tag:blogger.com,1999:blog-2107060758629396184.post252238815536750538..comments2024-03-26T23:23:06.905-07:00Comments on Blogger in Middle-earth: That Remains To Be SeenBlogger In Middle-earthhttp://www.blogger.com/profile/08722634477041121797noreply@blogger.comBlogger5125tag:blogger.com,1999:blog-2107060758629396184.post-46337858222767485272008-12-26T03:37:00.000-08:002008-12-26T03:37:00.000-08:00Kia ora Sarah!I agree with what you say about the ...Kia ora Sarah!<BR/><BR/>I agree with what you say about the life of the student being the true assessment. I'm glad you like the graph too!<BR/><BR/>I will look out for <I>Disrupting Class</I> by Clayton Christensen. It sounds interesting.<BR/><BR/>Thanks for dropping by.<BR/><BR/>Best wishes to you and your lovely family.Blogger In Middle-earthhttps://www.blogger.com/profile/08722634477041121797noreply@blogger.comtag:blogger.com,1999:blog-2107060758629396184.post-88080738927253171462008-12-22T18:50:00.000-08:002008-12-22T18:50:00.000-08:00Hi Ken, Add me to the list of folks who like the g...Hi Ken, <BR/>Add me to the list of folks who like the graph! I really struggle with assessment that isn't performance based. The life students lead after they leave us is the real assessment. If everything we spend time on should be focused on that end goal, how should/does that change our classrooms?<BR/><BR/>Have you heard of Disrupting Class, a book by Clayton Christensen, with Curtis Johnson and Michael Horn? There are some edtechtalk podcasts of interviews with the authors I think you would like.<BR/><BR/>Merry Christmas!<BR/>SarahSarah Hanawaldhttps://www.blogger.com/profile/16562865776353395978noreply@blogger.comtag:blogger.com,1999:blog-2107060758629396184.post-74980933898165173062008-12-21T23:15:00.000-08:002008-12-21T23:15:00.000-08:00Tēnā kōrua Tony and TomThis graph is really a blas...<B>Tēnā kōrua Tony and Tom</B><BR/><BR/>This graph is really a blast from the past - I'm glad you're taken with it Tony, I knocked it up in Photoshop.<BR/><BR/>The first time I saw a graph like that was when my old Chemistry professor, Brian Gowenlock, drew one like it on the blackboard in 1969. He spoke of the power of regular study and the need for this over a sustained period for useful retention.<BR/><BR/>That was long before Will Thalheilmer was blogging, that's for sure. I wondered about mentioning him in this post - maybe I should have - but I could not find a post of his to link to that was relevant to the topic. I'm new to Will's blog as I only recently picked it up and RSSed it when I came across his neon elephant award.<BR/><BR/><B>Thanks Tom</B>, I like the story about the rest room and retention of learning. There are all sorts of things that do enhance the moment of learning. Many of these have emotional associations, at least that's my experience. There are tricks that can be used in teaching to bring about a learning moment as it were, and there is no doubt that one-off instances of learning that's retained significantly do occur.<BR/><BR/>The main point here, of course, is to do with enhancing retention specifically through study patterns. This is a different effect - one that there now has been some recent research on.<BR/><BR/>Catchya laterBlogger In Middle-earthhttps://www.blogger.com/profile/08722634477041121797noreply@blogger.comtag:blogger.com,1999:blog-2107060758629396184.post-8864078854023942562008-12-21T07:11:00.000-08:002008-12-21T07:11:00.000-08:00Ken: I draw a distinction between contrived and na...Ken: I draw a distinction between contrived and natural retention. Adults cannot remember how to fill out the insurance, expense reimbursement or vacation benefits claim forms when they taught in a class that covers precisely how to do it. But they never forget it once they really need to file the form and get the beneficial result from filling the forms out correctly. They even learn from feedback if it comes back as incomplete or in error -- which holds up getting sought after prize. This suggests just-in-time educational offerings that get retained naturally instead of preparing too far in advance which makes a contrivance of retention. <BR/><BR/>Adults also remember from their first day job orientation where the rest rooms are located, no problem. But they do not retain how to get into Room 417B which is accessed through the foyer in Room 422C -- when they will be working in Room 213A. The rest rooms appear immediately useful, practical and relevant. It's likely retained because the information gets immediately put to use. The "use it or lose it" rule applies here. This suggests providing performance support and job aids in lieu of classroom training. <BR/><BR/>Retention also increases when the information to be "crammed" is imbedded in a narrative context. Our minds seem to naturally organize unfamiliar material in terms of character conflicts, outcomes held in suspense and unfamiliar territories where we discover new things. When the information to be retained is framed as "held in contention", "getting abused by those in power" or "difficult to apply in situations without a thorough understanding", the information becomes "made to stick", memorable and naturally retained. This suggests the use of scenarios, role plays and immersive simulations to increase natural retention.Tom Haskinshttps://www.blogger.com/profile/12658791778134826289noreply@blogger.comtag:blogger.com,1999:blog-2107060758629396184.post-80068023112601022862008-12-21T06:11:00.000-08:002008-12-21T06:11:00.000-08:00Great graph showing the timing effect that Will ta...Great graph showing the timing effect that Will talks about. I'm sure I'll have reason to use it at some point.Tony Karrerhttps://www.blogger.com/profile/15408035995182843336noreply@blogger.com