#strategicLearning Digital Event on Strategic Learning

This Digital Event focuses on strategic learning.

Articles in this Digital Event:

  1. Introduction to the #strategicLearning Digital Event
  2. Test first, learn later: The power of pretesting to enhance learning
  3. “I need to YouTube this.” Strategic learning from instructional videos
  4. When do learners mix it up: The power of a correct answer
  5. Avoiding illusions of learning: Strategies for improving self-regulated learning
  6. Redefining learning for students: A challenging but creative process
  7. Motivating students to engage in strategic learning
  8. Designing effective multimedia lessons for your class
  9. Supporting strategic learning through grading scales: Insights from math cognition
  10. Supporting students to study smart in six steps
  11. The Learning Scientists: Lessons learned in science communication
  12. How can we better communicate the science of learning? Moving toward a participatory cognitive science
  13. Not a nuisance variable: The case for context in strategic learning

 

Contributors:

  • Veronica Yan & Michelle Rivers
  • Shelbi Kuhlmann
  • Dan Scheibe & Clarissa Thompson
  • Addy Babineau
  • Faria Sana
  • Annie Ditta
  • Emma Geller
  • Cristina Zepeda
  • Felicitas Biwer, Niklas Wenzel, & Anique de Bruin
  • Amber Witherby
  • Brendan Schuetze
  • Cynthia Nebel, Althea Need Kaminske, Carolina Kuepper-Tetzel, Megan Sumeracki
  • Allison Zengilowski, Taylor Payne

Authors

  • Michelle Rivers

    Michelle Rivers is a Chancellor's postdoctoral fellow in Psychology at Texas Christian University. Originally from California, they received a B.A. in Psychology from UC Santa Cruz, and completed their M.A. and Ph.D. in Cognitive Psychology at Kent State University working with John Dunlosky. Broadly, their research applies theories of learning and memory to enhance educational practice. Primary aims of their research are to identify, develop, and describe the underlying cognitive mechanisms of techniques that improve self-regulated learning and metacognition.

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  • Laura's research is focused on understanding basic and applied aspects of memory, including eyewitness memory. She is currently a Professor at the University of Bristol in the School of Psychological Science and the Psychonomic Society Digital Content Editor.

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