I’m typing up several essays for class and I’m trying to get a survey type census from our wonderful population called The Internet.
I know it’s a Sunday and we’re probably all trying to escape our world until Monday morning — but perhaps if you have a moment [and you love me] you could leave your thoughts about the above questions.
Feel free to send anything to my inbox or I can give you my email address — but I’d have to super love and trust you [which is most of you - let’s be honest.]
Thank you and thank you and thank you [in advance] for your wonderfully amazing and thoughtful responses!
EDIT: all responses will remain anonymous [of course.]
In 2020 the brains of multitasking teens and young adults are ‘wired’ differently from those over age 35 and overall it yields helpful results. They do not suffer notable cognitive shortcomings as they multitask and cycle quickly through personal- and work-related tasks. Rather, they are learning more and they are adept at finding answers to deep questions, in part because they can search effectively and access collective intelligence via the Internet. In sum, the changes in learning behavior and cognition among the young generally produce positive outcomes.
In 2020, the brains of multitasking teens and young adults are “wired” differently from those over age 35 and overall it yields baleful results. They do not retain information; they spend most of their energy sharing short social messages, being entertained, and being distracted away from deep engagement with people and knowledge. They lack deep-thinking capabilities; they lack face-to-face social skills; they depend in unhealthy ways on the Internet and mobile devices to function. In sum, the changes in behavior and cognition among the young are generally negative outcomes.
If you’re feeling crafty, defend your response in a reblog.
I’ve included one of them below. What would you add to the list?
1. Visible Learning for Teachers: John Hattie
John Hattie has developed a global wealth of research in order to provide evidence for what works in education. The findings are fascinating and thought-provoking: strategies like homework are exposed, whereas strategies like formative feedback are heralded. The motto of the book is ‘know thy impact’ and it explains there is no ‘silver bullet’ answer, but that we must approach our teaching with passion and ‘deliberate practice’, focusing in upon the evidence of what works for our students. Don’t be put off by the statistical analysis or the science of a ‘meta-analysis’ - even this English teacher got a hang of the numbers! ‘Visible Learning’ – the original Hattie text, for which he has based this sequel – was rather grandly labelled “the Bible” in one review, but it really is a seminal work. A must read!
My Response: It has to be designed well, both structurally and visually. Everything we know about Multimedia Learning Theory boils down to three essential lessons (in my opinion):
We process information in two channels: What we see, and what we hear (this includes the voice in your head that reads printed text to you)
Those channels have limits, and when one is overloaded your brain will block out any lower priority input as white noise (which is why you stop listening to a speaker if you’re reading their slides)
Visual imagery (videos included) work best when accompanied by audio (not text) narration
If the slides are visually designed in a way that supports these principles, and organized in a way that they coherently tell a story while reinforcing key concepts, you will have a really powerful teaching tool on your hands (especially for early knowledge transfer).
Not to toot my own horn, but I think I do a great job of designing a slideware presentation, to the point where I’m fortunate enough that people pay me to present. Here’s an introduction to one of my primary presentations. The audio’s a little low, but people have told me it’s pretty funny: https://www.youtube.com/watch?v=xnjZbgyvoIY