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Understanding How We Learn: Video vs. Text

fewStones

How Our Brains Process Information Remembering Things Remembering things is making mental notes in your brain. When you learn something, your brain takes snapshots using your senses, such as seeing, hearing, or feeling. It then stores these snapshots, a bit like putting photos into an album. Let’s get started!

Video 98
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Tips for Storytelling in Learning

Experiencing eLearning

Brains switch off when we see a slide full of bullet points. Our brains are active for language processing but nothing else. When we hear stories, our brains light up all over–we experience a story as if we were part of it. Our brains are wired to learn from stories. Be detail oriented, craft mental movies.

Cognitive 330
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Devlearn conference day one: an exhilarating day

Challenge to Learn

The brain filters information (to prevent information overload), in principle you forget the most information that you encounter, you need to reactivate the facts in order to really store them in your brain. John is the producer of many movies, the most famous ones are Titanic and Avatar. He refers to research by Rodigger.

DevLearn 203
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6 Ways to Add Sizzle to Your Classroom

Learning Rebels

Therefore, I present to you, the flip side of “6 Stupid Rules”: “6 Easy Ways to Add Sizzle to your Class” Ever see a movie trailer and the hype doesn’t match the movie? Even if they scroll through the photos later with the intent to delete, they are still reviewing information previously captured.

Classroom 100
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Scenarios: the good, the bad, and the preachy

Making Change

“Showing&# feedback emulates real life: something happens and the learner draws a conclusion from it, using a lot more brain. You’d become like an annoying parent who interrupts a movie to tell the children to never do what the protagonist just did. It’s also more concrete and therefore more likely to be remembered.

Examples 266
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Scenarios: the good, the bad, and the preachy

Making Change

“Showing&# feedback emulates real life: something happens and the learner draws a conclusion from it, using a lot more brain. You’d become like an annoying parent who interrupts a movie to tell the children to never do what the protagonist just did. It’s also more concrete and therefore more likely to be remembered.

Examples 266
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Making Small Learnings Work

Litmos

There’s a tight coupling with how our brains work. I’ll suggest mobile is about many different quick things like calendars and search and navigation and photos and communication. It’s not about long-form content except perhaps movies on mass transportation or podcasts while driving or exercising. I get the appeal, really I do.