This is the 41st of our weekly links to the top 5 bits and pieces we’ve found from around the internet. (Linking doesn’t mean we necessarily agree with these articles!) College student loses lawsuit over lusty writings – AP Not many would defend a teacher professing their attraction to a student, but what about when […]
This is the 39th of our weekly links to the top 5 bits and pieces we’ve found from around the internet. (Linking doesn’t mean we necessarily agree with these articles!) Why I’m hiring graduates with thirds this year – The Spectator To make an employer look at your CV, get a third-class degree first! Well…maybe […]
By Sam Graham and Truong Thuy Van, LSU Rote learning has a bad name in the West. Sure, we need to memorise things. An immediate grasp of times tables, for example, is useful. We also need a foundation of knowledge before we can do any serious thinking. However, encouraging rote learning or memorisation for it’s […]
The LSU blog turns 1 year old this month. So far we’ve posted over 90 articles, reached over 18,000 viewers and have built our followers to over 300 in 93 countries. Thanks for reading! In honor of this, we are going back to one of our first articles published on this blog – one from […]
This is the 30th of our weekly links to the top 5 bits and pieces we’ve found from around the internet.
(Linking doesn’t mean we necessarily agree with these articles!)
The Slowest Distance Between Two Points – This American Life
At the age of 23, Andrew Forsthoefel fails in keeping his job and is left without a job or a plan. He decides to walk across the U.S. and learns about learning in life. This podcast is his story and features interviews of people from all walks of life giving the advice they would tell the 23-year-old version of themselves. The advice here is likely to apply to university students as well, particularly when they’re not sure where they’re headed and whether they should keep going.
Are university lectures doomed? – The Guardian
In this article, two academics (and lecturers!) debate the value of the lecture. Does learning require “students participate, interrupt, ask questions, disagree, [and] talk back” – best done somewhere other than the lecture theatre – or do lectures provide “50 minutes of pithy introduction from someone who has sorted the wheat from the chaff on the students’ behalf,” putting students “in a position to sit in class and have an informed discussion”?
A 40 year veteran teacher talks about building connections with students and keeping it all in perspective (and changing it when need be!) in this inspiring TED talk. Although it’s about school kids, these aspects of learning are the same at all levels.
A retired French astrophysicist who taught in Vietnam for more than ten years has said that autonomy is prerequisite for Vietnam universities if they are to become world-class. Meanwhile, the Vietnamese government has been running a national project to upgrade its higher education system, including building partnerships with foreign governments such as Russia, Germany, France, the US and Japan. In the case of the Russian project to establish a technology university here, curriculum, books and lecturers will come from Russia.
Some Papers Are Uploaded to Bangalore to Be Graded – The Chronicle of Higher Education
Some US universities are outsourcing grading and feedback on student papers. The graders, mainly from India, Malaysia and Singapore and all holding master’s degrees, provide a level of feedback that simply wouldn’t be possible if the universities relied only on the lecturer and teaching assistants. Some, though, say that outsourced grading and feedback necessarily ignores the context of the essays:
“An outside grader has no insight into how classroom discussion may have played into what a student wrote in their paper,” says Marilyn Valentino, chair of the board of the Conference on College Composition and Communication and a veteran professor of English at Lorain County Community College. “Are they able to say, ‘Oh, I understand where that came from’ or ‘I understand why they thought that, because Mary said that in class’?”
We love hearing your thoughts on these articles, so feel free to comment below!
This is the fifteenth of our weekly links to the top 5 interesting bits and pieces we’ve found from around the internet. (Linking doesn’t mean we necessarily agree with these articles!) Professor says students can’t identify continents on map – CBC News Associate Professor Judith Adler of Memorial University in Canada had always assumed that […]
By David DeBrot, LSU So how many articles have you seen recently on MOOCs (Massive Open Online Courses)? If you haven’t, no worries – here’s what a MOOC is: it’s a university course online. That’s pretty much it. The biggest fish in the pond right now is Coursera – they’ve managed to sign up some […]
By Sam Graham
I recently came across this nice blog post on how trying to memorize something really doesn’t improve your ability to actually remember it.
The key factor is thinking about it deeply.
A 1973 study (referenced on the blog) looked at two factors: shallow and deep processing, and intention and no intention to remember.
Half of the study’s participants were asked to simply check which words and an ‘e’ or ‘g’ in them (shallow processing), and the other half were told to rate how pleasant the word was to them (deep processing). Half of each group were told that they would be quizzed later on what the words were, the other half weren’t.
Those who rated how pleasant the words were remembered far more than those who identified the ‘e’s or ‘g’s. Those who knew there was a test coming remembered on a few more than those who didn’t.
The key implication for us in the LSU and RMIT is this:
If you are a student the implication of this study and those like it is clear : don’t stress yourself with revision where you read and re-read textbooks and course notes. You’ll remember better (and understand much better) if you try and re-organise the material you’ve been given in your own way.
The blog also touches on implications for how information is presented to students (not too organised or they won’t thinking deeply!) and whether it’s reasonable for students to remember information from lectures.