Prof of Ed Psych & Learning Sciences at UNC-CH | Scholar, speaker, consultant studying how people learn in the digital world | APA & AERA Fellow | Journal & Handbook Editor | Book Author | Views are my own. https://linktr.ee/jeffgreene
Jeff Greene
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Things going great for the Knicks. Great.
Jeff Greene
... we need to think about goal success and failure as differential effects on subsequent goal setting and learning. Kudos to the authors! (2/2)
The root of “question” is “quest” - meaning inquiry or the search for knowledge. I like thinking about my many, many questions in life as opportunities for an adventure.
Very helpful discussion of the pros and cons of cognitive offloading. We all do it, the question is how and for what kinds of tasks. Cognitive offloading for performance of things you've learned how to do? Okey-dokey. Cognitive offloading during learning? Much less okey-dokey.
Great episode. Good debunking of attention span myths. Got me thinking about how we need to focus on intention span more than attention span. Your ability to know, pursue, and reflection on your intentions will enable you to focus your attention when you need it.
This study has EVERYTHING. Computational modeling, testing plausible alternative models, two studies (one in a controlled context, the other more authentic). This is the kind of next-gen self-regulation research we need and it showed... (1/2)
doi.org/10.1037/edu0...
"when students embrace AI as “learning support,” they’re not asking for mere prompt engineering training. “They’re asking for help developing as thinkers who happen to have new instruments available.” That kind of shift happens through course and assignment design that... (1/2)
...“puts judgment at the center...not through AI literacy modules that sit outside of disciplinary work.”" Let's be honest: the current modal #GenAI research study is poorly done. If students want "learning support" for using GenAI, we need more resources put into high-quality research studies.(2/2)
“I think [GenAI] will accelerate conversations around what the design of school systems will look like to best embrace more holistic learning for students, opposed to just knowledge transfer...”
I hope these companies realize they entering into conversations that have been happening for 50+ years.
Important (re-)meta-analysis of testing effects showing that there is an important difference between direct testing effects and forward testing effects. The latter reminds me of preparation for future learning work, and is different than the former. We need to better differentiate these effects.
