Unit 1: Learning how to learn - Basics
| Site: | Moodle-Kursserver der Friedrich-Schiller-Universität Jena |
| Course: | Digital Learning Kit - self learning course for studying with digital tools |
| Book: | Unit 1: Learning how to learn - Basics |
| Printed by: | Gast |
| Date: | Friday, 22 November 2024, 6:52 AM |
List of contents
Active Recall
How do I study effectively?
Here we want to show you how learning is scientifically proven to be more effective. That way you can learn more in the same amount of time and get better grades on your finals at the end! The key to this? - Active recall!
What does that mean?
Studies have shown that learning processes are significantly more successful when test participants actively remember content instead of passively consuming it. So it's more effective to quiz yourself or explain something from the lecture to someone else
than to read the material and highlighting it, for instance. Furthermore, it is easier to notice when you are still unsure about certain parts of the content, because they are more difficult to explain. This tip alone will save you a lot of time. Of course, the
questioning and active recalling is more demanding, but it is much more productive, because your brain can really build up knowledge during this time.
By the way:
Self-tests and quizzes are effective even if you didn't know anything
about the subject matter beforehand - as long as you look up the answers afterwards: The brain remembers the importance of the content and then memorizes it more effecively when you look it up.
Here are some specific suggestions on how you can implement
the Active Recalling method - alone or with others. Click on the hotspots to learn more!
Transcript of the content
Spaced repetition
How to remember things longterm?
Transcript of the content
Interleaving
Neural focus and rest phases
Why does it help to rest (mentally) when learning?
For learning, not only the focused taking in of information is important, but also - scientifically proven - the rest phases between the learning phases and also sufficient sleep! What it means to learn in a focused way is certainly clear: actively absorbing the information, perhaps also using the technique of distributed repetition. But that is only one side of the coin. There is also what is called "diffuse thinking", which is just as important!
What is diffuse thinking?
Diffuse thinking does not focus on one particular thing. Rather, it looks at the "big picture" - the high altitude view of a task, issue or problem. Diffuse thinking occurs when you let your thoughts run wild and make random connections that are essential for creativity. This is not limited to a specific region of the brain, but happens everywhere. That's the beauty of diffuse thinking: your brain has the opportunity to consider all information outside of the limited, hyper-focused view.
How can I use diffuse thinking?
Normally, diffuse thinking happens automatically when we do tasks that have nothing to do with work. But while we most often think in a focused way when we are working or learning, your greatest creative potential and problem-solving skills lie in diffuse thinking mode. You may know it: Suddenly you come up with the solution to a difficult task when you're taking a shower or a walk and weren't actively thinking about it at all.
For this reason, taking a break from studying or "sleeping on it" can actually lead to important breakthroughs. While your conscious mind is relaxed, your brain is able to come up with a creative solution to a problem or connect ideas that have previously eluded you.
Diffuse thinking can take place during the following activities, for example:
The memory palace
What does learning have to do with a house?
The dimensions of learning
What else do I have to know about learning?
Transcipt of content
Application
As it is one thing to get the tips and another to apply them, we have developed a reflection tool for the Digital Learning Kit that you can use regularly, preferably in exchange with fellow students.
On the Mahara platform as a tool for group work, you can find other students who are interested in similar topics and join together in groups.
The exchange group also provides reflection templates for documenting your work and slowly improve it through reflection. You can copy and edit these templates in your personal portfolio on Mahara. If you wish, you can share them with the other group members to exchange ideas.
Further resources
Books
College Success (OpenStax), Chapter 2: The Truth About Learning Styles & Chapter 6 Studying, Memory, and Test Taking
Memletics Accelerated Learning Manual (shortened version)
Weinstein, C., & Mayer, R. (1986). The Teaching of Learning Strategies. In M. Wittrock (Hrsg.), Handbook of Research on Teaching (S. 315–327). Link in ThULB: https://suche.thulb.uni-jena.de/Record/1517250501
Scientific articles
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest: A Journal of the American Psychological Society, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Dunlosky, John & Rawson, Katherine & Marsh, Elizabeth & Nathan, Mitchell & Willingham, Daniel. (2013). What Works, What Doesn't. Scientific American Mind. 24. 46-53; read summary in this blog post.
Karpicke JD, Blunt JR. Retrieval practice produces more learning than elaborative studying with concept mapping. Science. 2011 Feb 11;331(6018):772-5. doi: 10.1126/science.1199327. Epub 2011 Jan 20. PMID: 21252317.
Blog Posts
Memory (Trinity College)
Reading (Trinity College) why / with which purpose you read -> which technique you should use
Assignments and Exams (University of Galway) (its not addressing learning techniques but managing assignment work)