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The Math Behind The 5-Hour Rule: Why You Need To Learn 1 Hour Per Day Just To Stay Relevant – Michael Simmons

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Three years ago, I coined the term The 5-Hour Rule after researching the most successful, busy people in the world and finding that they shared a pattern: They devoted at least 5 hours a week to deliberate learning. Since then, I’ve preached The 5-Hour Rule to more than 10 million readers. The reason I keep writing about it is two-fold..I believe it’s the single most critical practice we all can adopt to ensure our long-term career success, Almost no one takes this rule as seriously as they should…Recently, I’ve realized that The 5-Hour Rule is more than just a pattern. It’s more like a fundamental law in our current age of knowledge. And it’s backed up by basic math and a growing body of research……..

Read more: https://medium.com/the-mission/the-math-behind-the-5-hour-rule-why-you-need-to-learn-1-hour-per-day-just-to-stay-relevant-90007efe6861

 

 

 

 

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AI Innovators: This Researcher Uses Deep Learning To Prevent Future Natural Disasters – Lisa Lahde

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Meet Damian Borth, chair in the Artificial Intelligence & Machine Learning department at the University of St. Gallen (HSG) in Switzerland, and past director of the Deep Learning Competence Center at the German Research Center for Artificial Intelligence (DFKI). He is also a founding co-director of Sociovestix Labs, a social enterprise in the area of financial data science. Damian’s background is in research where he focuses on large-­scale multimedia opinion mining applying machine learning and in particular deep learning to mine insights (trends, sentiment) from online media streams. Damian talks about his realization in deep learning and shares why integrating his work with deep learning is an important part to help prevent future natural disasters……..

Read more: https://www.forbes.com/sites/nvidia/2018/09/19/ai-innovators-this-researcher-uses-deep-learning-to-prevent-future-natural-disasters/#be6f7b16cd16

 

 

 

 

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Microlearning Best Practices Creating A Lesson – Isha Sood

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Microlearning definitely does not involve cramming all the material you used to deliver in 15 minutes into 5 – that is a strategy bound to lead to failure. Some re-engineering of content to match a targeted approach on the achievement of one key outcome must happen and will put most of our skills as communicators to the test. Microlearning development involves two key stages……

Read more: https://elearningindustry.com/microlearning-best-practices-creating-lesson

 

 

 

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A New Approach To Personalized Learning Reveals 3 Valuable Teaching Insights – Thomas Arnett

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Personalized learning’s rationale has strong intuitive appeal: We can all remember feeling bored, confused, frustrated, or lost in school when our classes didn’t spark our interests or address our learning needs. But an intuitive rationale doesn’t clearly translate to effective practice. For personalized learning to actually move the needle on improving student experiences and elevating student outcomes, the question of how schools and teachers personalize is just as important as why.

So how do schools effectively personalize learning? Is it through online learning? mastery-based learning? project-based learning? exploratory learning? Each of these common approaches offers a unique dimension of “personalization.” Yet one of the most important ways to personalize learning may be easily overlooked in the quest for new and novel approaches to instruction.

Across the K–12 education landscape, teachers have by far the biggest impact on student learning and student experiences. Even in classrooms with the latest adaptive learning technology, an expert teachers’ professional intuition is still the best way to understand and address the myriad cognitive, non-cognitive, social, emotional, and academic factors that affect students’ achievement.

Additionally, one of the most valuable forms of personalization is authentic, personal relationships between students and teachers. It therefore makes sense that any school looking to offer personalized learning should not only explore new technologies and instructional practices, but also think carefully about how to increase students’ connections with great educators.

To that end, over the past year, The Clayton Christensen Institute partnered with Public Impact to study the intersection between personalized learning and school staffing. Our aim was to observe how schools might be using new staffing arrangements to better meet the individual learning needs of their students. Initially, we tapped into our knowledge of schools (via the BLU_ school directory and Public Impact’s Opportunity Culture schools) and recommendations from personalized learning thought leaders to identify schools that were working to personalize learning using both blended learning and innovative staffing arrangements.

We then narrowed our list down to eight pioneering schools and school networks—including district, charter, and private schools—whose practices we documented in a series of case studies. Our latest report, “Innovative staffing to personalize learning: How new teaching roles and blended learning help students succeed,” released last week, documents the findings from this research. Below are brief snippets on three of our most interesting insights.

Team teaching increases supportive relationships

The most common theme across the schools we studied was a shift from one teacher per classroom to teams of educators collaborating to support larger-than-normal classes. At one school, classes of 60 students learned together in a large, open learning space with three team teachers at a time for ELA and math. At another school, students spent part of their day with co-teachers and part of their day in seven- to 12-person groups supported by a teaching fellow.

At a third school, students rotated through in-class stations where they worked part of the time with a teacher and part of the time with a small group instructor. With these new staffing arrangements, schools found that having many eyes on each student helped keep students from falling through the cracks; increased students’ chances of forming a strong, positive connection with at least one adult; and decreased the odds that a student risked going through a year with just one “really bad fit” teacher.

Support staff help schools personalize through small group instruction

At the schools we studied, teaching teams included not only teachers, but also other support staff, such as tutors, teaching fellows, or small-group instructors. These support staff members played a critical role in helping the schools offer their students frequent opportunities for personalized learning in small groups. As one teacher explained, “That small group is meant to look at each student and identify their personal needs and assist them.”

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Another teacher at a different school said that, “Sometimes tutors make awesome relationships with students, and the students can’t wait for the tutor to come for that day; so then, I use [the tutors] also to make sure that students know that they’re being watched and that they can always ask for help.” Small groups gave students individualized support and relationships that helped them see success is possible.

Blended learning complements innovative staffing

As schools used new staffing arrangements to personalize their instruction, blended learning gave them increased flexibility in how to best use their educators’ time and talents. By letting online learning provide some instruction, educator teams could focus more on coaching students and addressing their individual needs instead of worrying about covering their course content.

Software also gave educator teams data on student progress that allowed them to make their planning and interventions more targeted to students’ needs. Some schools also used software that recommended student groupings and lesson plans for small group instruction.

All too often, schools may be trying to personalize learning while treating one of their most crucial assets—human capital—as fixed. But as the findings from this report illustrate, many pioneering schools see personalized learning and teacher quality not as separate strategies, but as complementary levers within their broader efforts to better serve their students.

In that light, the findings from this report are a bellwether to the field for showing the alignment between personalized learning and human capital approaches that improve access to quality teaching.

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Learning By Teaching Others Is Extremely Effective – Christian Jarrett

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The learning-by-teaching effect has been demonstrated in many studies. Students who spend time teaching what they’ve learned go on to show better understanding and knowledge retention than students who simply spend the same time re-studying. What remains unresolved, however, is exactly why teaching helps the teacher better understand and retain what they’ve learned.

For a new study in Applied Cognitive Psychology researchers led by Aloysius Wei Lun Koh set out to test their theory that teaching improves the teacher’s learning because it compels the teacher to retrieve what they’ve previously studied. In other words, they believe the learning benefit of teaching is simply another manifestation of the well-known “testing effect” – the way that bringing to mind what we’ve previously studied leads to deeper and longer-lasting acquisition of that information than more time spent passively re-studying.

The researchers recruited 124 students and asked them spend ten minutes studying a text, with accompanying figures, about the Doppler Effect and soundwaves – a topic about which none of them had any previous knowledge – with a view to teaching the material themselves afterwards without notes. Participants were told they could take notes while studying but not keep them for the next stage.

After the study phase, the participants were divided into four groups. In one group participants spent five minutes being filmed alone while they stood and delivered a lesson on the study material without notes (they could use a blank flip chart to draw figures if they wanted).

The other groups either spent the same time completing multiplication arithmetic; standing up and teaching verbatim from a set script (including making reference to pre-drawn figures on a white board); or writing down all they could remember from the text (i.e. a form of retrieval practice designed to induce the testing effect).

A week later, all the participants returned to the lab for a surprise test of their knowledge and comprehension of the original study text in the form of six free-response questions that required them to explain key concepts from the study materials.

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The critical finding is that the teaching-without-notes group outperformed the group that had spent the same time completing arithmetic problems and the group that had taught from a script, but so too did the group who simply spent the same time retrieving what they’d learned. In fact, the final comprehension performance of the teaching-without-notes group and the retrieval-practice group was comparable.

The researchers said their results suggest that “the benefits of the learning-by-teaching strategy are attributable to retrieval practice; that is, the robust learning-by-teaching strategy works but only when the teaching involves retrieving the taught materials.”

The new findings don’t undermine the notion of teaching as an effect learning method, but they have practical implications for how the learning-by-teaching approach is applied in education and training. “In order to insure that students and tutors learn and retain the educational material that they have prepared and presented in class, they ought to internalize the to-be-presented material prior to communicating it to an audience, rather than rely on study notes during the presentation process”, the researchers said.

Critical readers may take issue with the lack of realism in the study – there was no audience of learners in either of the teaching conditions and therefore no interaction, which surely also plays a part in the learning benefits of teaching. Also, participants in all groups were originally primed to expect to have to teach the material, which may have had learning benefits in itself – perhaps the retrieval group would not have matched the comprehension of the teaching-without-notes group without being primed in this way.

Lun Koh and colleagues acknowledged some of these issues and they called on further research to “assess the importance of retrieval practice across a variety of teaching scenarios and activities.”

If everyone who reads our articles and likes it, helps fund it, our future would be much more secure by your donations – Thank you.

Brain Facts That Influence How People Learn

While our technology changes at an incredible rate, the brain evolves slowly, allowing for the vast amount of existing cognitive-science research on how the brain takes in information. To create powerful learning experiences, it’s helpful to understand how the brain works. Translating research into meaningful, evidence-based practices, programs, and policies is crucial for learning […]

via BRAIN FACTS THAT INFLUENCE HOW PEOPLE LEARN — venitism

What is Deep Learning? Here’s Everything Marketers Need to Know | Digital Marketing Trends

Deep learning might seem like a complex, confusing topic at first. But not only is this AI technology is here to stay — it can help marketers … a lot.

Source: What is Deep Learning? Here’s Everything Marketers Need to Know | Digital Marketing Trends

Making Personalized Learning Real – EdSurge News by Betsy Corcoran | iGeneration – 21st Century Education (Pedagogy & Digital Innovation)

By Betsy Corcoran

Source: Making Personalized Learning Real – EdSurge News by Betsy Corcoran | iGeneration – 21st Century Education (Pedagogy & Digital Innovation)

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