"Applying Cognitive Science Principles to Promote Durable and Efficient Learning"
Do tests only measure learning, or can they also promote learning? Should students review/practise the material they are trying to learn soon after they encounter the material or should they wait a while? During practice, should items of the same type/topic be grouped together or should they be interspersed among items of other types/topics? How we learn best may not correspond to how we think we learn best. I will talk about how basic research in cognitive psychology has yielded (nonobvious) principles about human learning and memory that have practical implications for instruction.
Read More: engineering.dartmouth.edu/jones/
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