Archive | May 2012

Confessions of a critical thinking teacher

In this article, Mark ponders his own lapses in his critical thinking outside of the classroom and wonders how often the rest of us fall prey to ‘The Conjunctive Fallacy’. By Mark Hershey The other day I was in a Japanese restaurant, staffed with Vietnamese waiters. When I sat down, I asked for water in […]

What is the point of an education?

This is Sam’s article that appeared in Thanh Nien News and Vietweek on 1/6/2012. By Sam Graham, LSU I have a job offer for you. It is a really good one with some nice perks. You get to read all sorts of books and spend hours each week debating with your co-workers. Productivity is optional, so long as […]

Want to remember? Don’t skim 100 times

By Sam Graham

I recently came across this nice blog post on how trying to memorize something really doesn’t improve your ability to actually remember it.

The key factor is thinking about it deeply.

A 1973 study (referenced on the blog) looked at two factors: shallow and deep processing, and intention and no intention to remember.

Half of the study’s participants were asked to simply check which words and an ‘e’ or ‘g’ in them (shallow processing), and the other half were told to rate how pleasant the word was to them (deep processing). Half of each group were told that they would be quizzed later on what the words were, the other half weren’t.

Those who rated how pleasant the words were remembered far more than those who identified the ‘e’s or ‘g’s. Those who knew there was a test coming remembered on a few more than those who didn’t.

The key implication for us in the LSU and RMIT is this:

If you are a student the implication of this study and those like it is clear : don’t stress yourself with revision where you read and re-read textbooks and course notes. You’ll remember better (and understand much better) if you try and re-organise the material you’ve been given in your own way.

The blog also touches on implications for how information is presented to students (not too organised or they won’t thinking deeply!) and whether it’s reasonable for students to remember information from lectures.

The future of universities

By Dominic Mahon Dominic Mahon teaches at a private university in Turkey. Previously he has taught academic literacies at universities in the UK and Vietnam. What will your university look like in 20 years? The chances are that it will be radically different to the institution of today or perhaps it will not even exist […]

Demystifying the typical RMIT Vietnam student identity

By Huynh Ngoc Tan First and foremost, it’s important for readers to know about the writer upon reading this. I am a 28 year old male professional who has been working in the Information System Industry for 10 years. I went straight to professional work after finishing my Le Hong Phong high school in 2002 […]

The implication of students’ high school experiences to their university lecturers

By Dr. Wei Wei As learning skills advisors, we always think about what information the students want to get from us and how we can help them better. However, that does not mean we are always prepared to or able to answer any question raised by our students in a way which they expect. The […]

Incorporating teamwork in education

This is Carol‘s article that appeared in Thanh Nien News and Vietweek on 4/5/2012. By Carol Witney As organisations are becoming more reliant on teamwork processes to meet their needs in a global market, and team experiences are considered by employers as a valuable graduate attribute, it seems natural then those educators would respond to […]

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