Category Archives: Scholarship of Learning

Information Digitization – a Paradigm Shift

There is a paradigm shift taking place in learning today. I have written before that there is a paradigm shift in education, but the status quo is reinforcing the traditional trenches in a way that is unbelievable in today’s world. Just … Continue reading

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How We Know

I know that this blog post will be old news to most of us, but I think it needs reiterating within the present context of my thinking – how do we find out what we believe in, or what are … Continue reading

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Information Abundance and Teaching

I have written a number of times about information scarcity and information abundance, however, it is a message that is ignored. I was in an exam today, watching students write an end of semester exam after having crammed over the … Continue reading

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Intrinsic Motivation

When I was growing up, I was a Yankees baseball fan. They were winning, my third grade teacher read us a story about Mickey Mantle, and my dad loved the Dodgers – so I picked the Yankees. In the early … Continue reading

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Motivation (again)

In one of the first posts in this series, I talked about mindsets as a powerful influence on motivation. In this post (and the next), I want to talk about motivation as a phenomenon, and what we know about motivation, … Continue reading

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Automaticy and Other Memory Information

The final aspect of memory I want to look into at this point are the controlled and automatic processes. Although we don’t often think of processes as part of memory, they are. When you are learning to drive a car, … Continue reading

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Declarative Procedural Memory

The next aspect of memory that is important in formal learning would be the declarative and procedural distinction. Declarative memory is made up of information that you can describe or talk about, whereas, procedural memory is made up of the … Continue reading

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