Learning Out Loud | Karen Caldwell | TEDxSUNYPotsdam

Summary

This video discusses the science of how we learn, emphasizing the mismatch between how we feel we learn best and how we actually learn most effectively. Based on Harvard research, it highlights the benefits of active learning, showing that group work and problem-solving lead to better test scores than passive lecture-based learning. The video also explores how our brains conserve energy and the importance of engaging with information through methods like drawing, discussing, and creating content. Ultimately, it encourages a shift from passive knowledge consumption to active, collaborative, and public learning to enhance retention and application.

Takeaways

• 😀 Active learning leads to better retention and understanding than passive learning, despite initial feelings of discomfort.
• 😀 Students tend to feel they learn best through passive methods (lectures), but tests show they perform better after active engagement.
• 😀 The brain, which consumes significant energy, resists active engagement, leading to a preference for passive learning (e.g., listening to lectures).
• 😀 Learning requires not just absorbing information, but actively applying and transferring it to different contexts for true retention.
• 😀 There is a historical mismatch between our approach to learning and the actual methods that foster deep understanding, stemming from a scarcity mindset in education.
• 😀 The development of tools like the Gutenberg press shifted the way knowledge was disseminated, yet our traditional learning systems still mirror older methods of information transfer.
• 😀 'Learning out loud'—actively engaging with and sharing knowledge—is a powerful way to improve memory retention and understanding.
• 😀 Using external aids, like drawings and notes, helps students overcome the limitations of working memory and improves recall, as shown by the 'drawing effect.'
• 😀 Engaging in collaborative learning and sharing knowledge digitally allows learners to develop their understanding and build communities of practice.
• 😀 Cognitive science supports a more interactive, applied approach to learning that moves beyond traditional, passive consumption of information.

Q & A

What was the main difference between the two study conditions in the Harvard University research?

The main difference between the two study conditions was that in the passive learning group, students listened to a lecture and took notes, with the solution provided at the end. In the active learning group, students worked in small groups to solve problems, with the instructor circulating to offer guidance.

What were the results of the Harvard University study in terms of student learning?

The study showed that while students felt they learned more in the passive learning environment, their actual test results were significantly better in the active learning group, suggesting a mismatch between how students feel they learn best and how they actually learn best.

Why do we often experience a mismatch between how we feel we learn best and how we actually learn?

This mismatch occurs because our brains, which consume a significant amount of energy, naturally resist active engagement. Passive learning, like listening to lectures, feels easier and more comfortable, but it does not promote the same depth of learning as actively engaging with the material.

How does the brain's natural energy conservation relate to learning?

The brain is designed to conserve energy for essential activities, and learning something new is energy-intensive. As a result, the brain resists active learning and prefers passive modes of information absorption, leading to an illusion of understanding when we are simply receiving information.

What is the 'illusion of fluency' in learning, and how does it affect us?

The 'illusion of fluency' refers to the feeling that we understand something simply because we are receiving information in a passive way, such as through lectures or reading. This creates a false sense of learning, as it doesn't lead to long-term retention or the ability to apply the knowledge.

What role do external memory aids, like drawing, play in learning?

External memory aids, such as drawing, help extend the limited capacity of working memory. Research shows that drawing or even just writing with elaboration enhances memory recall significantly, supporting deeper learning by offloading information to the external environment.

What is the 'drawing effect,' and how does it impact learning?

The 'drawing effect' is the phenomenon where people remember information better when they draw it, rather than simply writing it down. Studies show that drawing can improve recall by more than twice the amount compared to writing alone, even for older individuals or those with probable dementia.

How can technology and digital media enhance the learning process?

Technology and digital media allow students to engage with information more interactively, such as creating and sharing infographics or digital products. This fosters collaboration, deeper understanding, and the ability to communicate knowledge beyond the classroom.

What does it mean to go from being 'knowledgeable' to 'knowledge-able'?

Going from 'knowledgeable' to 'knowledge-able' means not just knowing facts, but being able to apply, share, and communicate that knowledge effectively. It involves active participation and the ability to create new knowledge, rather than passively absorbing information.

How does Lewin's change model relate to learning and personal transformation?

Lewin's change model, which involves unfreezing, changing, and refreezing, is useful in personal transformation, including how we approach learning. The global disruption of 2020 forced many people to rethink how they learn, creating an opportunity to embrace new learning methods and change old habits.