Well-constructed social environments provide an excellent opportunity to model high tech learning in a safe online environment. In other words, experienced learners can share their experience with new learners.

What if you could engage users in a story for about half the time, yet have them remember about 34 percent more of the content?

As the brilliant German educator Kurt Hahn (the founder of Outward Bound) said, teaching people who are aren’t ready is like “pouring and pouring into a jug and never looking to see whether the lid is off.”

People have radically different learning styles and abilities, and effective learning—learning that benefits <i>all</i> students—is necessarily individualized and self-paced. This is the elephant in the classroom from which no teacher can hide.

Finally, whereas that first compulsory-education law in Massachusetts was competency-based, the system that grew in its wake requires <i>all</i> young people to attend school, no matter what they know. Even worse, the system provides no incentives for students to master material quickly, and few or no meaningful options for young people who do leave school.

In today’s fast-paced world, education needs to be spread out over a lifetime, and the main thing we need to teach our young people is to love the process of learning.

The only instructional element that really matters is practice with feedback.

The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks.

<strong>2 Stating the objective</strong><br>Now bore the learner stupid with a list of learning objectives (really trainerspeak). Give the plot away and remind them of how really boring this course is going to be.

There is a yin and yang effect between visual and auditory attention. When one is looking, then auditory processing areas go down, and when one is listening, then visual processing areas go down. Mixed visual-auditory stimuli have an underadditive effect, so that if you have to do both at the same time, total brain activation goes down, and interestingly, language processing becomes more left hemisphere-dominant.

<p>The style of learning will be completely different. The new centres will open from 7am until 10pm in both term-time and what used to be known as the school holidays. At weekends, they will open from 9am to 8pm.</p> <p>Youngsters will not be taught in formal classes, nor will they stick to a rigid timetable; instead they will work online at their own speeds on programmes that are tailor-made to match their interests.</p>

"Many people," Kornell noted, "have had the experience of listening to a computer instructor open a menu and go through a series of steps. Then you try to do it, and you don't even know which menu or what the first step is. If you are passively following along, you won't remember it as well as if you're forced to do it yourself. Active learning is much harder, but if you can do it successfully, you will remember it much better in the long run.

The research suggests that kids who live online understand the process by which knowledge is produced and shared in an online environment, whereas those kids who come in within 10 minutes, they're trying to get the answer and get off. So they're not as critical of a corporate Web site, for example. That's just one example of some fundamental inequalities in access to social skills and culture competencies between the information-haves and have-nots.

Really this becomes the basis for the new hidden curriculum. We now must say those kids who are raised in an environment where they have regular access to the online worldï¿??have a different way of learning that prepares them for school--to do better in school and in life--than those kids who were being left out.

By far the researchers' most significant finding was one that simply matched previous research: students who had a more racially diverse group of friends and classmates <em>outside</em> of the study tended to write essays with higher ICs. Again, however, this finding is only a correlation, and cannot on its own show that racial diversity improves learning.

<p>I believe there are three primary reasons why an enterprise would want to “manage its knowledge”:</p> <p>One, to share learning, so that the same mistake is not made multiple times.</p> <p>Two, to share learning, so that activities get sped up.</p> <p>Three, to share learning, so that people are motivated to learn and to teach.</p> <p>To share learning.</p>

Knowledge management is not really about the content, it is about creating an environment where learning takes place. Maybe we spend too much time trying to create an environment where teaching takes place, rather than focus on the learning.