The Learning Scientists Podcast

This episode was funded by listeners like you. For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page. Show Notes:In this bite-size research episode, Megan discusses research on delayed vs. immediate feedback in the classroom. Like with many effective learning strategies, what students think is helping them learn is not what actually helps them learn. In two experiments presented by Mullet and colleagues (2014), University engineering students received relatively immediate feedback or delayed feedback on homework assignments. Students reported that they liked immediate feedback better and that it helped them learn more. In reality, the delayed feedback led to better performance on their course exams.References: Mullet, H. G., Butler, A. C., Verdin, B., von Borries, R., & Marsh, E. J. (2014). Delaying feedback promotes transfer of knowledge despite student preferences to receive feedback immediately. Journal of Applied Research in Memory and Cognition, 3, 222-229. DOI: http://dx.doi.org/10.1016/j.jarmac.2014.05.001

This episode was funded by listeners like you. For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page. Show Notes:In Episode 57, Cindy interviews Kathryn Desmarais, a Senior Director of Global Education Solutions at Johnson & Johnson. (You can check out her LinkedIn profile here.) In Kathryn’s line of work, she is less concerned with what an individual can look up or figure out. Her reps need to be confident and know a great deal on the spot in high-pressure situations. So, she has been implementing strategies from the science of learning into her training!

This episode was funded by listeners like you. For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page. Show Notes:In Episode 56, Cindy interviews Andrew Watson (@AndrewWatsonTTB), author of The Goldilocks Map and founder of Translate the Brain. If you are interested in ordering a copy of The Goldilocks Map, you can enter code SCIENTISTS25 here to receive 25% off your order.

This episode was funded by listeners like you. For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page.Show Notes:In episode 55, Carolina interviews two students who have been heavily involved in inclusivity in education, Ally Lloyd and Anna Gallagher. Together, they co-lead The Luna Project. Their goal is to increase awareness and support of young people with chronic illnesses disabilities and long-term health conditions.

This episode was funded by listeners like you. For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page. In today's episode, we feature one of our patrons, Bob Reuter.Show Notes: In Episode 54, Megan interviews Josh Ling and Jesse Mao, the co-founders of Podsie. Podsie is a nonprofit organization, and its mission is to empower teachers and improve student learning by providing free access to evidence-based learning techniques. Check out podsie.org for access to their free platform for teachers to use with their students all based on the science of learning. If you’re interested in getting involved with Podsie Beta, you can sign up at podsie.org using the form at the bottom of the website.

This episode was funded by listeners like you. For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page. Show Notes: In Episode 53, Althea interviews applied linguist and author of Learning a Foreign Language: Understanding the Fundamentals of Linguistics, Alex Poole. You can pick up a copy of his book on Amazon, through the publisher, or wherever you buy your books! ReferencesKrashen, S. (2000). What does it take to acquire language? ESL Magazine, 3(3), 22–23. Retrieved from http://www.sdkrashen.com/content/articles/what_does_it_take.pdf Oxford, R. (2016). Teaching and researching language learning strategies: Self-regulation in context. New York: Oxford University Press. 

This episode was funded by listeners like you. For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page. Show Notes:In Episode 52, Carolina interviews two of her students, Ellie Brownlie and Alicja Turek, about their experiences with online learning since the global COVID-19 pandemic changed our way of teaching. The students share some positive outcomes and some things they wish were done differently or happened more.

This episode was funded by listeners like you. For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page. Show Notes: In Episode 51, Cindy interviews memory expert Boris Konrad (@borisnkonrad). Boris is an eight-time world memory champion, he has four entries in the Guinness Book of World Records, and he is the current president of MemoryXL. Cindy and Boris discuss memory techniques. Importantly, Boris discusses differences between memory techniques and learning techniques, the underlying neuroscience, and why they are both important for students.

This episode was funded by listeners like you. For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page. Show Notes:In today’s episode, Althea covers a paper about metacognitive monitoring and differences between adolescents (ages 11-12) and traditional university-aged adults (ages 18-25) when using different learning strategies. Students learned word pairs (moon - galaxy). Then, they either just restudied them, engaged in elaborative encoding by coming up with a third word that connected the two words (like space), or practiced retrieval (given the word moon, and asked to retrieve galaxy). During learning, the students made judgments of learning (or JOLs) about how well they thought they would do on an upcoming test. The researchers tested the students’ memories to see how well they learned the pairs. The pattern of performance on the final test was generally the same. Retrieval practice led to the best performance, followed by elaborative encoding, and then the worst performance was restudying. However, this isn’t new. The researchers are most interested in how well the students were able to monitor their own learning and predict how well they had learned the pairs. For the adolescents, their ability to judge how well they would do on a later test was not very accurate when they restudied or engaged in elaborative encoding. Their relative accuracy at judging how well they would perform was better for retrieval practice. So, the strategy that worked best also produced the best relative accuracy at predictingThe young adults showed the same relative accuracy as the adolescents in the restudy and the retrieval conditions. Their ability to predict was very poor after restudying and was better after retrieval practice. Interestingly, the young adults had the best relative accuracy after elaborative encoding, meaning that this was the condition where they were best able to predict how well they would perform on the test later.When young adults in College (University) are utilizing a strategy that helps them learn more, like elaborative encoding or retrieval practice, they are better able to predict their own learning. However, this was not always true for adolescents in middle school. When using elaborative encoding, a strategy that helped them compared to just restudying, their predictions were not very accurate at all.References: Hughes, G. I, Taylor, H. A., & Thomas, A. K. (2018). Study techniques differentially influence the delayed judgment of learning accuracy of adolescent children and college-aged adults. Metacognition Learning, 13, 109-126.