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Learning science is always progressing, generating new insights about how people acquire and retain knowledge and skills. How can classroom teachers keep up-even conduct their own research to improve their teaching daily and weekly?

We delved into these issues and more in this week’s EdSurge Podcast.This was recorded in a panel discussion about the learning engineering movement held last month ISTELive 21 Conference.

The dialogue explored why and how educators can use special digital technologies and low-tech tools to improve their teaching and students’ learning outcomes in both formal and informal ways throughout the school year.

Our guests are:

  • Aigner Picou, Director of Laboratory Projects of Learning Institutions
  • Neil Heffernan, Professor of Computer Science, Worcester Polytechnic Institute
  • Callie Lowenstein, project manager Learn through scientific design Efforts in Deans for Impact

An important finding is Cognitive load theory Students’ working memory can only process so much information at a time. Another problem is how to provide students with immediate feedback about their work instead of waiting days or weeks to return grades can promote learning.

The panelists also discussed educational myths that the research suggests should be broken once and for all. Including students who have different “study method“And the notion that young people are born with digital skills without computer literacy training.

Listen to the previous episode Apple Podcast, Overcast, Spotify, Suturing device, Google Play Music, Or wherever you listen to the podcast, or use the player on this page.

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