• Nidhi Sachdeva: Enhancing Learning - from cognitive load to effective reading practices

  • 2024/10/22
  • 再生時間： 1 時間 14 分
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Nidhi Sachdeva: Enhancing Learning - from cognitive load to effective reading practices

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  • Nidhi Sachdeva from the University of Toronto talks about the science of learning, myth-busting educational misconceptions, and the role of technology in teaching. We get into cognitive load theory, explicit instruction, and question the efficacy of demanding reading loads in higher education. Nidhi shares her expertise on structured teaching methods, the importance of factual knowledge in the age of AI, and her efforts to simplify educational research for teachers. We tackle the perennial question of why most academic writing sucks, and talk about the best ways for practitioners to get started on their own research.

    Dr. Nidhi Sachdeva is based at the University of Toronto’s Ontario Institute for Studies in Education (OISE). She is interested in designing and integrating evidence-informed instructional practices. Recently, she has been researching this through the notion of microlearning and cognitive science. She developed a range of microlearning content using the science of learning as guidelines. You can find some of her work in the video series on How Learning Happens. She also developed the microlearning video series for peerScholar.

    Nidhi’s substack, which she co authors with Jim Hewitt, is called The Science of Learning and is available at https://scienceoflearning.substack.com/. Nidhi and Jim have also appeared on the Chalk and Talk podcast, and Nidhi was a recent guest on the Progressively Incorrect podcast.

    Further reading

    • Kirschner, P. A., and Hendrick, C. (2020). How learning happens: Seminal works in educational psychology and what they mean in practice. Abingdon: Routledge.
    • Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97. Available at: https://doi.org/10.1037/h0043158
    • Rosenshine, B. (2010), Principles of Instruction: Research-Based Strategies that All Teachers Should Know. American Educator, 36 (1), 12-19.
    • Sweller, J., Ayres, P. and Kauyga, S. (2011). Cognitive Load Theory (Explorations in the Learning Sciences, Instructional Systems and Performance Technologies Book 1). London: Springer.
    • Willingham, D. (2024). Professor of Psychology Daniel Willingham Speaks to UVA's Class of 2024. [Video]. Available at https://www.youtube.com/watch?v=FEhallt7ZCA [Accessed 20th October 2024].
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あらすじ・解説

Nidhi Sachdeva from the University of Toronto talks about the science of learning, myth-busting educational misconceptions, and the role of technology in teaching. We get into cognitive load theory, explicit instruction, and question the efficacy of demanding reading loads in higher education. Nidhi shares her expertise on structured teaching methods, the importance of factual knowledge in the age of AI, and her efforts to simplify educational research for teachers. We tackle the perennial question of why most academic writing sucks, and talk about the best ways for practitioners to get started on their own research.

Dr. Nidhi Sachdeva is based at the University of Toronto’s Ontario Institute for Studies in Education (OISE). She is interested in designing and integrating evidence-informed instructional practices. Recently, she has been researching this through the notion of microlearning and cognitive science. She developed a range of microlearning content using the science of learning as guidelines. You can find some of her work in the video series on How Learning Happens. She also developed the microlearning video series for peerScholar.

Nidhi’s substack, which she co authors with Jim Hewitt, is called The Science of Learning and is available at https://scienceoflearning.substack.com/. Nidhi and Jim have also appeared on the Chalk and Talk podcast, and Nidhi was a recent guest on the Progressively Incorrect podcast.

Further reading

  • Kirschner, P. A., and Hendrick, C. (2020). How learning happens: Seminal works in educational psychology and what they mean in practice. Abingdon: Routledge.
  • Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97. Available at: https://doi.org/10.1037/h0043158
  • Rosenshine, B. (2010), Principles of Instruction: Research-Based Strategies that All Teachers Should Know. American Educator, 36 (1), 12-19.
  • Sweller, J., Ayres, P. and Kauyga, S. (2011). Cognitive Load Theory (Explorations in the Learning Sciences, Instructional Systems and Performance Technologies Book 1). London: Springer.
  • Willingham, D. (2024). Professor of Psychology Daniel Willingham Speaks to UVA's Class of 2024. [Video]. Available at https://www.youtube.com/watch?v=FEhallt7ZCA [Accessed 20th October 2024].
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