How can we describe learning efficiency and effectiveness? How define it? How can we measure it? How can we improve it? Many questions!
Looking at RG we find a lot of similar questions and also partly answers. But I could not find satisfactory and comprehensive answers.
Could you please contribute?
Peter
The ability to learn and comprehend with the least (or limited) cost and effort. Students learn best when they are engaged in the learning process. If they are able to apply what they have learned in a new context, they have mastered the materials.
"Tell me and I forget. Teach me and I remember. Involve me and I learn". Benjamin Franklin
The ability to learn and comprehend with the least (or limited) cost and effort. Students learn best when they are engaged in the learning process. If they are able to apply what they have learned in a new context, they have mastered the materials.
"Tell me and I forget. Teach me and I remember. Involve me and I learn". Benjamin Franklin
I think this is a very important issue.
Assume that the teacher is "professionaly proficient" and experienced - otherwise there is nothing to discuss.
He is then able to estimate (to determine) a curriculum including tests and problems to solving or laboratory assignments and discuss problems.
The teacher can finish lessons by entering of the appropriate problem.
Ultimately a "preparedness of the graduates for practice" decides on the quality of teaching always.
Dear Peter,
Thank you for sharing interesting topic,
“The acquisition of knowledge or skills through study, experience, or being taught.”
“Learning is the act of acquiring new, or modifying and reinforcing, existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. The ability to learn is possessed by humans, animals, plants and some machines. Progress over time tends to follow a learning curve. It does not happen all at once, but builds upon and is shaped by previous knowledge. To that end, learning may be viewed as a process, rather than a collection of factual and procedural knowledge. Learning produces changes in the organism and the changes produced are relatively permanent.”
“People around the world of all ages are learning many skills in school to gain knowledge and improve their lives.”
“Only through learning has a member of any civilization been able to better themselves and the lives of all the generations that follow them.”
The Fool and the Wise Person
"A wise person can learn from a fool but a fool cannot learn from a wise person. When considering mistakes and lessons in business, be the wise person that learns from a fool's mistakes instead of being the fool who is unable to learn from any mistakes."
“It is important to never stop learning for the more information that you take in from books, lectures, and the world around you the wiser you will become.”
Regards,
Prem Baboo
Dear Peter Eyerer,
Successful training begins with the knowledge of the basic concepts of training. They consist in the fact that the training is based on the relationship, it is a natural process, it is necessary to individually requires some effort, is infectious and is closely related to the practice.
There are seven basic concepts that form the basis of learning.
1. Education is based on the relationship
2. Education - a natural process
3. Education must be
4. Training individually
5. Education - is the work
6. Education is contagious
7. Education closely associated with the practice of
The last of our seven principles - the most important. Training should be practical. Yes, there is theoretical knowledge. But each theory suggests some practical application. Our mind does not store that has no practical value for us. We remember only the information deemed useful.
In any learning process, there are five mandatory elements. They are similar to the builder tools. As a carpenter knows that he can not perform quality work without the proper tools, and the teacher who is trying to create a training program, without taking into account the five elements, it will find that there something was missing.
The first two principles, diversity and clarity associated with the actions of the teacher. The following two principles, engagement and success, associated with the actions of the students. The last principle, the similarity, describes the relationship between the teacher and students.
Diversity. If our mind is constantly sees the same information, it stagnates. Our attention is drawn to unusual and a good teacher uses a variety of means to learning constantly aroused interest. This also applies to the content of the material, and learning style.
Clarity. Confusing and incomprehensible information can not be learned. Information will be accepted only if the teacher clearly, directly and simply explains the information in a form that corresponds to the level of intelligence of students. This applies also to the content and learning methodologies.
Involvement. As we have said, the training - this is not a passive activity. If the student is somehow not actively involved in the learning process, no training will not. In fact, the more interactive learning process, the greater the success of the student.
Success. Why is it sometimes seems that the information passes by our consciousness? Why do not we make an effort to understand it? Because we believe that we did not, we believe that we can not learn new skills. The teacher must be sure that the student will be able to ASSUMPTION learn what is being taught.
The similarity. The very first statement in this section was that we can learn only from those who trust. To the disciple took the information, the teacher should actively seek to gain his confidence. To do this, first we need to be honest and genuinely care about the student, allowing the teacher to adequately and sympathetically responsive to their needs.
Regards, Shafagat
dear all,
thank you for your quick answers. May I kindly ask you to stick as closely to the question as possible and in it to the word efficiency in context with learning. And also please be aware of the other questions. I hope it is of interest for many of us to think about "How to measure learning efficiency and learning effectivness". I think both is of interest.
Thank you for your participation.
Peter
dear all,
thank you for your quick answers. May I kindly ask you to stick as closely to the question as possible and in it to the word efficiency in context with learning. And also please be aware of the other questions. I hope it is of interest for many of us to think about "How to measure learning efficiency and learning effectiveness". I think both is of interest.
Thank you for your participation.
Peter
dear Fateh Muhammad,
thank you for your comprehensive answer directly to me. I have to answer here because the RG System tells me that my path is overloaded.
Don´t you want to give your valuable answer also here for the community?
Best regards
Peter
Learning can be active and passive. An active learner focuses his attention on a point and discovers what a particular thing is and how it is related to other things and how it works etc. Active learning depends on the capacity of a learner as well as environment also. A teacher help to understand a theory by a learner and its practical implications. Here I agree with @ Behrouz Ahmadi-Nedushan that pupils learn faster if we involve them in process of learning and teaching is not telling.
Societies and national education systems also play a major role in developing skills in its citizens as well as acquiring knowledge. If a community has ill-developed knowledge society, talents (to learn) are ruined.
There are a number of ways measure learning outputs and indirectly learning efficiency and effectiveness can be measured.
However role of knowledgeable teachers and effective education system in a community - has far importance in my opinion.
Dear Peter, my know how about teaching is only about agronomy, but all of us have the student experience and the consequences of the teaching methods. In summary, I can say that the components of teaching have to be the lecture, the book and student hard work. Positive results in the academy are achieved when the programme has one consistent work about one subject. At the end, the student must have positive (+) or negative grade (-), never a scale of performance (A, B, C…) or (6, 7 … 10). Who would like to have a surgery with a physician that achieved the grade 6 or C? What is the meaning of this grade? When the student achieves the University, for example, we have to know that him/her can read, write and make decisions. The lecture has to highlight all the subjects in the book that are essential to the student achieve the professionalism. At the end we can have a conversation with the student and thus to say whether him/her got the next step on the course, or not. If they did not, a new chance can be given to him/her. The goal of the programme is give a successful professionalism to the candidate. Have the teachers an increase in the class room work? Yes, of course, but in most of the countries they are paid for teaching. What the students are looking for in the University? I have told to my students that at the end of a professional programme there is no a newly agronomist, attorney in law, physician and so on. At the end of the programme there is a professional in market solving and managing the most difficult situations they can face. That is reason of the candidate to achieve successful working life. I stopped participating in formal programmes of teaching/learning when I finished my Magister Science programme because I always had the goal of learning and never get only the certificate of PhD. Well The subject is diverse and requires a long text. I hope my idea can help people teaching around the world. I hope to hear from you soon. My best regards, Walter
Speed of learning is not the only important factor, however. Retention, recall, and transfer are also critical. Students need to be able to accurately remember the information they learn, recall it at a later time, and utilize it effectively in a wide variety of situations.
Here’s why “efficient” is a much better word than “quick”:
---Efficient emphasises on solid learning for the long term, quick is more about shortcuts that might actually come back to haunt you later
---Efficient is desirable for every single learner out there, including those who study part time in their home country; quick mostly applies to people immersed in the environment with strong external goals
---Efficient is a wider concept that includes learning finer nuances, whereas quick smacks of sloppiness
---Efficient focuses on the road, quick mostly on the destination (or the time it takes to get there)
---Efficient is useful for those who desire speed, but quick is not necessarily helpful for those who strive for efficiency
https://www.verywell.com/how-to-become-a-more-effective-learner-2795162
http://www.hackingchinese.com/learning-efficiently-vs-learning-quickly/
The wise learner will include all 6 levels in learning whenever possible:
Level 1 at the top shows 5% efficiency in learning when simply listening.
Level 2 shows we are 10% efficient when simply reading and rereading.
Level 3 indicated that humans are 20% efficient in learning when simply hearing or seeing.
Level 4 shows a 30% efficiency when watching demonstrations.
On level 5, we are 50% efficient in learning when participating in study groups.
Level 6 clearly shows that we are 90% efficient in learning when we teach others.
The wise learner will include all 6 levels in learning whenever possible.
https://www.dacc.edu/assets/pdfs/depts/MASS/Pyramid.pdf
Dear Peter Eyerer
How quickly someone can adopt new knowledge and make change favorable on solid basis along none stagnant approach can be consider an important parameter of Learning Efficiency.
Regards,
Fine research articles are available in RG database concerning learning efficiency in different environments and methots of learning. Different techniques improve learning efficiency! Here are some of them.
" Due to the rapid growth in Internet resources, mobile technologies and social media, teaching and learning are increasingly adapting to the notion that 'content is open; learners are social'. The learning materials are open but effective learning is challenging due to the explosion of unstructured content on the web. The effectiveness of learning on the web largely depends on the relevancy of the content and the learner's engagement. This paper's objective is to develop an Open Content Social Learning(OCSL) system, to compare different pedagogical strategies and algorithms on improving effective learning. This paper proposes an enhanced learner-centered online learning experience by matching the content based on learning goals, historical learning preferences and behaviors from other learners with similar goals to increase the learner interaction and engagement..."
Article Design of open content social learning that increases learni...
Article An Exploratory Investigation of Levels of Learning and Learn...
Article Students’ Metacognitive Awareness and Physics Learning Effic...
Article Enhancement of the learning efficiency in classes of Compute...
Dear Peter, when the persons/students are humble with respect to knowledge and the critical mass is good, learning is easy and the efficiency is maximum. Thus we just need to contribute for improving those qualities. Also, the basis cannot fail. In that case everything should start from the beginning again which requires character and humbleness for recognizing that need. A very simple example: someone cannot understand fully a numerical integration by finite differences if he/she does not know what differential equations are.
d
dear all,
I have to excuse myself. I fear I could not make myself understandable. Allow me to try it with an example:
As a teacher at University I evaluated my courses permanently and I found that only 13 % of the knowlegde I offered to the students were stored and learnt by them. So the learning effectivity of the students was very bad. The efficiency of teaching in my lecture also.
Now my quetions: How can we describe teaching and learning efficiency and teaching and learning effectivity? Can we difine primerily the different items?
Do you have experience in measuring , let me say quantify, the situation at the end of a course. I did it with asking the students 12 test questions at the beginning and at the end of the course, evaluated them and got a percentage of learning (and also of teaching) effectivity. Do you know and apply other methods?
The next question is: How can we improve the teaching efficiency and effectivity of our didactic abilities and by the way the learning efficiency and effectivity of our students?
Hope I could explain better now and excuse again my weak first attemp.
Peter
Efficiency has a direct relation with our action directed related to our mind & brain with an inner urge for understanding the result of our action in an effective manner .
In any of a profession including medical profession efficiency play an very important part with the successive result for the person having a efficiency carry out his assignment effectively & timely manner. The same applied to medical profession also .
With the quality & development of efficiency , it cause for calm & quite mind & such individuals for any of his working environment he remain a silent observer & the main advantage with such efficiency the person has with him the power of energy form from the within covering the most important of intuition .
This is my personal opinion
Dear Dr Eyerer ,
I am not qualified to write about it per se ... Efficiency is work/on the job and certainly the benefits are many and individuals will work towards its effectiveness. Measure there are quite a lot of tests , Tech Certifications, Eg: ISO for Quality management ; Red Hat (Linux OS) .
Definition, unfortunately is for $$$
Measure it standard- Quiz(s)
Improvement - Is challenging because people can adapt quickly , the ones who work in the particular field.
Important are: 1. Changing patterns of learning so that adaptation is quicker (or steeper learning curve response and smooth - Mr H Ebbinghaus)
2.Measurement of effectiveness - design tasks may be everyday situation where learned skills are put to use . This is a bit of a challenge for all :)
3. Improvement - fundamental rule LEARNING is never EXEMPTED ...
In my experience I teach and volunteer with 1 -17 years only to check if I can listen to their demands and follow them the way they want ...
The rate of uncovering the content may be considered as learning efficiency.
Dear Peter
“As a teacher at University I evaluated my courses permanently and I found that only 13 % of the knowlegde I offered to the students were stored and learnt by them. “
Form my personal experience; the reason is that most of the students have not taken previewing to make themselves own a preliminary simply understanding the course. it is difficult for common students catch teacher’s lecturing without preview.
The learning efficiency can be subdivided into several indicators:
1) efficiency of memorizing
2) efficiency of understanding the memorized information and incorporating it into previous knowledge
3) efficiency of application of new knowledge and skills
4) improvement of personal study skills
Dear Peter,
Referring to your last questions, there my sharing opinions:
First, how can we describe teaching and learning efficiency and teaching and learning effectivity? Can we difine primerily the different items?
Etymologically, there are four highlighted points of this question, i.e., teaching, learning, efficiency, and effectiveness. one of the descriptions of the points is by describing the focus of each point. Teaching focus on how to deliver knowledge to students and learning is about how the scholars taking the lessons. in the teaching and learning cases, efficiency is focus on the process point of the cases and effectiveness is on the output--outcome of the teaching and learning. Clearly, the above mentioned description presents the differences of the four points.
Second, how can we improve the teaching efficiency and effectiveness of our didactic abilities and by the way the learning efficiency and effectiveness of our students?
In respect of the etymological description, as a teacher at university, I think, a regular evaluation is one of the ways referring to the previous processes and outcomes of the teaching and learning. As it is presented by the teaching and learning plans in each period. For example, I will evaluate the approaches, strategies, procedures, methods and the instruments of my teaching in the existing semester at the end of the semester in order to knowing and understanding the teaching process. The evaluation results will help me in the next teaching planning. Besides that, the evaluation of the student achievements at the end semester will help me to improve the outcome target of my teaching in the next semester.
Unlike the outcome, the teaching process may be a common routine for teachers, but most of them may not care about it. Like me, many teachers often forget that, a teacher is also a learner in a teaching.
Resp. Prof. Eyerer,
As per my understanding, the teaching efficiency increases with the increase of teacher's interest in the discipline he/she teaches not as profession but as a passion! During the lecture, the teacher forgets the whole world and connects the topic of discussion with the whole world!
I do not know the method to measure the learning/teaching efficiency.
There are always plateau's of learning and it can be effectively improved through action research plan. What are the different factors /parameters controlling the learning efficiency and periodically evaluating them. Beyond doubt, theo-prax or activity based learning process definitely improves learning efficiency. Ultimately, practice improves the efficiency.
Dear Peter,
Thanks for your clarifying questions:
How can we improve the teaching efficiency and effectivity of our didactic abilities and by the way the learning efficiency and effectivity of our students? Here are some ideas that I have tried:
- Receive regular feedback from students in addition to the course evaluation.
- Confer with colleagues as you did (here in ResearchGate).
- Invite trusted colleagues to observe my class and give feedback.
- Study how to teach more effectively.
- Reflect on my teaching, retain the effective/efficient parts and try new ones.
How can we describe teaching and learning efficiency and teaching and learning effectivity?
- In recent years, active learning/teaching is recommended over traditional teaching (Bain, 2004; Brookfield, 2006; Wieman, 2015).
- Teaching/learning effectiveness can be measured by a pre- and post-test on how much students have learned the materials taught as you did.
- You may already be familiar with the active learning by Carl Wieman, a Nobel Prize winner at Stanford University. Below is a link to his video.
https://www.youtube.com/watch?v=9A13RWOs6oA
I love the phrasing of Behrouz Ahmadi-Nedushan: "If they are able to apply what they have learned in a new context, they have mastered the materials."
This should be the benchmark: Validating whether the students are capable the 'things' they are supposed to have learned - but in a different context.
I have met too many bachelors, masters, engineers and even PhDs that are only capable to reproduce what they have memorized. And only in the same, invariable context. Which is both sad and annoying, as it will never result in the development of something new. They only can give answers to questions that have already been answered.
Regards
Dear Peter
Thank you so much for your so important question. I think all you mean in your multiple valued questions is depend on the learner or student himself, many student with excellent financial level failed in learning and on the other side many of international scientist were very poor but with high selfish efficiency of learning. Right?
Emad
dear Stephen,
thank you for your important respons. I know the publication of Carl Wieman. We did almost the same methodology and reached quite precisly the same result.
Thank you again
Peter
dear Stephen,
thank you for your important respons. I know the publication of Carl Wieman. We did almost the same methodology (not knowing from each other) and reached quite precisely the same result.
Thank you again
Peter
dear all,
thank you for your very interesting answers above. I need time to read and understand your comments. I will come back to them soon.
Best regards
Peter
Education is not the filling of a pail but the lighting of a fire. In order for a fire to burn efficiently and effectively it needs to b attended to filled with material that I t can consume. Education should be similar fill the pail effectively and efficiently with knowledge information questions and a desire to learn and p ke a fire the brain will c consume and use the information effective belt. The quote used is by William Butler Yeats. Do we when seeking ng to educate our youth stoke the knowledge fire efficiently and effectively to see the results bear fruit .
Dear Peter,
Thanks for raising such thought-provoking questions and for your kind words.
Learning efficiency may not be identical to teaching efficiency!
Learning efficiency must mean, the student grasping new knowledge and new ideas for the smallest possible cost, in time and in resources.
It can be measured with periodic testing. But what makes this difficult to put in practice is that individual teaching methods are more or less successful with individual students. That's the big problem.
I always noticed this in myself. Try to teach me something with clever little tricks, and mostly I get really annoyed. Some people love to learn the little tricks. Teach me something by going logically through the process and explain why it works, and I'll pick it up a lot faster. And retain it forever, as opposed to forgetting the silly trick shortly after the exam.
Example from way back in early grade school. I ended up teaching myself long division. Such a simple thing, yet it was taught in a baffling way. Or working with signed numbers. Also incredibly easy, if only the teacher explains the concept, rather than tricks or rules. Use the number line, teacher! To solve linear programming problems, use linear algebra, teacher! And so on.
How to improve learning efficiency? The teacher has to be aware of what each student needs. It's not easy, when you have many students with their individual brains.
In Guan, Y.-H. (2009) study, the modality effect and the redundancy effect were examined. The results of the two experiments showed no evidence supporting the benefit of using dual mode presentation for instructional material. Instead, counter evidence was repeatedly found when comparing subjects’ post test scores and learning efficiency: dual mode 71 presentation yielded either negative or no effect on subjects’ post test scores and learning efficiency.
The results of the current study along with those of my previous research and the studies reviewed earlier indicate that the modality effect is probably only observable under highly controlled experimental conditions in which learners are asked to learn a short piece of information with a limited fixed learning time. When the learning material is longer, and when students can learn the instructional material at their own pace, a negative effect can readily be found with dual mode presentation. Another important finding of this study was that the modality effect observed in the short-term verbal memory studies cannot be legitimately applied to multimedia-based learning scenarios in which subjects are required to comprehend and learn meaningful subject matter.
For more information we can refer to the following link
http://www.ifets.info/journals/12_1/6.pdf
dear all,
thank again for your very valuable and for me highly important answers. Now I have to work on it intensively. I will try to summerize, do an additional literature search, including all your hints, citating them of course, and will add my own results of the last 15 years of this item and publish it also in RG. But, due to actual workload, this will not happen until tomorrow.
Idea: I will open a project in RG, Report some times on Progress, so you all can participate if you want.
Thank you again and do not stop adding new thoughts here!!! :)
Best regards
Peter
Dear Palak,
you are wellcome utmost. I am sorry I have to answer here because my "message Limit is exeeded"
Best regards
Peter
Learning is the process by which we receive and process sensory data, encode such data as memories within the neural structures of our brain, and retrieve those memories for subsequent use. Learning efficiency is a measure of time required to transfer information into memory and retrieving that information. Although, neuroscience has provided an increasingly rich and accurate descriptive theory of learning within the brain, prescriptive theories of how to maximize the efficiency and capacity of human learning is still needed. To some extent all learning theories are prescriptive and seek to minimize the time required to transfer information into memory and maximize the efficiency of retrieving that information. Our current knowledge of the brain, and our speculations regarding the evolutionary function of learning, should assist such prescriptive theories in designing learning environments that provide for maximum learning efficiency.
Dear Colleagues,
Good Day,
please, see these two papers related to the thread.....
Dear Hazim,
thank you for your paper hints. I printed them. Next will be reading .
Best regards
Peter
Dear Yogesh,
thank you too. I am working myself through all the hints you sent to me.
Thank you a lot.
Best
Peter
Dear Shafagat and dear Behrouz,
thank you for your Popular Answers. I am going to work on it.
Nice Sunday
Peter
Dear Mahfuz, Hazim and Yogesh,
you sent me the same paper. Thank you a lot for contributing!!!
Best Peter
dear Stephen,
I did not know the Videos of C. Wieman. Very interesting!
Thank you again!!!
Regards
Peter
dear Ljubomir,
I am working through the answers. Thank you very much for your valuable hints!!!
Regards Peter
dear Subhash,
Thank you too for answering. Do you know a citation hint for the 6 Levels of EL?
Do you know who developed or quantified this percentages?
Best regards
Peter
Efficiency is performing a given task in a most inexpensive manner possible. It is about gaining a lot per unit of time so that the result to resource ratio is excellent. Learning efficiency is the learning that uses minimal resources and time but still achieving good results. Effective learning however is learning that works well.
Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis.
Authors have claimed that Internet-based instruction promotes greater learning efficiency than non-computer methods...
...on average, Internet-based instruction and non-computer instruction require similar time. Instructional strategies to enhance feedback and interactivity typically prolong learning time, but in many cases also enhance learning outcomes. Isolated examples suggest potential for improving efficiency in Internet-based instruction...
http://www.ncbi.nlm.nih.gov/pubmed/20467807
Dear Peter,
Dear All,
Learning efficiency is an essential topic not only in teaching institutions but in each area of life because our life is a chain of learning processes. The learning process must be studied scientifically by specialists but each of us may have some relevant experiences. Teachers try to explain the essence of rules, events, incidents, consequences and assess (quantify) what has arrived, understood, analysed even synthetized from his lectures in the mind of students. Thus, learning efficiency is a cardinal and hoped phenomenon at universities. You have asked the very questions: “How define it? How can we measure it? How can we improve it?”
I think everybody may have difficulties with these questions. I teach ecology which is an extremely difficult subject. Unfortunately, many students cannot – do not want to – understand even the very basis of it. Without understanding the learning efficiency is zero. I think understanding - comprehension - must be the first step in the learning process. My question is how teachers can achieve not perfectly but approximately to be understood? This is the elementary task of a teacher.
I am afraid, one cannot analyse/evaluate the learning efficiency without studying the learning process. Thus, this thread is a too difficult job for us. Citing distinguished personalities or plane generalities touch only the surface of the issue.
I think learning efficiency is about a two way learning process where the learner is ready to participate in the learning process - only then will be learner be able to learn. It is said one of the characteristics of adult learners is that they are less flexible and less open-minded. It is therefore necessary for the content of the learning to be relevant for them to want to be involved in the learning. That is why the learning has to be relevant to the learner for them to remain interested and contribute to the learning process. The same applies for younger learners - its all about ensuring that the learning is a two way system where both the learner and the teacher have ongoing back and forth interaction to ensure participation. I refer to Argrys & Schon's (1978) double loop learning model which I feel best clarifies learning efficiency through highlighting the change that happens in the process of learning and can be evidenced through the changes that happen as a result of learning.
I hope my humble contribution makes sense. Thank You
Mthoko
Learning efficiency
How much a person/student understand a topic after a period of learning time. Learning efficiency can be enhanced by hand-on experience. Such as learn to drive a car or isolate DNA.
dear Andras
"How teachers can achieve to be understood?" Thank you for that question. Right, it is the central question!!!
Very best regards
Peter
Dear Mthoko,
your answer is important, thank you. I agree with you: Argyris and Schön are the Champions! For me too. And you point out like Andras does the importance of the teacher. Sounds trivial but each teacher has to ask himself these question and only few of us have an answer.
Thank you!!
Best
Peter
Dear Peter,
In the attached article, a procedure and formula for measuring learning efficiency is presented. Please refer to page 20 of article to see the proposed formula for learning efficiency:
Learning efficiency. The Paas and van Merriënboer procedure (1993; Marcus, Cooper, & Sweller, 1996; Paas et al., 2003) was used to calculate the efficiency of the instructional conditions. First, learning outcomes (i.e., the score on the conceptual knowledge test) andtask-load scores for each participant are transformed into z-scores, using the grand mean across conditions.
Source:
Corbalan, G., Kester, L., & Van Merriënboer, J.J.G. (2008). Selecting learning tasks: Effects of adaptation and shared control on efficiency and task involvement. Contemporary Educational Psychology, 33(4), 733-756.
Dear Colleagues,
Good Day,
Traditional education focuses on teaching, not learning. It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught. However, most of what we learn before, during, and after attending schools is learned without its being taught to us. A child learns such fundamental things as how to walk, talk, eat, dress, and so on without being taught these things. Adults learn most of what they use at work or at leisure while at work or leisure. Most of what is taught in classroom settings is forgotten, and much or what is remembered is irrelevant.
---- Russell L. Ackoff
dear Hazim,
Russell Ackhoff says what we all know. The question is when do we change it? Let us stop talking about it, let us act.
Regards Peter
Learning to Learn ... How to Improve...
"Tomorrow’s illiterate will not be the man who can’t read: he will be the man who has not learned how to learn." - Herbert Gerjuoy
"Enter the industrial age where the world had begun to change very rapidly and grow in complexity. Old solutions, old facts, were no longer enough. Learning needed to change to keep up, switching from learning old information to discovering and understanding new information and solutions. Clearly a paradigm shift had begun. No longer dumping facts into a learner’s memory was going to be adequate.
In the information and internet ages, learning problems have gotten much worse. The amount of new technical information is doubling every 2 years … doubling. We are clearly living in exponential times.
So how do we improve our ability for learning to learn in such a complex environment?..."
https://www.linkedin.com/pulse/20140703105919-44339949-learning-to-learn-how-to-improve?trk=mp-reader-card
“Failure is instructive. The person who really thinks learns quite as much from his failures as from his successes.”
― John Dewey
we have to learn how to solve problems methodological and not learn old facts. Principle facts in theory yes but when we need them to solve problems, students have to look for solutions by asking teachers and not filling a storage without sence of application. Motivation for learning is the key word.
It is easy to wright it down. We have to do it!!!!!!! We teacher have to change first.
Peter
As inspired by @Subhash's contribution on failure.Learning by failure improves learning efficiency!
"Are you someone that is consistently embracing change? Feels that is ok to be wrong because it forces us to explore? From an early age we are taught it’s bad to make mistakes and they need to be avoided … otherwise there can be unpleasant consequences. However as we will discuss in this article, embracing change from our mistakes is one key to improving continuous learning...
The truth however is that failure and making mistakes is a necessary part of success and it cannot be avoided.
It can only be avoided if you decide to “play it save” for the rest of your life and if you are happy to remain in your comfort zone and stop expanding and enjoying the exhilarating feeling of continuous growth and development.
But, that’s not really what you want, right?..."
Dear @Peter, I have found fine article about learning. Is Learning a Product of Teaching?
Of course, we, the teachers MUST change first!
https://www.linkedin.com/pulse/keys-continuous-learning-mike-schoultz?trk=mp-reader-card
https://www.linkedin.com/pulse/20140804105616-44339949-is-learning-a-product-of-teaching?trk=mp-reader-card
Resp. Prof. Eyerer,
No problem for your reply over here. I am looking forward to your work to come on RG. I am sure it must be containing very important implications for teachers.
Sincerely
Palak
Dear Colleagues,
Good Day,
"What do you do to improve your learning efficiency?
These are the techniques One can use:
Learn by doing
Most of what we know, we didn’t learn in school. We learned it in the real
world, actually doing, not reading or listening about doing. Confucius once said:
I hear, I forget. I see, I remember. I do, I understand.
He appreciated that being a creator was the best way to learn. Make your learning be active learning and be creators as often as possible. And learn as many new things as possible. That means making your work environment be an environment of change. Rotate into new jobs every 18 to 24 months (note that new jobs doesn’t necessarily mean new employers). We believe this the most critical of the 10 ways to improve your learning.
Observe and reflect
By observing life’s experiences around us and careful reflection of what we observe, we can gather facts and information to learn new solutions and methods. Increase your ability to ‘connect the dots’ around you. Take notes and revisit them often.
Embrace the mess of complex learning.
In this new world of continuous learning, we are all teachers as well as
learners. We realize learning is often an ugly task. Accept that the process of trial and error is an acceptable learning process. And watch carefully
of what others are learning all around you in both the business and
personal environment.
Look for novelty
Our brains pay more attention to things in the environment that are new to our experience.
So, seek out as many new experiences to try as you can handle and become an explorer. Continuously expand your boundaries of new experiences … include some far out things in different fields. Continuously practice connecting the dots of your learning.
Develop curiosity
Continually to think about what you don’t know, don’t be afraid of confusing our learning and evoking tough questions. You can develop curiosity. This curiosity can be used to tailor robust methods of blended learning. Curiosity must come first. Questions can be fantastic windows to great learning, but not the other way around. Build your skill of curiosity … it is a necessity for good learning.
Practice imagination
Albert Einstein once said: Logic will get you from A to B. Imagination will take you anywhere.
He understood the complexities of the world today required imagination for the discovery of new ideas and solutions. Imagination requires lots of practice;
it doesn’t just happen on its own. So start working on this skill to add it to improving your learning.
Embrace change and contrast
People learn new things best when they are in contrast to other information in the environment or to things that are in contrast to previous experiences.
To improve learning, work on your experience of change … study trends and study changes going on around you. Step out into the unknown as often as you can.
Understand the meaning
In learning, we respond best when we determine things are that are most meaningful. Find the meanings that provide that which motivates us to dig deeper.
Connect and collaborate
Connecting with others in the internet world is a great way to share ideas and solicit feedback, new views, and ideas. Once you have found some interesting
connections who share like goals, try a collaboration project or two.
Collaboration is an excellent way to expand learning in a sharing environment.
These answers are very complete. The 21st-Century skills framework now includes technology as well as our experience through our life. These idea are fascinating.
This is excellent Word and it is really operate in life and on practice
Whatever you can express in your own idea in a clear simple and lucid language, practicalize, and demonstrate without hindrance or constraints is what you have learned, known and assimilated, and with that, we know for sure that learning has really taken place.
Estimado Peter Eyerer, gracias por invitarme nuevamente a participar en un foro de discusión coordinado por Ud.
Tal y como lo menciona en su breve introducción, hay mucha información relacionada con la educación, el aprendizaje, la enseñanza-aprendizaje, así como corrientes y enfoques diferentes de la educación, amén de teorías/métodos/tecnología didáctica y estilos de aprendizaje; tanta que es difícil discriminar la más relevante. Asimismo, con frecuencia existe confusión entre lo que es aprendizaje eficaz y aprendizaje eficiente, sin delimitar puntos de contacto y diferencias en sus significados.
Por tal motivo, empiezo con las definiciones, conceptos y significados.
- Aprendizaje (De aprendiz). Acción y efecto de aprender algún arte, oficio u otra cosa. Tiempo que se emplea en el aprendizaje. Adquisición por la práctica de una conducta duradera.
- Eficacia. Del latín efficacia. Capacidad de lograr el efecto que se desea o se espera. Virtud, actividad, fuerza y poder para actuar.
- Eficiencia. Del latín efficientia. Capacidad de disponer de alguien o de algo para conseguir un efecto determinado. Virtud y facultad para lograr un efecto determinado.
http://dle.rae.es/?id=3IacRHm (online)
Diccionario de la Lengua Española. Vigésimo primera edición. Editorial Espasa-Calpe. Madrid España 1992.
Como se puede observar el término Eficacia es muy general e impersonal. Lograr el efecto esperado o planeado. Si se trata de Aprendizaje; entonces Aprendizaje Eficaz, es lograr el aprendizaje esperado o planeado respecto de algún arte, oficio o profesión, y el tiempo que se emplea para adquirir una conducta duradera. Si incluimos ahora al sujeto Alumno para personalizar el aprendizaje, tendremos recreando toda la información disponible:
- Aprendizaje Eficaz del Alumno. Lograr en el alumno el aprendizaje planeado de acuerdo al tema, tarea o asignatura en estudio, mediante la identificación de cambios duraderos o permanentes en la conducta esperada.
Respecto del término Eficiencia, que significa la capacidad de disponer de algo o de alguien para conseguir un efecto determinado, parafraseando veremos ahora que "disponer de alguien" implica ya cierta personalización o sujeto de la acción, en este caso "el alumno"; de la misma forma "disponer de algo", implica también la disposición o utilidad de recursos para lograr sus objetivos como los "métodos, técnicas e instrumentos didácticos". Por tanto, recreando la redacción utilizando toda la información descrita y otra disponible sobre la materia, tendremos:
- Aprendizaje Eficiente del Alumno. Capacidad de promover el aprendizaje específico planeado (teórico, práctico o praxis) por medio de métodos y técnicas didácticas adecuadas, valorado a través de la observación en el alumno, de cambios de conducta permanentes o duraderos.
Si comparamos ambas definiciones de Aprendizaje Eficaz y Aprendizaje Eficiente del Alumno, es más conveniente considerar esta última, ya que personaliza al sujeto del aprendizaje que es el alumno e incorpora recursos como métodos, técnicas e instrumentos didácticos, para el logro de sus objetivos.
Sintetizando, la definición y concepto de Aprendizaje Eficiente del Alumno, es el que más se acerca al ideal de lograr en todo sistema educativo y particularmente por los docente que están frente a alumnos en forma individual o en trabajo de equipo y cuya Misión más que objetivo educativo es; Orientar y promover en sus alumnos Aprendizajes Significativos.
Los siguientes son conceptos y definiciones relacionadas con el Aprendizaje Significativo:
- Según David Ausubel, es el tipo de aprendizaje en que un estudiante relaciona la información nueva con la que ya posee, reajustando y reconstruyendo ambas informaciones en este proceso. Dicho de otro modo, la estructura de los conocimientos previos condiciona los nuevos conocimientos y experiencias, y estos, a su vez, modifican y reestructuran aquellos. Este concepto y teoría están enmarcados en el marco de la psicología constructivista.
- Ocurre cuando una nueva información se conecta con un concepto relevante preexistente en la estructura cognitiva, esto implica que las nuevas ideas, conceptos y proposiciones pueden ser aprendidos significativamente en la medida en que otras ideas, conceptos o proposiciones relevantes sean claras y estén disponibles en la estructura cognitiva del individuo, y que funcionen como un punto de anclaje de las primeras.
- En conclusión, el aprendizaje significativo se basa en los conocimientos previos que tiene el individuo más los conocimientos nuevos que va adquiriendo. Estos dos al relacionarse, forman una conexión y es así como se forma el nuevo aprendizaje, es decir, el aprendizaje significativo.
Además, el aprendizaje significativo de acuerdo con la práctica docente se manifiesta de diferentes maneras y conforme al contexto del alumno y a los tipos de experiencias que tenga cada niño y la forma en que las relacione.
https://es.wikipedia.org/wiki/Aprendizaje_significativo
Atentamente
Dr. José Luis García Vigil
Dear Peter Eyerer, thanks again for inviting me to participate in a discussion forum coordinated by you.
As he mentions in his brief introduction, much information related to education, learning, teaching and learning, as well as current and different approaches to education, in addition to theories / methods / instructional technology and learning styles; so it is difficult to discriminate the most relevant. Also, there is often confusion between what is effective and efficient learning learning without specifying contact points and differences in their meanings.
Therefore, I begin with the definitions, concepts and meanings.
- Learning (apprenticeship). Action and effect of learning a craft, trade or otherwise. Time spent in learning. Acquisition by the practice of lasting behavior.
- Effectiveness. Latin efficacia. Ability to achieve the desired effect or expected. Virtue, activity, strength and power to act.
- Efficiency. Latin efficientia. Ability to have someone or something to achieve a certain effect. Virtue and power to achieve a certain effect.
http://dle.rae.es/?id=3IacRHm (online)
Spanish dictionary. Twenty-first edition. Editorial Espasa-Calpe. Madrid Spain 1992.
As can be seen, the term Efficacy is very general and impersonal. Achieve the expected or planned effect. If it comes to learning; Effective Learning then, is to achieve the expected or planned learning about some art, trade or profession, and the time spent to acquire a lasting behavior. If we include now the subject Student to personalize learning, we recreate all available information:
- Effective Student Learning. Learner achieve the planned learning according to topic, task or subject under study, by identifying lasting or permanent changes in the expected behavior.
Regarding the term Efficiency, which means the ability to have someone or something to achieve a certain effect, paraphrasing see now that "have someone" already implies some customization or subject of the action, in this case "the Student"; in the same way "have something" also involves the provision or use of resources to achieve its objectives as "methods, techniques and teaching tools." Therefore, re-writing using all the information described and other available on the subject, we have:
- Efficient Student Learning. Ability to promote specific training planned (theoretical, practical or praxis) through appropriate methods and teaching techniques, assessed through observation in the student, permanent or lasting changes in behavior.
If we compare both definitions of Effective Learning and Efficient Student Learning, it is more appropriate to consider this last definition as personalize the subject of learning is the student and incorporates resources such methods, techniques and teaching tools for achieving your goals.
Summarizing, the definition and concept of Efficient Student Learning is the one that comes closest to the ideal to achieve in any education system and particularly teachers who are facing students individually or in teamwork and whose mission rather than target education is; Guide and promote their students Meaningful Learning.
The following are concepts and definitions related to Meaningful Learning:
- According to David Ausubel, it is the kind of learning that a student relates new information that already own, readjusting and rebuilding both pieces of information in this process. In other words, the structure of the background conditions new knowledge and experiences, and these, in turn, modify and restructure those. This concept and theory are framed in the context of constructivist psychology.
It occurs when new information is connected with a pre-existing relevant concept in cognitive structure, this means that new ideas, concepts and propositions can be learned significantly to the extent that other ideas, concepts or relevant propositions are clear and available individual cognitive structure and function as an anchor point of the first.
In conclusion, meaningful learning is based on prior knowledge that an individual has more new knowledge he acquired. These two to interact, form a connection and this is how the new learning forms, ie meaningful learning.
In addition, meaningful learning with teaching practice is manifested in different ways and according to the context of the student and the types of experiences that have each child and how that relates.
https://en.wikipedia.org/wiki/Meaningful_learning
Sincerely
Dr. Jose Luis Garcia Vigil
In addition, learning efficiency might be described also as “a relative term which is dependent upon time, outcome and student group”; a building-block of a “culture of evidence”; a beneficial consequence on “soft skills” such as an individual’s self-esteem, motivation, awareness, ability to work in a team, employability and empowerment; an ability to “perform well”; the extent to which stated goals are “perceived to have been met by the various stakeholders”. It is difficult to define this issue, since learning is a lifelong ongoing, voluntary and self-motivated pursuit of knowledge …
This is about new form of learning through social networks. It considers learning efficiency of such type of learning process.
Social Learning Efficiency
A Social Learning Network, or SLN, encapsulates a range of scenarios in which a number of people learn from one another through structured interaction. These are networks that exist between learners, instructors, and also modules of information.
The proliferation of online learning, and online communication in general, has given rise to a number of SLN applications in recent years. Some of these include online education, enterprise social networks for online training, and Q&A sites, which have created SLN among students, employees, and askers/answerers, respectively.... How efficient are real-world SLN, and how can their efficiencies be improved?...
http://scenic.princeton.edu/ps-efficiency-optimization.php
My take on this one.
Learning efficiency and effectiveness is all about implementing whatever has been learnt. Either raw knowledge into previous patterns of thought or the process of generating new patterns of thought.
The final achievement would be to reach the implementation of new concepts into new patterns of thought incrementing the capacity to adopt different perspectives and to identify connections between seemly isolated concepts.
That would expand the capacity to identify scenarios, their complexity, the actions dependent on it, the potential for interaction and the capacity to change the outcome (or problem solving).
In simple words, what we learn become effective when it becomes useful because we get to implement it in our capacity to interact.
Dear Diego,
a very interesting aspect and view. I like it.
This rises the question: Do we need knowledge of the past? Knowledge of our culture? knowledge of science?
Dear all, do you like to comment on this?
Peter
Knowledge of the past is vital to enhance understanding of the present knowledge. Likewise, knowledge of our culture is pertinent in creating sensitivity and awareness of a subject matter. Knowledge of science is important to give meaning to concepts of the world and happenings around. These elements gel together as to give significance to learning efficiency.
Dear Malini, deat Diego
I see it the same. Do you agree that we need a mixture of knowledge of the past and enough freedom in our syllabus for new thinking. And enough means in my opinion not only 5 %!!! but 33 %.
Peter
Well , past is needed to understand "what not to do " future is always an open challenge. Learning efficiency forms a parametric measure of how it will be approached/used . Outcomes again dictates the impact Dr Eyerer , it is a cycle after all ...
I believe that the question in itself reflects the process, the approach and the answer.
In the comments shared by all of us there is a reflection on the process followed by the author to digest previous knowledge (learning?), the process to give structure to the answer, the selection of the words containing "knowledge" and altogether projecting a pattern of thought giving meaning to the point made.
We all are not coming from the same concept of what "learning" and "knowledge" are. We have a global agreement but the details are the key field in which those concepts become wide spread.
If learning involves to apply the use of knowledge, we can claim that using "good" knowledge is "good learning" but using "bad" knowledge is bad learning. When in fact, from my point of view, learning is the capacity to integrate either, knowledge or patterns of thought, to interact consciously affecting an outcome. And that is a process which is independent of the origin of the knowledge, or the source of the pressure triggering the development of new patterns of thought.
The concept of time as a provider of knowledge involves to categorise knowledge in different types, which, under my point of view, constitutes an ethical paradigm.
For example, learning everything that a knife represents is knowledge. Learning how can be used is knowledge and a process of learning. Being aware of how it has been used by others and how their use has had an impact in the outcome of a scenario (from its uses in the kitchen, seeing a fisherman captivating your attention through his/her skills or even its use in military battle) is knowledge which can be classified as good or bad. But telling others what is good knowledge and bad knowledge is something which would go against free will in the learning process. And such manipulation would become part of the ethical paradigm of defending knowledge and learning through manipulation.
For me, the answer to the original question of what is Learning efficiency and effectiveness, comes within those questions reached through the process. The questions which lead you to other questions and keep you evolving in your process of searching for knowledge and perspectives to digest this knowledge.
The most rich learning process does not come from the knowledge selected by others for you to learn but by the pattern of thought inspired which make you ask the questions which lead you to such knowledge.
Like building a house, you need to know where the materials are going to be placed before you order them.
In today's time knowledge has arrived in the form of "pills", encapsulated conceptualizations of what is right and wrong to be known. But little attention is given to what are the questions in the heads of those we want to teach "knowledge".
If you want to teach somebody about something, first, ask which are the questions he/she is curious about related to the topic and then, from there, try to engage your answer explaining the knowledge required to answer the question by themselves.
In a broader sense, I agree with Peter on that there is a need for "a mixture of knowledge of the past and enough freedom in our syllabus for new thinking".
But I would use a different approach.
Knowledge should not be classified by its time but by its usefulness and that is directly dependent on the patterns of thought applied to "integrate knowledge through time", past and present. As I tried to say in my first answer, effective learning is the capacity to integrate knowledge through time, scenarios and disciplines.
One example of static patterns of thought clashing with each other comes from the systemic segregation of knowledge imposed in academia. Biology, geology, physics, chemistry, meteorology, etc, (and all subdivisions within each one of those fields)... have grown through time moving apart from each other. They have been compartmentalised in subjects and languages. Such segregation over the classification of types of knowledge becomes also with an imposition over the rightful use of such knowledge. So, for example, the contribution from one physicist would not be easily recognised in biology or the other way around.
The restrictions surging from such attitude have become so evident that the concept of "multidisciplinary capabilities" has raised as "an innovation" when it never should have been lost. But who is going to implement such innovation of putting together knowledge from different disciplines if the pattern of thought keeps in static mode at school, universities, ...?
In academia, if you generate a new pattern of thought applying also multidisciplinary knowledge it might become very difficult to find acceptance by the scientific community since, you are not "classified" in one specific group of knowledge, your language might not be specific to all and each field, and in the absence of previous work which to be compared, most academics do not want to take the step of moving from their comfortable zone.
In conclusion, any type of knowledge and learning effectiveness comes from enhancing the eagerness to be curious. That will affect our behaviour becoming more aware of the implications from "the type of use" given to past and present "knowledge", helping to build culture (social and academic) on new grounds adapted to new times and demands.
Sorry if I have extended my answer beyond making a point. I hope I have at least share some interesting thoughts.
Hi Peter,
Yes, freedom in syllabus indeed. Not a rigid/superficial syllabus which curbs creativity and innovation.
Regards
dear Diego,
thank you in deed for very interesting thoughts. I have to work on it.
Peter
Dear Peter,
Thanks for your feedback. I want to contextualise my answers in real life experience so I will try to make tangible my point of view. I hope I don´t overstate it.
I believe that you are aware of some of my work, at least what I have shared in my profile at ResearchGate. You might also know the work that I am sharing in my blog at wordpress, which is directly related with the topic addressed in your question and the point of view which I hold and I have tried to explain through my answers.
When I was a student at school and university, my teachers often said that even thought they saw intelligence in my capabilities I usually did not get good marks because my answers to the questions applied to evaluate my performance used to be considered "scattered" playing with too many concepts instead of focussing in an specific take giving "the answer" expected. 20 years later I see that, in part, my lack of focus in learning and replicating specific postures came from a frustration in the absence of integrating concepts from different disciplines in the learning process. In my college studies I chose Biology with the expectation of understanding the behaviour of the world surrounding me. That did not mean to learn to give names to things, processes and behaviours, but to become aware of how and why things happen in all forms of existence. That is what biology is for me. From and between planets to stars, trees and animals, water, air and land, at micro and macro scales, from thermodynamically driven to thought induced.
The process of identifying our world and its parts in scientific terms is directly related with the cognitive capabilities of the observer to become aware of its role interacting with it as an active element in the equation. So that involves understanding data and knowledge management as well as human behaviour and conceptual barriers in the learning process.
After having worked in academia as PhD and outside academia, in 2012 I found myself without a permanent job position (I am 41 at the present). The option to keep moving came with sporadic jobs in consultancy which, however, were becoming more sporadic in an economic recession. When I looked at my options to keep my career in the path of research I faced a reality slap. When I was working as a researcher I had so tight schedules that I didn´t focused my attention on publishing papers. So I found myself without articles which would make my CV competitive in selection processes related with performing research, but furthermore, since I was not part of a research institution, I could not increase my publications due to the restrictions in the academic system applied to have access to publish work (status and economic).
Under such scenario I decided to demonstrate my analytical skills and productive capabilities applying my own perspective and methodology building a line of research and body of knowledge, open for public review and scrutiny, published in the only way I had possible, a blog.
Then I had the question of choosing the line of thought over which I would base my publications.
As I pointed out in my previous answer to Peter's comment, "for me, the answer to the original question of what is Learning efficiency and effectiveness, comes within those questions reached through the process. The questions which lead you to other questions and keep you evolving in your process of searching for knowledge and perspectives to digest this knowledge. The most rich learning process does not come from the knowledge selected by others for you to learn but by the pattern of thought inspired which make you ask the questions which lead you to such knowledge.
Like building a house, you need to know where the materials are going to be placed before you order them.
In today's time knowledge has arrived in the form of "pills", encapsulated conceptualizations of what is right and wrong to be known. But little attention is given to what are the questions in the heads of those we want to teach "knowledge".
Accordingly, I titled my blog, "Filling in/Finding out, gaps of knowledge".
Since 2013 I have been publishing my assessments over environmental issues focusing on addressing the implications from obviating the repercussions triggered by leaving unaddressed or unidentified, gaps of knowledge in specific topics. From those found on specific environmental issues to those found in assessing climatic alterations, from those found on methodological designs to those shaped on cultural cognition.
In order to enhance discussion and evaluate the value of my publications I actively shared them at LinkedIn trying to promote an open review through discussion over a multidisciplinary approach.
From the experience that I gathered over these years publishing my work and interacting at LinkedIn I agree with Peter on that there is a need for "a mixture of knowledge of the past and enough freedom in our syllabus for new thinking".
One scenario which I have found is to reach conclusions through my work which were not previously addressed in peer review articles.
In 2014 I shared an assessment over mechanisms working in atmospheric dynamics which would be part of a shift in seasonality and energetic flows in the atmosphere. This situation led me to specifically ask for feedback over those assessments by email and at groups at linkedIn made of specific scientific profiles such as AGU and NOAA. The response I found from one eminent scientist in the field was that my assessments could not be verified by previous peer review articles. Apparently, that was enough to answer my petition for feedback. So she did not dispute the value of them but neither recognise it. But, moreover, the feedback from the members of AGU and NOAA at LInkedIN was silence. Simply silence. No criticism, neither agreement.
As I said in my previous comment in this thread, I can only interpret this behaviour as "In the absence of previous work which to be compared, most academics do not want to take the step of moving out from their comfortable zone." In other words, to perpetuate the static pattern of thought learnt and projected at schools, universities, ...
Since then I have kept extending the outcomes from my line of research and start to become familiar with the tools and opportunities offered by social media platforms. One of the tools available in a blog are the statistics generated from the location of the visits.
Looking at those statistics one new surprisingly disturbing situation has appeared.
I have continued publishing and sharing at linkedin and ResearcgGate my line of research over the next years. This year 2016, 2 years after the start of publishing my assessments, new peer review articles are appearing addressing the assessments which I pointed out in my publications, some of them, too closely related to be mere coincidence in time and topic. Even the authors are based on institutions which have appeared as visits to my blog. However, none of those publications share any attribution of acknowledgement over the source of the inspiration driving their publication and the previous related work found in my publications.
I am sure I might not be the only one in this situation, but in my case, it becomes very frustrating seeing that publishing my assessments instead of gaining the recognition which could potentially overcome my limitations in peer review publications is being opportunistically used by others whom have the privilege of enjoying whole lot of access to more resources than me.
The way how I see the present situation around learning and implementing knowledge in science or society, someone might have the capacity to analyse and unveil new insides on any topic, but the system is made for those with access to resources.
Like the perpetuation of historical events is driven by the winners of the battles, the perpetuation of knowledge and scientific thought is driven by those controlling the access to resources, data, labs, "recognised" media, money, time, ...
Resp. Prof. Eyerer,
One option to enhance efficiency is to meditate. Meditation by both students and teachers might help enhance learning efficiency.
Another option is to increase the curiosity in learning. The following link has a detailed discussion on it.
http://www.mom-psych.com/Articles/Education/Curiosity-and-Enhanced-Learning-PR1040.html
Dear @Peter, another interesting approach to learning efficiency in e-learning.
In this paper a different perspective for defining learner context is employed and a feature viz. Learning Efficiency that consolidates the learner context has been arrived. The different elements that constitute Learning efficiency have been identified using which a computational model of Learning Efficiency called LEMOn has been proposed in order to quantify the learner context. The model has been subjected to statistical evaluation in order to check for its correctness and was found to represent the learner context efficiently...
Efficiency in general is defined as maximizing the output with the given inputs. Normally the learning efficiency is assessed mainly based on the performance of the learner in the tests. But the intrinsic features of E-learning inflict the definition of learning efficiency in a multifaceted way encompassing the temporal, navigational and performance aspects of learning...
http://www.academia.edu/11299424/LEMON_THE_LEARNING_EFFICIENCY_COMPUTATION_MODEL_FOR_ASSESSING_LEARNER_CONTEXT_IN_E-LEARNING
Efficiency is not learning subject .It is individual for us & subsequently approve & appreciated with whom we are living in the contact either for our working environment or for our personal programming plan .
Efficiency to be acquired by making improvement in our working & thinking process & also by observing ,studying the life contribution of the great people who have placed a landmark for us . This is a learning process for us for our development & efficiency is to be judged by others so that we may contribte our performance effectively .
This is my personal opinion
Dear Diego,
excuse me for answering half a year later.
the reason is properly the same you are claiming for. In my case: time! or let me say: my desicion what is important for me now. I don´t want to be rude but this is our system and I am part of it.
Now an influenca gives me time to work through the not answered important comments at RG f.i..
I share your critisism of our european education system at schools and I add also at universities. We trim students to fill their short time brain with knowledge that is necessary to manage the tests, not to manage live. Very bad situation.
In the case that visitors plagiated your wirtten thoughts from you block no excuse is possible. But you know the fact that certain items are in the cloud I want to say are in the mind of scientists over the globe without plagiation. Just because the time has come. So it is sometimes difficult to proof a real plagiate.
True is that science has rules and one of it is the system of reviewed papers Publishing.
I am sorry not being able to help you in the described sense.
Best regard
Peter
Dear Peter
Effective learning is learning that works well. Efficient learning is learning that uses minimal resources will still achieving good results. Another way of saying it is that the results to resources ratio is good.
so look at this paper Peter
http://mediasite-mx.com/sites/default/files/wp7-cost-effectiveness-efficiency.pdf
Regards
Dear Dr Eyerer,
Sorry for late answer. It is really an important question. I read the previous answers and most of it carried interesting ideas. However, I find myself agreed more with the points mentioned within the answer of Prof. Shafgat Mahmudova.
Regards.
SM Najim
Dear Saeed, dear Salah,
I appreciate your "late" answers very much. Thank you! I think, it is never too late for a good answer.
Peter
The amount of input/energy spent to deliver the the lecture/content for learning; if compared with the CHANGE due to learning as learning outcome, then we can calculate learning efficiency. Learning efficiency = CHANGE in learner / the input of excitation in trainer.
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