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Posts Tagged ‘ted-ed


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The video above has a clickbait title — this one weird trick will help you spot clickbait.

The examples highlight not one but three strategies when evaluating clickbait titles of news or video reports:

  1. Drawing a line between cause and effect
  2. Understanding the impact of sample size on reported results
  3. Distinguishing between statistical or scientific significance and practical bearing

Crash Course provided a ten-part series called Navigating Digital Information. But what good is claiming to be information literate if you cannot prove it?


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This TED-Ed video is a quick test on applying some of that knowledge by evaluating misleading headlines.

The video title states that this test is Level 1. So will there be more difficult tests?

I do not know how often I have uttered this phrase — I enjoyed that video about mathematics — but my guess is not often.

But here is one video and it claimed to tell you where math symbols come from.


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I learnt a few things, e.g., the origin of the “+” and “=“ signs. There was no explanation for the “-“ and “÷” symbols. As a result, I also learnt that you cannot take a video’s title at face value.

Thankfully I had to figure out how to input the “÷” symbol in my reflection and a simple Google Search provided some insights.

It is fact that self-directed Googling is how many learn at work or at home today. It is also fact that this is still not how many learn in schools today.

So when I read articles like this…

… and pull quotes like this…

… I say that things do not add up.

The digital exams are not likely to mirror how we actually learn. Despite the claim that “students can more readily cut and paste, edit their essays, move paragraphs around. They can be asked to respond to an e-mail, write a blog or social media post”, I doubt that they will be encouraged to do this authentically in an exam.

In other words, they will not actually be connected to the Internet as we know it today or in the near future. They will not be allowed to “cheat” by Googling or cooperating or teaching. The medium for exams might change, but the method will barely budge.

The adage “practice makes perfect” is an imperfect one. There is no point practising mindlessly nor is there any actual muscle memory. Such unscientific assumptions have, unfortunately, become the basis for homework to keep kids busy or for blind drill.

We now have neurological and cognitive research that helps us understand what practice does and which kinds of practice actually help.


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This TED-Ed video briefly explains how our psychomotor functions refine with practice. I fill in a few blanks based on basic biology and educational psychology.

Neurologically speaking, effective practice is due to the increased myelination of our motor neurones. This strengthens neural transmission, i.e., the signals from the central nervous system (brain and spinal cord) to the peripheral nervous system (nerves connected to muscles).

Cognitive science has also unlocked secrets on what makes for effective practice. Such practice is consistent and focused to target at weakness or what is “at the edge” of current abilities.

While drills might focus on what you are already competent at, cognitive science suggests that we concentrate on what is just outside our zone of proximal development.

The video focused largely on psychomotor skills and did not dwell on social aspects of cognition or construction. These are just as important, and arguably more so, in the contexts of learning languages, negotiating cultures, or establishing schema and mindsets.

We have much to learn about how and why we learn. The worst thing we can do is ignore good research and listen only to unquestioned tradition.


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