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    <description>recent bookmarks from katherinestevens</description>
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  </channel><item rdf:about="https://www.sciencedaily.com/releases/2021/04/210407135801.htm">
    <title>Why our brains miss opportunities to improve through subtraction: Researchers explain the human tendency to make change through addition -- ScienceDaily</title>
    <dc:date>2021-05-01T22:12:37+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2021/04/210407135801.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Author: Science Daily, April 7, 2021
Source: University of Virginia School of Engineering and Applied Science
[QUOTES FROM THE ARTICLE]
In a new paper featured on the cover of Nature, University of Virginia researchers explain why people rarely look at a situation, object or idea that needs improving -- in all kinds of contexts -- and think to remove something as a solution. Instead, we almost always add some element, whether it helps or not.

The team's findings suggest a fundamental reason that people struggle with overwhelming schedules, that institutions bog down in proliferating red tape, and, of particular interest to researchers, that humanity is exhausting the planet's resources. ...

When considering two broad possibilities for why people systematically default to addition -- either they generate ideas for both possibilities and disproportionately discard subtractive solutions or they overlook subtractive ideas altogether -- the researchers focused on the latter.

"Additive ideas come to mind quickly and easily, but subtractive ideas require more cognitive effort," Converse said. "Because people are often moving fast and working with the first ideas that come to mind, they end up accepting additive solutions without considering subtraction at all."

The researchers think there may be a self-reinforcing effect.

"The more often people rely on additive strategies, the more cognitively accessible they become," Adams said. "Over time, the habit of looking for additive ideas may get stronger and stronger, and in the long run, we end up missing out on many opportunities to improve the world by subtraction."

Klotz has a book that takes a wider view of the topic, Subtract: The Untapped Science of Less, coming out a week after the Nature paper. Although the timing is coincidence, both the paper and book are products of the interdisciplinary and collaborative research environment at UVA, he said. ...]]></description>
<dc:subject>brain learning psychology behavioral_science decision-making</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:8f3a77eba2aa/</dc:identifier>
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<item rdf:about="https://www.sciencedaily.com/releases/2019/11/191127090208.htm">
    <title>Mental practice may improve golfers' putting performance: Science backs-up Arnold Palmer's golf theory -- ScienceDaily</title>
    <dc:date>2019-11-27T18:26:31+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2019/11/191127090208.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["'Our results indicate that a form of mental practice, i.e. the combination of action observation and motor imagery, may enhance the golf putting ability of experienced golfers," he said, "and that could well mean a reduction in a golfer's handicap.'

"The research was carried out at the Physical Education and Sports Sciences Department at University of Limerick, in conjunction with Lero. The findings for the work carried out by Mr Ramsbottom and his fellow researchers, Eoghan McNeill, Dr Adam Toth and Dr Mark Campbell, show that golfers who already had a good 'feel' for putting, may benefit the most from this mental practice."]]></description>
<dc:subject>performance sports learning instructional_methods</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:bb2c658dab62/</dc:identifier>
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<item rdf:about="https://qz.com/work/1686626/nine-skills-you-should-learn-that-pay-dividends-forever/?yptr=yahoo">
    <title>Nine skills you should learn that pay dividends forever — Quartz at Work</title>
    <dc:date>2019-08-14T18:16:07+00:00</dc:date>
    <link>https://qz.com/work/1686626/nine-skills-you-should-learn-that-pay-dividends-forever/?yptr=yahoo</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Carol Dweck and her colleagues conducted a study [at Stanford University] with people who were struggling with their performance. One group was taught to perform better on a task that they performed poorly in. The other group received a completely different intervention: for the task that they performed badly in, they were taught that they weren’t stuck and that improving their performance was a choice. They discovered that learning produces physiological changes in the brain, just like exercise changes muscles. All they had to do was believe in themselves and make it happen.

"When the groups’ performance was reassessed a few months later, the group that was taught to perform the task better did even worse. The group that was taught that they had the power to change their brains and improve their performance themselves improved dramatically.
"The primary takeaway from Dweck’s research is that we should never stop learning. The moment we think that we are who we are is the moment we give away our unrealized potential.
"The act of learning is every bit as important as what you learn. Believing that you can improve yourself and do things in the future that are beyond your current possibilities is exciting and fulfilling."]]></description>
<dc:subject>performance improvement learning</dc:subject>
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    <title>Trained musicians perform better -- at paying attention: Musical training improves the ability to tune out distractions, and the more training, the better the control, study finds -- ScienceDaily</title>
    <dc:date>2019-03-27T01:32:17+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2019/03/190326105604.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Musical training produces lasting improvements to a cognitive mechanism that helps individuals be more attentive and less likely to be distracted by irrelevant stimuli while performing demanding tasks."]]></description>
<dc:subject>learning attention performance music musician</dc:subject>
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    <title>Did you get it? I can see it in your eyes: The basis of learning: New light on how people attend and understand -- ScienceDaily</title>
    <dc:date>2019-02-21T20:15:22+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2019/02/190220103446.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Small involuntary eye movements, independent of any response, can be used to determine whether one has successfully learned. This finding opens new possibilities in understanding the process of learning in populations that are less responsive to external events, such young children, or individuals with certain mental or physical conditions."]]></description>
<dc:subject>learning children disabilities</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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    <title>Drawing is better than writing for memory retention -- ScienceDaily</title>
    <dc:date>2018-12-07T22:55:04+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2018/12/181206114724.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Older adults who take up drawing could enhance their memory, according to a new study.
"Researchers from the University of Waterloo found that even if people weren't good at it, drawing, as a method to help retain new information, was better than re-writing notes, visualization exercises or passively looking at images.

"'We found that drawing enhanced memory in older adults more than other known study techniques,' said Melissa Meade, PhD candidate in cognitive neuroscience at Waterloo. 'We're really encouraged by these results and are looking into ways that it can be used to help people with dementia, who experience rapid declines in memory and language function.'"]]></description>
<dc:subject>memory learning drawing seniors aging</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://www.spring.org.uk/2018/11/diet-mental-fitness.php">
    <title>The Surprising Diet Linked To Staying Mentally Fit - PsyBlog</title>
    <dc:date>2018-11-26T21:11:34+00:00</dc:date>
    <link>https://www.spring.org.uk/2018/11/diet-mental-fitness.php</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["A low-protein, high-carbohydrate diet is linked to staying mentally fit, new research suggests.
"Mice given this unrestricted diet showed improvements in memory and learning as well as overall brain health. ...
"For the study, mice were fed complex carbs such as those found in cheese and milk.
"The results showed that the diet was beneficial to the hippocampus, a structure in the brain critical for learning and memory.
"Professor Le Couteur said:
“The hippocampus is usually the first part of the brain to deteriorate with neurodegenerative diseases like Alzheimer’s.

"However, the low-protein high-carbohydrate diet appeared to promote hippocampus health and biology in the mice, on some measures to an even greater degree than those on the low-calorie diet.”]]></description>
<dc:subject>diet memory alzheimer brain learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://www.sciencedaily.com/releases/2018/10/181003090356.htm">
    <title>For better multiple-choice tests, avoid tricky questions, study finds: Simple tips make multiple choice a more powerful learning tool -- ScienceDaily</title>
    <dc:date>2018-10-03T21:36:50+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2018/10/181003090356.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[

""Although people often think about multiple-choice tests as tools for assessment, they can also be used to facilitate learning,' said Andrew Butler, a cognitive psychologist in Arts & Sciences who studies the brain processes behind learning and recall. 'The act of retrieving information strengthens memory for that information, leading to better long-term retention, and changes the representation of the information, creating deeper understanding.'
"tips for constructing multiple-choice questions that are effective at both assessing current knowledge and strengthening ongoing learning.

"Among key findings, educators should never include trick questions or offer "all of the above" or "none of the above" options among the list of possible answers.]]></description>
<dc:subject>testing assessment learning recall cognition</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:8212ad07a4c0/</dc:identifier>
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<item rdf:about="https://www.sciencedaily.com/releases/2018/10/181002114027.htm">
    <title>How sleep deprivation hinders memory -- ScienceDaily</title>
    <dc:date>2018-10-03T03:20:56+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2018/10/181002114027.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Researchers at Michigan State University conducted the largest experimentally controlled study on sleep deprivation to date, revealing just how detrimental operating without sleep can be in everything from bakers adding too much salt to cookies to surgeons botching surgeries.

"While sleep deprivation research isn't new, the level at which distractions hinder sleep-deprived persons' memories and challenge them from successfully completing tasks was not clear until MSU's team quantified the impact.

"'If you look at mistakes and accidents in surgery, public transportation and even operating nuclear power plants, lack of sleep is one of the primary reasons for human error,' said Kimberly Fenn, associate professor of psychology and director of the MSU Sleep and Learning Lab. 'There are many people in critical professions who are sleep-deprived. Research has found that nearly one-quarter of the people with procedure-heavy jobs have fallen asleep on the job.'"]]></description>
<dc:subject>sleep business performance medical health learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:7e4a4763704f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:sleep"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:business"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:performance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:medical"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:health"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sciencedaily.com/releases/2018/09/180919133006.htm">
    <title>A little labeling goes a long way: Infants can use a few labeled examples to spark the acquisition of object categories -- ScienceDaily</title>
    <dc:date>2018-09-21T18:54:14+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2018/09/180919133006.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Even before infants begin to speak, hearing language promotes object categorization. Hearing the same label, "That's a dog!" applied to a diverse set of objects -- a collie, a terrier, a pug -- promotes infants' acquisition of object categories (e.g., the category "dog"). But in infants' daily lives, most objects go unlabeled. Infants are constantly seeing new things, and even the most determined caregivers cannot label each one.

"How can we reconcile the power of labels with their relative scarcity? New research from Northwestern University reveals that infants can use even a few labeled examples to spark the acquisition of object categories. Those labeled examples lead infants to initiate the process of categorization, after which they can integrate all subsequent objects, labeled or unlabeled, into their evolving category representation."]]></description>
<dc:subject>babies children learning language cognition</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:3ce6d1f3ad26/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:babies"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:language"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:cognition"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sciencedaily.com/releases/2018/06/180620174609.htm">
    <title>A mix of in-person and online learning may boost student performance, reduce anxiety -- ScienceDaily</title>
    <dc:date>2018-06-27T19:03:03+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2018/06/180620174609.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Researchers from the University of Iowa found that online content presentation accompanied by weekly interactive class meetings -- a 'blended' course format -- may improve academic achievement in students at risk for failing. In addition, fewer students withdrew from the class when the content was presented in a blended format. The findings will be presented today at the American Physiological Society (APS) Institute on Teaching and Learning in Madison, Wis."]]></description>
<dc:subject>online-education instructional_methods instructional_strategy instructional_theory elearning learning highered</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:8f6ed14b0fc1/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:online-education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_strategy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_theory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:elearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sciencedaily.com/releases/2018/06/180613162613.htm">
    <title>People recall information better through virtual reality -- ScienceDaily</title>
    <dc:date>2018-06-15T01:45:43+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2018/06/180613162613.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Researchers conducted one of the first in-depth analyses on whether people learn better through virtual, immersive environments, as opposed to more traditional platforms like a two-dimensional desktop computer or hand-held tablet. The researchers found that people remember information better if it is presented to them in a virtual environment."]]></description>
<dc:subject>VR learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:ccaee74f7af4/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:VR"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sciencedaily.com/releases/2018/06/180611133437.htm">
    <title>Making mistakes while studying actually helps you learn better: When learning something new, there are instances where trial and error helps rather than hinders, according to recent findings by Baycrest researchers -- ScienceDaily</title>
    <dc:date>2018-06-12T05:57:55+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2018/06/180611133437.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["When learning something new, there are instances where trial and error helps rather than hinders, according to recent findings by Baycrest researchers.

"Contrary to popular belief, when a person makes a mistake while learning, it improves their memory for the right information, but only if the error is close to the correct answer, according to a study published in the journal, Memory.

"'Our research found evidence that mistakes that are a 'near miss' can help a person learn the information better than if no errors were made at all,' says Dr. Nicole Anderson, senior author on the paper and senior scientist at Baycrest's Rotman Research Institute. 'These types of errors can serve as stepping stones to remembering the right answer. But if the error made is a wild guess and out in left field, then a person does not learn the correct information as easily.'

"These findings could help with improving education for not only younger adults, but also late-life learners. ...

"'Based on these findings, someone studying for an exam should only take practice quizzes after reviewing the material,' says Dr. Anderson, who is also an associate professor of psychology and psychiatry at the University of Toronto. 'If a person takes a practice test and is unfamiliar with the content, they risk making guesses that are nowhere near the right answer. This could make it harder for them to learn the correct information later.'"]]></description>
<dc:subject>failure learning learning_methods education testing assessment</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:dded92e43755/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:failure"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning_methods"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:testing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:assessment"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sciencedaily.com/releases/2018/05/180524141744.htm">
    <title>The secret to honing kids' language and literacy -- ScienceDaily</title>
    <dc:date>2018-05-24T23:22:02+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2018/05/180524141744.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Researchers [from Michigan State University] found that a child's ability to self-regulate is a critical element in childhood language and literacy development, and that the earlier they can hone these skills, the faster language and literacy skills develop leading to better skills in the long run. ...

"'Self-regulation is an umbrella term to define children's abilities to keep information in their working memories, pay attention to tasks and even to inhibit behaviors that might prevent them from accomplishing tasks,' said Lori Skibbe, associate professor in the human development and family studies department and lead author of the study.]]></description>
<dc:subject>children toddlers learning literacy language</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:bb3dc43baa02/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:toddlers"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:literacy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:language"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.spring.org.uk/2018/02/protect-stress.php">
    <title>The Activity That Protects The Brain From Stress - PsyBlog</title>
    <dc:date>2018-02-25T23:04:51+00:00</dc:date>
    <link>http://www.spring.org.uk/2018/02/protect-stress.php</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Running reverses the damaging effects of chronic stress on critical areas of the brain, new research finds.
"Stress can damage the functioning of the hippocampus, a structure of the brain important for memory and learning.
"Running, however, protects the brain’s ability to learn and recall information, even under stress.]]></description>
<dc:subject>exercise brain learning stress</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:08b8de948f1f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:exercise"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:brain"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:stress"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sciencedaily.com/releases/2017/12/171219092958.htm">
    <title>Exercising at own pace boosts a child’s ability to learn -- ScienceDaily</title>
    <dc:date>2018-01-04T07:07:06+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2017/12/171219092958.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["... we found that 15 minutes of self-paced exercise can significantly improve a child's mood, attention and memory -- enhancing their ability to learn."]]></description>
<dc:subject>children learning education exercise memory</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:2b97f14e71ad/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:exercise"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:memory"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sciencedaily.com/releases/2017/10/171019100814.htm">
    <title>Phones keeping students from concentrating during lectures: While ever-smarter digital devices have made many aspects of our lives easier and more efficient, a growing body of evidence suggests that, by continuously distracting us, they are harming our ab</title>
    <dc:date>2017-10-22T03:19:13+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2017/10/171019100814.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Daily, people spend over three hours on their phones. While ever-smarter digital devices have made many aspects of our lives more efficient, a growing body of evidence suggests that, by continuously distracting us, they are harming our ability to concentrate. Studies across the world show that students constantly use their phones when they are in class. A strong body of evidence suggests that media use during lectures is associated with lower academic performance."
Author: Science Daily, Oct. 19. 2017]]></description>
<dc:subject>cellphone distraction performance highered youngadults learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:7a25a5760c36/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:cellphone"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:distraction"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:performance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:youngadults"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sciencedaily.com/releases/2017/09/170929125104.htm">
    <title>Video gamers have an advantage in learning -- ScienceDaily</title>
    <dc:date>2017-09-29T18:02:24+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2017/09/170929125104.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Neuropsychologists let video gamers compete against non-gamers in a learning competition. During the test, the video gamers performed significantly better and showed an increased brain activity in the brain areas that are relevant for learning."]]></description>
<dc:subject>gaming neuroscience learning games</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:316467fa955d/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:gaming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:neuroscience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:games"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.spring.org.uk/2017/09/the-5-minute-secret-to-better-learning.php">
    <title>The 5-Minute Secret To Better Learning - PsyBlog</title>
    <dc:date>2017-09-11T02:37:15+00:00</dc:date>
    <link>http://www.spring.org.uk/2017/09/the-5-minute-secret-to-better-learning.php</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["The secret to better learning could be very brief exercise directly afterwards, new research finds.
"People who did just 5 minutes of step aerobics after learning remembered more than those who did not exercise.
"It is thought that immediate exercise helps the process of memory consolidation."]]></description>
<dc:subject>memory learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:073431054481/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:memory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://dupress.deloitte.com/dup-us-en/deloitte-review/issue-21/tom-friedman-interview-jobs-learning-future-of-work.html">
    <title>Tom Friedman interview: Jobs, learning, and the future of work | Deloitte University Press</title>
    <dc:date>2017-08-04T04:20:58+00:00</dc:date>
    <link>https://dupress.deloitte.com/dup-us-en/deloitte-review/issue-21/tom-friedman-interview-jobs-learning-future-of-work.html</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[" I’m not sure what the work of the future is, but I know that the future of companies is to be hiring people and constantly training people to be prepared for a job that has not been invented yet. If you, as a company, are not providing both the resources and the opportunity for lifelong learning, [you’re sunk], because you simply cannot be a lifelong employee anymore unless you are a lifelong learner. If you’re training people for a job that’s "already been invented, or if you’re going to school in preparation for a job that’s already been invented, I would suggest that you’re going to have problems somewhere down the road.]]></description>
<dc:subject>future work career learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:156a7e484b01/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:future"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:work"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:career"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://blog.cathy-moore.com/">
    <title>Training design ideas from Cathy Moore</title>
    <dc:date>2017-07-04T05:33:20+00:00</dc:date>
    <link>http://blog.cathy-moore.com/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Cathy has an excellent "action map" process that helps you focus on what you want people to be able to "do" not just "know."]]></description>
<dc:subject>blog education elearning instructionaldesign learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:4addd88e1c54/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:blog"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:elearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructionaldesign"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.thelearningcafe.net/">
    <title>The Learning Café</title>
    <dc:date>2017-07-04T05:02:48+00:00</dc:date>
    <link>http://www.thelearningcafe.net/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Their newsletter provides good information about the four generations in the workforce.]]></description>
<dc:subject>generations learning genx boomers millennials</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:9f3d94b39054/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:generations"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:genx"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:boomers"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:millennials"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://vignetteslearning.com/">
    <title>Vignettes Learning</title>
    <dc:date>2017-07-03T20:28:51+00:00</dc:date>
    <link>http://vignetteslearning.com/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Focuses on microlearning and story-based learning, and scenario-based learning. Has lots of online workshop and webinars and useful blog.]]></description>
<dc:subject>elearning microlearning storytelling learning training scenarios</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:460823de3b29/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:elearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:microlearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:storytelling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:training"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:scenarios"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.downes.ca/index.html">
    <title>Stephen's Web</title>
    <dc:date>2017-07-03T17:44:38+00:00</dc:date>
    <link>http://www.downes.ca/index.html</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Stephen Downes has an excellent daily summary and quick commentary about articles on education, learning, and training.]]></description>
<dc:subject>education learning trends</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:7055e731c4a5/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:trends"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://hbr.org/2017/06/in-the-ai-age-being-smart-will-mean-something-completely-different">
    <title>In the AI Age, “Being Smart” Will Mean Something Completely Different</title>
    <dc:date>2017-06-20T04:11:55+00:00</dc:date>
    <link>https://hbr.org/2017/06/in-the-ai-age-being-smart-will-mean-something-completely-different</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["So, what can we do to prepare for the new world of work? Because AI will be a far more formidable competitor than any human, we will be in a frantic race to stay relevant. That will require us to take our cognitive and emotional skills to a much higher level.

"Many experts believe that human beings will still be needed to do the jobs that require higher-order critical, creative, and innovative thinking and the jobs that require high emotional engagement to meet the needs of other human beings. The challenge for many of us is that we do not excel at those skills because of our natural cognitive and emotional proclivities: We are confirmation-seeking thinkers and ego-affirmation-seeking defensive reasoners. We will need to overcome those proclivities in order to take our thinking, listening, relating, and collaborating skills to a much higher level. ...

"What is needed is a new definition of being smart, one that promotes higher levels of human thinking and emotional engagement. The new smart will be determined not by what or how you know but by the quality of your thinking, listening, relating, collaborating, and learning. Quantity is replaced by quality. And that shift will enable us to focus on the hard work of taking our cognitive and emotional skills to a much higher level.

"We will spend more time training to be open-minded and learning to update our beliefs in response to new data. We will practice adjusting after our mistakes, and we will invest more in the skills traditionally associated with emotional intelligence. The new smart will be about trying to overcome the two big inhibitors of critical thinking and team collaboration: our ego and our fears. Doing so will make it easier to perceive reality as it is, rather than as we wish it to be. In short, we will embrace humility. That is how we humans will add value in a world of smart technology."
Author: Ed Hess, Harvard Business Review, June 19, 2017]]></description>
<dc:subject>creativity innovation listening communication collaboration teamwork learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:c0403a79f641/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:creativity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:innovation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:listening"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:communication"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:collaboration"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:teamwork"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.sciencealert.com/scientists-have-found-a-technique-that-helps-you-learn-new-skills-twice-as-fast">
    <title>Scientists have found a way to help you learn new skills twice as fast - ScienceAlert</title>
    <dc:date>2017-05-29T22:29:12+00:00</dc:date>
    <link>http://www.sciencealert.com/scientists-have-found-a-technique-that-helps-you-learn-new-skills-twice-as-fast</link>
    <dc:creator>katherinestevens</dc:creator><dc:subject>brain learning practice</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:944eedf395bc/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:brain"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:practice"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://prepareforchange.net/2017/03/02/your-brain-has-a-delete-button-and-heres-how-to-use-it/">
    <title>Your Brain Has A ‘Delete Button’ And Here’s How To Use It! – Prepare for Change</title>
    <dc:date>2017-04-15T01:23:10+00:00</dc:date>
    <link>http://prepareforchange.net/2017/03/02/your-brain-has-a-delete-button-and-heres-how-to-use-it/</link>
    <dc:creator>katherinestevens</dc:creator><dc:subject>change brain neuroscience learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:9215226700ea/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:change"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:brain"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:neuroscience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sciencedaily.com/releases/2017/03/170321110341.htm">
    <title>Peers, more than teachers, inspire us to learn -- ScienceDaily</title>
    <dc:date>2017-03-22T01:52:33+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2017/03/170321110341.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["'Why do I have to learn this?' It's a common question among youth, but new research out of Michigan State University suggests students perform much better academically when the answer is provided by their peers rather than their teachers.

"University students who were given a rationale for why learning is important from people similar to them -- in this case actors posing as young professionals -- wrote more effective essays and got a significantly better final grade than students who were given the same rationale from the course instructor.

"'These findings suggest that what instructors were good at was getting across cold facts, while the peers seemed to be tapping into an identification process,' said study co-author Cary Roseth, associate professor of educational psychology. 'In other words, as a student, I can identify with my peers and imagine myself using the course material in the same way they do. This gives the material meaning and a sense of purpose that goes beyond memorization. When I hear a peer's story, it connects to the story I am telling myself about who I want to be in the future.'
"The research, published in the International Journal of Educational Research ..."
Author: Science Daily, March 21, 2017]]></description>
<dc:subject>education highered learning instructional_methods</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:a68513eced25/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.spring.org.uk/2017/03/understand-any-subject.php">
    <title>How To Understand Any Subject More Deeply - PsyBlog</title>
    <dc:date>2017-03-21T20:41:52+00:00</dc:date>
    <link>http://www.spring.org.uk/2017/03/understand-any-subject.php</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Arguing with yourself can be a highly productive exercise, a new study finds.
"Imagining both sides of the argument helps people reach a deeper, more sophisticated understanding of the subject, the researchers found."
Author: Jeremy Dean, PsyBlog, March 2017]]></description>
<dc:subject>learning psychology instructional_strategy education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:47d04b5b404a/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_strategy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.spring.org.uk/2016/03/the-very-best-learning-method-is-not-taught-to-students-or-teachers.php">
    <title>The Very Best Learning Method Is Not Taught To Students Or Teachers - PsyBlog</title>
    <dc:date>2017-03-15T21:19:32+00:00</dc:date>
    <link>http://www.spring.org.uk/2016/03/the-very-best-learning-method-is-not-taught-to-students-or-teachers.php</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Spreading out learning over time is one of the most effective strategies.

"So-called ‘distributed practice’ means breaking up learning into short sessions.
"People learn better when they learn in these short sessions spread over a long period of time. ...
"Despite this, distributed practice is very infrequently used by students and may not be highlighted as a top strategy to them by teachers.
"Instead, students tend to use highly inefficient methods such as highlighting, summarising, underlining and re-reading.
"One technique that is effective — which students do sometimes use — is testing."]]></description>
<dc:subject>learning education K-12 highered instructional_methods instructional_strategy instructional_theory</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:6aa131be0019/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K-12"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_strategy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_theory"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://observer.com/2017/03/the-magic-of-neurogenesis-help-your-body-brain-cells-development-entrepreneurship-health-neuroscience/">
    <title>The Magic of Neurogenesis: How to Help Your Body Make New Brain Cells | | Observer</title>
    <dc:date>2017-03-14T02:14:16+00:00</dc:date>
    <link>http://observer.com/2017/03/the-magic-of-neurogenesis-help-your-body-brain-cells-development-entrepreneurship-health-neuroscience/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["For a long time, it was believed that brains of grown-ups couldn’t regenerate and replace dead or damaged cells. As late as 1998, a duo of scientists Peter Eriksson from Sweden and Fred Gage from the USA presented their discovery that human beings are capable of growing new brain cells throughout their whole lives.

"The birth of neurons from stem cells is called neurogenesis and in babies, most of the job is done before they leave their mommy’s belly. After birth, this process is restricted to two areas:
For a long time, it was believed that brains of grown-ups couldn’t regenerate and replace dead or damaged cells. As late as 1998, a duo of scientists Peter Eriksson from Sweden and Fred Gage from the USA presented their discovery that human beings are capable of growing new brain cells throughout their whole lives.

The birth of neurons from stem cells is called neurogenesis and in babies, most of the job is done before they leave their mommy’s belly. After birth, this process is restricted to two areas:
Olfactory Bulb — a structure of the forebrain responsible for the sense of smell

Hippocampus — a seahorse-shaped structure that is located within the temporal lobe of the brain (just above your ears) and is important for learning, formation of memory, regulation of emotions, and spatial navigation.

"Research and some studies that have been conducted since prove that we can indeed play an active role in promoting production of new brain cells, and as a result improve our mood, memory, and learning skills. According to the latest findings, you can boost neurogenesis if you pay attention to these:

"AEROBIC EXERCISE ...
According to the study in rats published last year (2016) in the Journal of Physiology, physical exercise enhances neurogenesis if it’s aerobic and sustained. On the other hand, anaerobic resistance training doesn’t result in higher production of neurons in the hippocampus, even though it may have a positive effect on physical fitness. High-intensity interval training (HIT) showed only a very little increase in the number of new neurons, compared to the sedentary lifestyle, possibly due to the related stress that tends to reduce neurogenesis.

"CALORIC RESTRICTION

"LOW-FAT DIET ...
Laboratory tests point to the fact that excessive consumption of meals that contain high amounts of saturated fat (animal fat products, coconut oil, palm oil) significantly decreases the number of newly generated cells in the hippocampus.

"In contrast stands the type of fat found in salmon, tuna, walnuts, or flax seeds — omega-3 fatty acids — that have been shown to promote the production of new neurons. These nutrients are important for our whole body in a variety of ways, but they play a truly critical role in development and functioning of our brain. Some studies even indicate that the beneficial effect of omega-3 fatty acids on neurogenesis in the hippocampus could help treat and prevent age-related memory weakening, depression, or neurodegenerative disorders, such as Alzheimer’s disease. ...

"According to some studies, neurogenesis can be also reinforced by certain dietary substances, such as flavonoids, found in blueberries and cocoa, resveratrol, found in red wine, or curcumin, found in the turmeric spice. So a glass of cabernet, a bite of dark chocolate, or a bowl of yellow curry can be a nice treat for your brain.

"On the contrary, it appears that chronic sleep deprivation and stress (including early-life and pregnancy trauma) inhibit the production of new brain cells in adults, which in turn causes deterioration of our cognitive functions and overall mental health."
Author: Kristyna Z., Observer, March 13, 2017]]></description>
<dc:subject>neuroscience learning memory</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:d96d35544acd/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:neuroscience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:memory"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.ted.com/talks/kathryn_schulz_on_being_wrong#t-478338">
    <title>Kathryn Schulz: On being wrong | TED Talk | TED.com</title>
    <dc:date>2017-03-02T01:36:55+00:00</dc:date>
    <link>https://www.ted.com/talks/kathryn_schulz_on_being_wrong#t-478338</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[TED talk video
"Most of us will do anything to avoid being wrong. But what if we're wrong about that? "Wrongologist" Kathryn Schulz makes a compelling case for not just admitting but embracing our fallibility."]]></description>
<dc:subject>learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:51a7d46fd332/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.clomedia.com/2017/02/23/lms-market-quickly-losing-ground/">
    <title>The LMS Market is Quickly Losing Ground</title>
    <dc:date>2017-02-25T00:07:27+00:00</dc:date>
    <link>http://www.clomedia.com/2017/02/23/lms-market-quickly-losing-ground/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[LMS are in decline. "Learning leaders are embracing new platforms that are mobile-first, cloud based, drive voluntary learner engagement and incorporate advancements in cognitive science that map knowledge to how learners best acquire it. Not only that, for the first time it’s possible to measure knowledge and correlate it to business results. Instead of a one-size fits all, check the box approach, David has a sharper sword and a more nimble and effective approach to win the battle to drive actual performance." ...

"Consider, marketing analyst Ambient Insight recently published a report stating the self-paced e-learning market — defined by LMS, off-the-shelf content and services — is in steep decline and is expected to drop from global revenues of $46.6 billion in 2016 to $33.4 billion by 2021. According to the report: 'In the current e-learning market, the single most unfavorable place to be is the LMS market, which is essentially imploding, particularly in the U.S. corporate segment that has a negative 33.9 percent growth rate.'”]]></description>
<dc:subject>LMS learning elearning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:c4d7160785bf/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:LMS"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:elearning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sciencedaily.com/releases/2017/01/170130111017.htm">
    <title>Practice makes perfect, and 'overlearning' locks it in -- ScienceDaily</title>
    <dc:date>2017-01-31T20:00:39+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2017/01/170130111017.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Want to learn something and then quickly make that mastery stick? A new Brown University study in which people learned visual perception tasks suggests that you should keep practicing for a little while even after you think you can't get any better. Such 'overlearning' locked in performance gains, according to the Nature Neuroscience paper that describes the effect and its underlying neurophysiology."]]></description>
<dc:subject>learning instructional_methods learningtheory</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:c5320086d063/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learningtheory"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://qz.com/849256/how-to-master-a-new-subject/">
    <title>How to master a new subject — Quartz</title>
    <dc:date>2017-01-23T19:08:24+00:00</dc:date>
    <link>https://qz.com/849256/how-to-master-a-new-subject/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["The famous Nobel Prize-winning physicist Richard Feynman understood the difference between 'knowing something' and 'knowing the name of something,' and it’s one of the most important reasons for his success.
"Feynman stumbled upon a formula for learning that ensured he understood something better than everyone else.
"It’s called the Feynman Technique and it will help you learn anything deeper, and faster. The topic, subject, or concept you want to learn doesn’t matter. Pick anything. ...

"Step 1: Teach it to a child
"Take out a blank sheet of paper and write the subject you want to learn at the top. Write out what you know about the subject as if you were teaching it to a child. Not your smart adult friend but rather an eight-year-old who has just enough vocabulary and attention span to understand basic concepts and relationships.

"Step 2: Review
"In step one, you will inevitably encounter gaps in your knowledge where you’re forgetting something important, are not able to explain it, or simply have trouble connecting an important concept.
"This is invaluable feedback because you’ve discovered the edge of your knowledge. Competence is knowing the limit of your abilities, and you’ve just identified one!
"This is where the learning starts. Now you know where you got stuck, go back to the source material and re-learn it until you can explain it in basic terms.
"Identifying the boundaries of your understanding also limits the mistakes you’re liable to make and increases your chance of success when applying knowledge.

"Step 3: Organize and simplify
"Now you have a set of hand-crafted notes. Review them to make sure you didn’t mistakenly borrow any of the jargon from the source material. Organize them into a simple story that flows.
"Read them out loud. If the explanation isn’t simple or sounds confusing that’s a good indication that your understanding in that area still needs some work.

"Step 4 (optional): Transmit
"If you really want to be sure of your understanding, run it past someone (ideally who knows little of the subject—or find that 8-year-old!). The ultimate test of your knowledge is your capacity to convey it to another. ..."]]></description>
<dc:subject>learning test education instructional_methods</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:5fd968b4a9d1/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:test"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sciencedaily.com/releases/2017/01/170117083830.htm">
    <title>Want to ace an exam? Tell a friend what you learned -- ScienceDaily</title>
    <dc:date>2017-01-17T22:03:40+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2017/01/170117083830.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Students who are given information and tell someone about it immediately recall the details better and longer -- a strategy which could be a plus come test time, says a Baylor University researcher.

"'This has to be actively replaying or re-generating the information -- for example, by telling someone the particulars, as opposed to just simply re-reading the textbook or class notes and studying it again later,' said Baylor psychologist Melanie Sekeres, Ph.D., lead author of the study.

"'What we found in our study was that a week later, the memory was just as good,' she said. 'Telling someone else about what you've learned is a really effective way for students to study instead of just re-reading the textbook or class notes.']]></description>
<dc:subject>studying education highered highschool memory learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:422587be1a05/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:studying"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highschool"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:memory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://beyondtheu.com/good-pieces-advice-college-students-unlikely-hear/">
    <title>Good Pieces Of Advice College Students Are Unlikely To Hear - Beyond The U</title>
    <dc:date>2016-12-31T04:01:10+00:00</dc:date>
    <link>https://beyondtheu.com/good-pieces-advice-college-students-unlikely-hear/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Quora asked a variety of successful students and graduates to share advice they felt college students are unlikely to hear." This article lists some of the tips.]]></description>
<dc:subject>highered education learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:3d8a9fd2f461/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.chronicle.com/article/Small-Changes-in-Teaching-The/234869?cid=cp79">
    <title>Small Changes in Teaching: The First 5 Minutes of Class - The Chronicle of Higher Education</title>
    <dc:date>2016-12-23T19:37:13+00:00</dc:date>
    <link>http://www.chronicle.com/article/Small-Changes-in-Teaching-The/234869?cid=cp79</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[4 suggestions:
* "Open with a question or two. ... My colleague Greg Weiner, an associate professor of political science ... shows four or five questions on a slide  [at the beginning of class] for students to consider. Class then proceeds in the usual fashion. At the end, he returns to the questions so that students can both see some potential answers and understand that they have learned something that day."

* "What did we learn last time? A favorite activity of many instructors is to spend a few minutes at the opening of class reviewing what happened in the previous session. That makes perfect sense, and is supported by the idea that we don’t learn from single exposure to material — we need to return frequently to whatever we are attempting to master."

* "Reactivate what they learned in previous courses. Plenty of excellent evidence suggests that whatever knowledge students bring into a course has a major influence on what they take away from it. So a sure-fire technique to improve student learning is to begin class by revisiting, not just what they learned in the previous session, but what they already knew about the subject matter."

* "Write it down. All three of the previous activities would benefit from having students spend a few minutes writing down their responses. That way, every student has the opportunity to answer the question, practice memory retrieval from the previous session, or surface their prior knowledge — and not just the students most likely to raise their hands in class."
Author: James M. Lang, The Chronicle of Higher Education, Jan. 11, 2016]]></description>
<dc:subject>teaching learning highered instructional_methods</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:8469774c3a6b/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.spring.org.uk/2016/07/eating-habit-wipes-memory-learning.php">
    <title>The Eating Habit That Wipes Out Memory and Learning - PsyBlog</title>
    <dc:date>2016-07-20T20:06:32+00:00</dc:date>
    <link>http://www.spring.org.uk/2016/07/eating-habit-wipes-memory-learning.php</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["A Western-style diet stops critical memory functions from working properly, a new study finds.
 
"People who habitually eat unhealthy foods showed slower learning and poorer memory.

"A Western-style diet typically involves eating more red meats, junk foods and saturated fats and less fresh vegetables, grains and seafood.

"The damage caused to memory may also be a cause of obesity.

"For the study, people who typically ate a Western-style diet seemed not to ‘remember’ that they were full.

"Even when they had just eaten, they were always ready to snack.


 
People who habitually eat unhealthy foods showed slower learning and poorer memory.

A Western-style diet typically involves eating more red meats, junk foods and saturated fats and less fresh vegetables, grains and seafood.

The damage caused to memory may also be a cause of obesity.

For the study, people who typically ate a Western-style diet seemed not to ‘remember’ that they were full.

Even when they had just eaten, they were always ready to snack.

"Tuki Attuquayefio, the study’s first author, said:

“'Even though they were full, they still wanted to eat the sweet and fatty junk food.

'What was even more interesting was that this effect was strongly related to their performance on the learning and memory task, suggesting that there is a link between the two via the hippocampus.'

"The hippocampus is an area of the brain critical to learning and memory."]]></description>
<dc:subject>diet memory learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:6aa21081b030/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:diet"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:memory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.spring.org.uk/2014/03/10-simple-habits-proven-to-make-you-happier.php">
    <title>10 Simple Habits Proven to Make You Happier - PsyBlog</title>
    <dc:date>2016-05-18T21:31:57+00:00</dc:date>
    <link>http://www.spring.org.uk/2014/03/10-simple-habits-proven-to-make-you-happier.php</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["A new survey of 5,000 people has found a strong link between self-acceptance and happiness, despite the fact that it’s a habit not frequently practised.


"The finding comes from a survey carried out by the charity Action for Happiness, in collaboration with Do Something Different.

"For their survey, they identified ten everyday habits which science has shown can make people happier. ...

"Here are the 10 habits, with the average ratings of survey participants on a scale of 1-10, as to how often they performed each habit:"

1. Giving: do things for others — 7.41
2. Relating: connect with people — 7.36
3. Exercising: take care of your body — 5.88
4. Appreciating: notice the world around — 6.57
5. Trying out: keep learning new things — 6.26
6. Direction: have goals to look forward to — 6.08
7. Resilience: find ways to bounce back — 6.33
8. Emotion: take a positive approach — 6.74
9. Acceptance: be comfortable with who you are — 5.56
10. Meaning: be part of something bigger — 6.38"

"(You’ll notice that the first letters spell out the words GREAT DREAM.)"]]></description>
<dc:subject>habits happiness goals exercise resilience learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:af034de946fd/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:habits"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:happiness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:goals"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:exercise"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:resilience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sciencedaily.com/releases/2016/05/160518102746.htm">
    <title>Kids who text and watch TV simultaneously likely to underperform at school: Juggling different types of media at one time is associated with impulsiveness in teens -- ScienceDaily</title>
    <dc:date>2016-05-18T17:14:54+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2016/05/160518102746.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["The more time teenagers spend splitting their attention between various devices such as their phones, video games or TV, the lower their test scores in math and English tend to be. More time spent multitasking between different types of media is also associated with greater impulsivity and a poorer working memory in adolescents."]]></description>
<dc:subject>memory education learning texting media multitasking teens</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:1f409a6cfcbd/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:memory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:texting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:media"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:multitasking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:teens"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.upsidelearning.com/blog/index.php/2015/05/21/games-vs-game-based-learning-vs-gamification/">
    <title>Games vs Game-based Learning vs Gamification | The Upside Learning Blog</title>
    <dc:date>2016-05-12T23:53:36+00:00</dc:date>
    <link>https://www.upsidelearning.com/blog/index.php/2015/05/21/games-vs-game-based-learning-vs-gamification/</link>
    <dc:creator>katherinestevens</dc:creator><dc:subject>games elearning gamification learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:37a8bbde390a/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:elearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:gamification"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.learningsolutionsmag.com/articles/1831/get-your-game-together-five-resources-for-games-and-gamification">
    <title>Get Your Game Together: Five Resources for Games and Gamification by Bill Brandon : Learning Solutions Magazine</title>
    <dc:date>2016-05-12T15:34:59+00:00</dc:date>
    <link>http://www.learningsolutionsmag.com/articles/1831/get-your-game-together-five-resources-for-games-and-gamification</link>
    <dc:creator>katherinestevens</dc:creator><dc:subject>collaboration games gamification learning elearning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:e27df1cdaa55/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:collaboration"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:gamification"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:elearning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.spring.org.uk/2016/05/reading-paper-cognitive-benefit.php">
    <title>Reading Off Paper Has A Useful Cognitive Benefit Over Tablets Or Laptops - PsyBlog</title>
    <dc:date>2016-05-11T01:21:16+00:00</dc:date>
    <link>http://www.spring.org.uk/2016/05/reading-paper-cognitive-benefit.php</link>
    <dc:creator>katherinestevens</dc:creator><dc:subject>studying reading learning education K12 highered</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:c0e1067a6539/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:studying"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:reading"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K12"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.sciencedaily.com/releases/2012/03/120319151153.htm">
    <title>'Look at me' toddlers eager to collaborate and learn -- ScienceDaily</title>
    <dc:date>2015-11-25T21:43:39+00:00</dc:date>
    <link>http://www.sciencedaily.com/releases/2012/03/120319151153.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Parents should think twice before brushing off their child's calls to "look at me!" A new study is the first to show that toddlers' expectations of how their parent will respond to their needs and bids for attention relate to how eager they are to collaborate and learn."
Author: Science Daily, March 19, 2012]]></description>
<dc:subject>parenting children toddler childdevelopment learning cooperation</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:480a2d79aa7d/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:parenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:toddler"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:childdevelopment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:cooperation"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.sciencedaily.com/releases/2015/11/151119095748.htm">
    <title>How a raisin can predict a toddler's future academic ability: Simple raisin test to forecast a child's attention and learning capacity -- ScienceDaily</title>
    <dc:date>2015-11-25T21:39:05+00:00</dc:date>
    <link>http://www.sciencedaily.com/releases/2015/11/151119095748.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Using just the piece of dried fruit and a plastic cup they have devised a test based on how long a 20-month old child can wait to pick up a raisin in front of them.

"The toddlers were given a raisin that was placed under an opaque cup within easy reach. After three training runs toddlers were asked to wait until they were told (60 seconds) they could touch and eat the raisin. During the study it was found that those who were born very prematurely were more likely to take the raisin before the allotted time. In a follow on study the academics found that those who couldn't inhibit their behavior as toddlers weren't performing as well in school as their full-term peers seven years later."]]></description>
<dc:subject>children toddler parenting learning K-12 childdevelopment education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:cfbbe07c90a7/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:toddler"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:parenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K-12"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:childdevelopment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.sciencedaily.com/releases/2015/11/151109083415.htm">
    <title>Don't delay: Having to wait doesn't help young kids exercise self-control -- ScienceDaily</title>
    <dc:date>2015-11-10T01:35:07+00:00</dc:date>
    <link>http://www.sciencedaily.com/releases/2015/11/151109083415.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Would your ability to resist a tantalizing cookie improve if you had to wait a few seconds before you could reach for it? The idea that natural urges 'die down' with time seems intuitive, but new research shows that it's being reminded about what not to do, not the passage of time, that actually helps young children control their impulsive behavior." ...

"'Our findings suggest that pausing before acting won't help you resist temptations unless you are somehow reminded of your goals,' Barker explains."[psychological scientist Jane Barker of the University of Colorado Boulder]
Author: Science Daily, Nov. 11, 2015]]></description>
<dc:subject>willpower change childdevelopment children education learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:536c41e911f4/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:willpower"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:change"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:childdevelopment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.spring.org.uk/2014/10/7-common-neuromyths-that-many-educators-believe.php">
    <title>7 Common Neuromyths That Many Educators Believe - PsyBlog</title>
    <dc:date>2015-11-07T02:06:31+00:00</dc:date>
    <link>http://www.spring.org.uk/2014/10/7-common-neuromyths-that-many-educators-believe.php</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Author: Jeremy Dean, PsyBlog, October 2014]]></description>
<dc:subject>brain neuroscience education myths learning learningstyles</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:98e3b7900951/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:brain"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:neuroscience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:myths"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learningstyles"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.spring.org.uk/2015/10/the-emotion-that-does-change-peoples-behaviour-after-all.php">
    <title>The Emotion That Does Change People's Behaviour After All - PsyBlog</title>
    <dc:date>2015-10-29T22:19:28+00:00</dc:date>
    <link>http://www.spring.org.uk/2015/10/the-emotion-that-does-change-peoples-behaviour-after-all.php</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Fear really can change people’s behaviour, a new review of the research finds.

"It was thought that using fear might produce a backlash effect — but this is not the case.

"Women are particularly susceptible to behaviour change by fear."
Author: Jeremy Dean, PsyBlog, October 2015]]></description>
<dc:subject>learning change behavior fear motivation</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:15ea3f23c130/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:change"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:behavior"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:fear"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:motivation"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.spring.org.uk/2015/10/the-reason-the-brain-forgets-things.php">
    <title>How The Brain Forgets Things To Conserve Energy - PsyBlog</title>
    <dc:date>2015-10-29T22:18:19+00:00</dc:date>
    <link>http://www.spring.org.uk/2015/10/the-reason-the-brain-forgets-things.php</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Author: Jeremy Dean, PsyBlog, October 2015]]></description>
<dc:subject>memory learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:b5392320af22/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:memory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.sciencedaily.com/releases/2015/10/151020145341.htm">
    <title>Why corporations don't always 'learn' their way to success: In some cases, firms simply repeat what worked in the past -- ScienceDaily</title>
    <dc:date>2015-10-29T21:23:28+00:00</dc:date>
    <link>http://www.sciencedaily.com/releases/2015/10/151020145341.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Any business guru will tell you that companies achieve success by learning from their experiences in the marketplace.

"But a new study of the aircraft industry suggests that the belief in 'learning by doing' may be overstated. This study provides an alternative explanation for why we may observe a strong relationship between experience and performance, even without actual learning.

"Successful companies engage in 'astute self-selection' of what they do, said Jaideep Anand, co-author of the study and professor of strategy at The Ohio State University's Fisher College of Business. In other words, they find something they do well and simply repeat it.

"'In some cases, companies don't learn so much from what they've done in the past as carefully choose to only repeat those activities with which they have been the most successful in the past and expect to be the most successful in the future,' Anand said.

"He argued that if a firm discovers that it has certain capabilities, it will repeat activities related to those capabilities, thereby simultaneously achieving more experience as well as superior performance. ...

"Anand emphasized that he is not discounting the importance of learning from past experiences in all corporate activities. But he said there are situations in which learning from experience doesn't work.

"Specifically, learning doesn't seem to help in corporate development activities such as new product introductions, diversification moves, international expansions, alliances, and acquisitions -- business activities that are infrequent, very different from each other, and where it is difficult to assess cause and effect.

"Take, for instance, new product introductions. Companies don't normally put out many new products, these product launches are often very different from each other, and it is usually difficult to tell the reason why one particular product succeeded or failed."
Author: Science Daily, October 20, 2015]]></description>
<dc:subject>learning change organization business management innovation</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:fc2eb73e1527/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:change"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:organization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:business"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:management"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:innovation"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.sciencedaily.com/releases/2015/10/151016135315.htm">
    <title>A nap to recap: How reward, daytime sleep boost learning: Findings could benefit educators -- ScienceDaily</title>
    <dc:date>2015-10-17T21:52:55+00:00</dc:date>
    <link>http://www.sciencedaily.com/releases/2015/10/151016135315.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["A new study suggests that receiving rewards as you learn can help cement new facts and skills in your memory, particularly when combined with a daytime nap."
Author: ScienceDaily]]></description>
<dc:subject>sleep learning education instructional_methods instructional_theory</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:7bd77d3f33c7/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:sleep"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_theory"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.sciencedaily.com/releases/2015/10/151005121422.htm">
    <title>Training by repetition actually prevents learning for those with autism -- ScienceDaily</title>
    <dc:date>2015-10-08T23:05:45+00:00</dc:date>
    <link>http://www.sciencedaily.com/releases/2015/10/151005121422.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Training individuals with those with autism spectrum disorders (ASD) to acquire new information by repeating the information actually harms their ability to apply that learned knowledge to other situations. This finding, by an international research team, challenges the popular educational approaches designed for ASD individuals that focus on repetition and drills."]]></description>
<dc:subject>learning instructional_methods autism education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:853b87658d76/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:autism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.clomedia.com/articles/6482-learning-behavior-change-from-criminals">
    <title>Learning Behavior Change From Criminals | 2015-10-07 | CLOmedia</title>
    <dc:date>2015-10-08T22:57:07+00:00</dc:date>
    <link>http://www.clomedia.com/articles/6482-learning-behavior-change-from-criminals</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["... one of the most consistent findings from research into the effectiveness of development activities such as coaching and training is that contextual factors — what happens outside the coaching or training room — are more important in ensuring behavior change happens than the quality of the training, development workshop or coaching. Yet the vast majority of businesses largely ignore context, which most researchers agree is the most important to ensure developmental activity success."
Author: Chief Learning Officer, October 7, 2015]]></description>
<dc:subject>learning context support behavioral_science</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:3b4a716af21b/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:context"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:support"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:behavioral_science"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.inc.com/john-rampton/7-places-you-can-learn-to-speak-another-language-for-free.html?cid=sf01002">
    <title>7 Places You Can Learn to Speak Another Language for Free | Inc.com</title>
    <dc:date>2015-10-01T01:40:01+00:00</dc:date>
    <link>http://www.inc.com/john-rampton/7-places-you-can-learn-to-speak-another-language-for-free.html?cid=sf01002</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Free websites and apps to help you learn a language.
]]></description>
<dc:subject>learning languages</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:bbe54859d908/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:languages"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.spring.org.uk/2015/09/the-secret-to-better-learning-that-most-people-dont-know.php">
    <title>The Secret to Better Learning That Most People Don't Know - PsyBlog</title>
    <dc:date>2015-09-10T03:55:39+00:00</dc:date>
    <link>http://www.spring.org.uk/2015/09/the-secret-to-better-learning-that-most-people-dont-know.php</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[The answer: interleaving
"On a test one day later, the students who’d been using the interleaving method did 25% better.
 
"But, when tested a month later, the interleaving method did 76% better.

"That’s quite an increase given that both groups had been learning for the same amount of time.

"The only difference was that some learned block by block and others had their learning mixed up.

"One of the potential drawbacks of the technique is that it can feel harder at first.

"Instead of concentrating on one skill at a time, you have to work on two or more.

"But interleaving probably works because it forces the mind to work harder.

"Instead of relying on learning a system and sticking with it, the mind has to keep searching and reaching for solutions."

Author: Jeremy Dean, PsyBlog, September 2015]]></description>
<dc:subject>learning training instructional_methods education kids math trainingmethods</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:d2d2375b3b24/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:training"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:kids"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:math"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:trainingmethods"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.yahoo.com/parenting/how-parents-math-anxiety-can-affect-kids-126441992877.html">
    <title>How Parents’ Math Anxiety Can Affect Kids’ Achievement</title>
    <dc:date>2015-08-11T22:39:21+00:00</dc:date>
    <link>https://www.yahoo.com/parenting/how-parents-math-anxiety-can-affect-kids-126441992877.html</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Parents who fear math may easily pass that anxiety on to their children."

A study "found that the kids of math-anxious parents learned less math throughout the school year and were more likely to have math anxiety themselves — but only if they often received parental help on arithmetic homework."
Author: Beth Greenfield, Yahoo Parenting, August 11, 2015]]></description>
<dc:subject>parenting psychology learning K-12 teaching children math anxiety</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:c6d4c2106598/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:parenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K-12"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:math"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:anxiety"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.harvardbusiness.org/short-bursts-not-shortcuts-value-learning-over-time">
    <title>Short Bursts, Not Shortcuts: The Value of Learning Over Time | Harvard Business Publishing Corporate Learning</title>
    <dc:date>2015-07-29T18:31:03+00:00</dc:date>
    <link>http://www.harvardbusiness.org/short-bursts-not-shortcuts-value-learning-over-time</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[You have to register to download the document]]></description>
<dc:subject>learningtheory memory learning education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:7e42275fffe2/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learningtheory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:memory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.spring.org.uk/2015/06/alcohols-unexpected-effect-on-memory-and-learning.php">
    <title>Alcohol's Unexpected Effect on Memory and Learning - PsyBlog</title>
    <dc:date>2015-06-13T20:01:30+00:00</dc:date>
    <link>http://www.spring.org.uk/2015/06/alcohols-unexpected-effect-on-memory-and-learning.php</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Surprisingly, alcohol is not bad for all types of memory.

"While it’s true that alcohol is generally bad for conscious memory, it can boost unconscious memory.

"This may help explain why alcohol — and other drugs — can be so habit-forming." ...

"Dr Morikawa and colleagues reached this conclusion by exposing mice to alcohol and examining synaptic plasticity in key areas of the brain.

"They found that with repeated exposure, the plasticity increased — indicating learning."
Author: Jeremy Dean, Psyblog, June 2015]]></description>
<dc:subject>alcohol memory learning psychology neuroscience</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:6324f1159be6/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:alcohol"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:memory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:neuroscience"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://jarche.com/2009/11/the-value-of-social-media-for-learning/">
    <title>The value of social media for learning</title>
    <dc:date>2015-06-13T00:47:31+00:00</dc:date>
    <link>http://jarche.com/2009/11/the-value-of-social-media-for-learning/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["What are the value of social media as learning tools? Simply put, they help create networks of multi-way trust to share ideas, advice and feelings between people who care. Social networks have been shown to be the principal way that learning spreads in organizations:

"Individual learning in organizations is irrelevant because work is almost never done by one person. All value is created by teams and networks. Furthermore, learning may be generated in teams but this type of knowledge comes and goes. Learning really spreads through social networks. Therefore, social networks are the conduit for effective organizational performance. Blocking, or circumventing, social networks slows learning, reduces effectiveness and may in the end kill the organization."
Author: Harold Jarche, Nov. 4, 2009]]></description>
<dc:subject>socialmedia learning business teamwork</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:55ddb9566aec/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:socialmedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:business"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:teamwork"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.learningsolutionsmag.com/articles/1019/nuts-and-bolts-assessingthe-value-of-online-interactions">
    <title>Nuts and Bolts: Assessing the Value of Online Interactions by Jane Bozarth : Learning Solutions Magazine</title>
    <dc:date>2015-06-13T00:45:25+00:00</dc:date>
    <link>http://www.learningsolutionsmag.com/articles/1019/nuts-and-bolts-assessingthe-value-of-online-interactions</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Author Jane Bozarth says that she is often asked how to "prove" that social learning and social media aren't a waste of time. Her answer: "A great deal depends on how the worker chooses to spend that time in social channels, how well he filters and curates information, how she chooses the people with whom she’s interacting."
She found the Value Creation conceptual framework, published by Etienne Wenger, Beverly Traynor, and Maarten De Laat, helpful in "understanding and assessing value" in social interactions.The chart has categories of immediate value, potential value, applied value, realized value, and reframing value.
Author: Jane Bozarth, Learning Solutions Magazine, October 2, 2012]]></description>
<dc:subject>socialmedia measurement social-learning learning interaction</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:f20a0cc19427/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:socialmedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:measurement"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:social-learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:interaction"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.upsidelearning.com/blog/index.php/2010/03/08/how-to-use-microblogging-in-workplace-learning/">
    <title>How to Use Microblogging in Workplace Learning | The Upside Learning Blog</title>
    <dc:date>2015-06-13T00:38:19+00:00</dc:date>
    <link>http://www.upsidelearning.com/blog/index.php/2010/03/08/how-to-use-microblogging-in-workplace-learning/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Microblogging platforms are a great tool to keep you updated with latest trends & get real time support or answers to questions. You could even search for information on these tools themselves and get some good links to follow."
"Organizations are using these tools for workplace learning and performance support" for:

1. Broadcasting information
2. Performance support
3. Expert guidance
4. Live discussion forums
5. Knowledge repository
6. Back channel
Author: Yogesh Agarwal, Upside Learning, March 8, 2010]]></description>
<dc:subject>twitter socialmedia learning how-to business</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:2af08c176fb3/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:twitter"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:socialmedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:how-to"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:business"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.huffingtonpost.com/keith-m-parsons/message-to-my-freshman-st_b_7275016.html">
    <title>Message to My Freshman Students | Keith M. Parsons</title>
    <dc:date>2015-05-16T20:41:01+00:00</dc:date>
    <link>http://www.huffingtonpost.com/keith-m-parsons/message-to-my-freshman-st_b_7275016.html</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[A professor's message to freshman college students:
"First, I am your professor, not your teacher. There is a difference. Up to now your instruction has been in the hands of teachers, and a teacher's job is to make sure that you learn. Teachers are evaluated on the basis of learning outcomes, generally as measured by standardized tests. If you don't learn, then your teacher is blamed. However, things are very different for a university professor. It is no part of my job to make you learn. At university, learning is your job -- and yours alone. My job is to lead you to the fountain of knowledge. Whether you drink deeply or only gargle is entirely up to you."
Author: Keith M. Parsons, Huffington Post Education, May 18, 2015]]></description>
<dc:subject>highered education learning highschool</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:94404332502e/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highschool"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.theatlantic.com/entertainment/archive/2015/04/podcast-brain-why-do-audio-stories-captivate/389925/?__scoop_post=60ab4330-e4ce-11e4-95b2-001018304b75&amp;__scoop_topic=544356#__scoop_post=60ab4330-e4ce-11e4-95b2-001018304b75&amp;__scoop_topic=544356">
    <title>This Is Your Brain on Podcasts: Why Audio Storytelling Is So Addictive - The Atlantic</title>
    <dc:date>2015-05-02T07:56:52+00:00</dc:date>
    <link>http://www.theatlantic.com/entertainment/archive/2015/04/podcast-brain-why-do-audio-stories-captivate/389925/?__scoop_post=60ab4330-e4ce-11e4-95b2-001018304b75&amp;__scoop_topic=544356#__scoop_post=60ab4330-e4ce-11e4-95b2-001018304b75&amp;__scoop_topic=544356</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["A recent report by Edison Research estimated that 64 percent of 12- to 24-year-olds and 37 percent of 25- to 54-year-olds in the United States listened to online radio weekly in 2104. The same year, 30 percent of respondents reported that they had listened to a podcast at least once, with 15 percent indicating that they had listened to a podcast within the last month.

"“A good story’s a good story from the brain’s perspective, whether it’s audio or video or text. It’s the same kind of activation in the brain,” says Paul Zak, the director of the Center for Neuroeconomics Studies at Claremont Graduate University."
Author: Tiffanie Wen, The Atlantic, April 16, 2015]]></description>
<dc:subject>podcasts podcasting storytelling learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:ba66eedee3e8/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:podcasts"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:podcasting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:storytelling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.learningsolutionsmag.com/articles/1037/is-content-curation-in-your-skill-set-it-should-be">
    <title>Is Content Curation in Your Skill Set? It Should Be. by David Kelly : Learning Solutions Magazine</title>
    <dc:date>2015-05-01T21:44:37+00:00</dc:date>
    <link>http://www.learningsolutionsmag.com/articles/1037/is-content-curation-in-your-skill-set-it-should-be</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Author: David Kelly, Learning Solutions Magazine, October 29, 2012]]></description>
<dc:subject>curation learning informal-learning education socialmedia</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:4bca123ea4c1/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:curation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:informal-learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:socialmedia"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://c4lpt.co.uk/directory-of-learning-performance-tools/content-curation-tools-and-services/">
    <title>Content Curation Tools and Services | Centre for Learning &amp; Performance Technologies</title>
    <dc:date>2015-05-01T21:43:04+00:00</dc:date>
    <link>http://c4lpt.co.uk/directory-of-learning-performance-tools/content-curation-tools-and-services/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Jane Hart's list of top content curation tools and services]]></description>
<dc:subject>curation tools learning education edtech</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:6bcd49401c4f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:curation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:tools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:edtech"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.learningsolutionsmag.com/articles/1313/assembly-line-instructional-designers-as-content-curators">
    <title>Assembly Line: Instructional Designers as Content Curators by Stacy Friedman : Learning Solutions Magazine</title>
    <dc:date>2015-05-01T21:39:55+00:00</dc:date>
    <link>http://www.learningsolutionsmag.com/articles/1313/assembly-line-instructional-designers-as-content-curators</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Tips for content curation:

"Diversify: Get beyond the single-learning-event model. Instead of predictable, templated eLearning courses, gather video demos, create practice activities, recommend articles for further learning, and attach spec sheets for performance support later.

"Share the sharing. Students are curious and want to consult with their peers; encourage information exchange through wikis, commenting features, and chat functions. Moderate if necessary or have an SME do it.

"Remember quality control. You may not create all the content for the learners, but hold onto your standards. Avoid presenting information that’s amateurish, low in production value, or akin to shovelware.

"Be cohesive. Even when curating top-notch content, a lurking pitfall is the patchwork learning solution. For example, be mindful of your client’s style guide and make sure none of your chosen materials violates those standards. Design the training’s scaffolding (such as navigation and graphics) to give learners a consistent experience, even with a variety of content types.

"Be authentic. Curation works best when readers see the curator as a credible proxy for their own tastes and preferences. Engage learners with user-centered design, and user-test to get insights into their behavior.

"Explore the Experience API. Want to know what learners are reading outside your course? Look into Experience API (xAPI). If you haven’t yet investigated the possibilities of this new specification, start here. By capturing a learning record store of your learners’ activities, xAPI provides insight about what content learners find useful, which could shape your curation efforts."
Author: Stacy Friedman, Learning Solutions Magazine, November 27, 2013]]></description>
<dc:subject>curation experienceAPI learning informal-learning socialmedia</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:6bd918623139/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:experienceAPI"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:informal-learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:socialmedia"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://nypost.com/2012/05/20/how-i-changed-my-brain/">
    <title>How I changed my brain | New York Post</title>
    <dc:date>2015-05-01T21:26:56+00:00</dc:date>
    <link>http://nypost.com/2012/05/20/how-i-changed-my-brain/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[May 20, 2012 ]]></description>
<dc:subject>neuroscience learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:0c0af1c7287c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:neuroscience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.spring.org.uk/2015/04/tested-whether-people-think-better-on-their-feet-or-seated.php">
    <title>Tested: Whether People Think Better on Their Feet or Seated - PsyBlog</title>
    <dc:date>2015-04-27T00:00:03+00:00</dc:date>
    <link>http://www.spring.org.uk/2015/04/tested-whether-people-think-better-on-their-feet-or-seated.php</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["For the study 282 children between about 7- and 10-years-old were followed over the academic year.

"Some classes had regular desks, while others had standing desks.

"The results showed that those using the standing desk were more likely to:

Raise their hand.
Play a part in classroom discussions.
Answer a question.
Avoid talking out of turn.
The research is published in the  International Journal of Health Promotion and Education (Dornhecker et al., 2015)."

Author: Jeremy Dean, Psyblog, April 2015]]></description>
<dc:subject>pyschology learning education K-12 attention</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:05788e5f3150/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K-12"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:attention"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.fastcompany.com/3044907/work-smart/how-typing-is-destroying-your-memory">
    <title>How Typing Is Destroying Your Memory | Fast Company | Business + Innovation</title>
    <dc:date>2015-04-21T15:51:18+00:00</dc:date>
    <link>http://www.fastcompany.com/3044907/work-smart/how-typing-is-destroying-your-memory</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Bad News: If you take notes in a meeting using your laptop, or if you create a to-do list using an app, you might be undermining your ability to recall the information later.

"A recent study published in Psychological Science found that the pen is mightier than the keyboard when it comes to remembering what you just jotted down."]]></description>
<dc:subject>memory education learning pm</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:290f1a1ce1cf/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:pm"/>
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