbox from a lady who, out of frustration, cried her heart out to me.
You have got a pretty good product. You have a great team that is putting meticulous efforts in marketing to take your brand to the next level. But, nothing seems to be working out correctly. You don’t really understand what’s wrong with your strategies. The article will answer this question for you.Let’s go back a little. For a few seconds let's forget about all this and put yourself in the customer’s shoes. Now think like a customer - does your online content or marketing content leave an instant impression? Chances are the answer is going to be a NO.
The clock is about to strike 5 p.m. John begins to pack his bag as he watches the digital clock on his desk. It shows 4:55 p.m. He hates his job. He sits and waits for the clock to strike 5 p.m. to go home on a daily basis.
How has conformity become the norm in education, and what methods are used to foster absolute conformity? Where do we start?
Is there an alternative to conformity in a system of mass education? This is a big question.