Opcional: Parte 2: Aprender algo nuevo, Entrevista al Dr. Richard Felder y a la Dra. Rebecca Brent

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來自 McMaster University 的課程

Aprendiendo a aprender: Poderosas herramientas mentales con las que podrás dominar temas difíciles (Learning How to Learn)

1820 個評分

McMaster University

Aprendiendo a aprender: Poderosas herramientas mentales con las que podrás dominar temas difíciles (Learning How to Learn)

1820 個評分

Este curso te brinda acceso a invaluables técnicas de aprendizaje utilizadas por expertos en arte, música, literatura, matemáticas, ciencia, deportes y muchas otras disciplinas. Aprenderemos cómo el cerebro utiliza dos modos de aprendizaje muy distintos y cómo encapsula (“fragmenta”) la información. También hablaremos sobre ilusiones de aprendizaje, técnicas de memoria, cómo ocuparse de la procrastinación y las mejores prácticas, según lo demuestra la investigación, para ayudarte a dominar los temas más complicados. Con estos enfoques, más allá de tus niveles de destreza en los temas que quieras dominar, puedes cambiar tu pensamiento y tu vida. Si ya eres un experto, este vistazo de la maquinaria cerebral te dará ideas para disparar un nuevo aprendizaje poderoso, con consejos contraintuitivos para presentar exámenes y perspectivas que te ayudarán a aprovechar al máximo el tiempo que dedicas a las tareas y a la resolución de problemas. Si estás teniendo dificultades, descubrirás un cofre del tesoro estructurado con técnicas prácticas que te orientan acerca de lo que debes hacer para mejorar. Si alguna vez deseaste ser mejor en algún ámbito del aprendizaje, este curso te servirá como guía. Este curso también está disponible otros idiomas: Para unirte a la versión en inglés, visita: https://www.coursera.org/learn/learning-how-to-learn Para unirte a la versión en portugués, visita: https://www.coursera.org/learn/aprender Para unirte a la versión en chino, visita: https://www.coursera.org/learn/ruhe-xuexi

從本節課中

Renacimiento del aprendizaje y cómo liberar tu potencial

En este módulo vamos a hablar más sobre ideas y técnicas importantes que mejorarán tu capacidad de aprender. También descubrirás cómo interactuar mejor con otros estudiantes, cómo reconocer tus propias fortalezas y cómo evitar el “síndrome del impostor”. Los pilotos de combate y los cirujanos usan listas de comprobación para ayudarles con su tareas fundamentales... tú puedes usar una lista similar para prepararte para las evaluaciones. En definitiva, aprenderás más acerca del placer de vivir aprendiendo.

Opcional: Parte 1: Cómo NO hacer una prueba, Entrevista al Dr. Richard Felder y a la Dra. Rebecca Brent11:03

Opcional: Parte 2: Aprender algo nuevo, Entrevista al Dr. Richard Felder y a la Dra. Rebecca Brent9:05

Opcional: Parte 3: El síndrome del impostor y ocuparse de la procrastinación, Entrevista al Dr. Richard Felder y a la Dra. Rebecca Brent9:55

Opcional: El escritor John Maguire (readablewriting.com) habla sobre la importancia de colocar objetos en la escritura20:16

Entrevista opcional a William Craig Rice sobre aprendizaje en humanidades40:48

與講師見面

Dr. Barbara Oakley
Ramón y Cajal Distinguished Scholar of Global Digital Learning, McMaster University
Professor of Engineering, Industrial & Systems Engineering, Oakland University
Dr. Terrence Sejnowski
Francis Crick Professor at the Salk Institute for Biological Studies
Computational Neurobiology Laboratory
M.S. Orlando Trejo
Assistant Professor
Department of Electronics and Circuits, Universidad Simón Bolívar

[BLANK_AUDIO]

Well let me ask you this, now.

When you, yourself are faced with a new concept or you're trying to figure

out something brand new and it's difficult, what advice would you have

in general for learners to be able to, to grapple with

and assimilate these new ideas or solve a new area that they're first facing?

>> Well, just like with the test question that we talked about, I think

there are a lot of different ways to approach a difficult task.

And in fact as we were thinking about talking about this

issue Rich and I realized that we, we approach things differently.

My I'm a rather big picture person.

More of a global kind of learner.

And so, often when I'm looking at some difficult material

I'll take time if I have some thing a chapter, or

some sort of text, I'll look through it, I'll just skim through.

I read a little at the end, I will pick up

a piece here and there and then begin to dig in a

little bit deeper, but I do better when I sort of have

a general sense of what it is I'm supposed to be learning.

I might skip to the back and look at what kind

of problems am I supposed to be able to solve with this.

And so when you're working in disciplines where problem solving is an important

part that can be a way to get into it, to begin to make sense of it.

>> And the way that I differ from Rebecca is I'm a strongly sequential learner.

And so I take the first step, then the next step, then the next step.

But, again, I never learned anything passively.

Anything non-trivial.

If it's just a simple fact of definition of a

term I can read it and memorize it, but if it's

really conceptually difficult, whether it's

a part of a problem-solving procedure,

a derivation that I'm trying to work through or anything else.

The only way I learn anything is by doing it.

So, I'll read this and then I'll try to explain it to myself.

or, what I, when I've learned things best of

anything at all is when I've had to teach.

And I think practically every teacher will tell you the same thing.

You know, I thought I knew this stuff.

I got As in all those courses back in college.

But it wasn't until I had to explain it to these students that I was teaching that

I found out that I really didn't understand

it at the level that I thought I did.

And so I try to find examples.

I try to find clear ways of explaining difficult concepts.

And in the course of doing that that's when the real understanding came,

and so this is another strong argument, among other things, for working in groups.

If you can if you're working with other people

and together you're trying to figure something out and

you get a certain point and then you try

to explain it to the others you're reinforcing your understanding.

And they may or not, may not understand it after your

finished figuring out how to explain it, but boy do you.

And so those two pieces of advice.

I learn by doing things, by trying them.

If it's a mathematical method or procedure or

something in physics or in engineering, then I try

to work out the solution myself without looking

back at the book, the text, whatever it is.

And when I can do it by myself without

referring back, then, obviously, I know how to do it.

And then to really reinforce that

understanding, explaining it to someone else.

Put those two things together, and well, at least that's how I learned it.

>> I think using your resources too.

Whatever those resources may be.

You've got text, you've got things online, you

have people who really understand that difficult thing

that you're trying to learn and, and so make, not being afraid to just go out

ask questions work with all the resources you

have to try to find what's going to work

for you to make it clear, to make you more confident figure out what you're doing.

>> Oh, absolutely.

>> Playing, playing off of that, one of my biggest

problems as a professor is getting students to ask questions.

>> [LAUGH].

>> They don't want to do it.

And it's not that, well some of us, sometimes

they're so confused that they don't know what to ask.

But much more often it's a matter of fear.

You know if I ask a question in class, it

could be seen by my classmates as a dumb question.

And we as instructors can make all of the pretty

speeches we want about how there are no dumb questions.

All questions are good because they tea-,

forget that.

>> [SOUND].

>> Right?

I, the students are not buying that, and

besides, to be perfectly honest, there are dumb questions.

>> [LAUGH] >> And we've all heard them.

And so the student is reasoning, if I open my mouth to ask a question, I

could be perceived as dumb by my colleagues, my classmates, my professor.

If I keep my mouth shut I'm risking nothing and so they don't

ask, and I also can't persuade most of them to come to my office.

I have office hours every week, in which I tell the students, I'm there for you.

I promise I will be there.

I will be welcoming of any questions that you ask.

I'll find out where you're getting stuck and you won't

leave my office until you have the answer to that question.

Maybe for the same fear they don't want to come.

And so, they're not taking advantage of

the resources that Rebecca was referring to.

And if a student can be persuaded to overcome that fear

and just ask either in class or in the office in five

minutes they can get things cleared up that they could spend

three hours at home banging their heads against and not getting clear.

Let me go back to a couple of points I made before.

The best way to get the illusion of competence

when you don't really understand something is to listen

to a lecture or to read a text, like

a novel, or to read over old homework solutions.

And imagine that you understand them.

Because you don't.

The best way to get over the illusion of competence is to do it.

Solve the problem, again, without looking back at the old solution.

Work out the derivation one step at a

time without looking back at the textbook or your

lecture notes or whatever it is, and when

you can do it by yourself without any reference.

When you can reproduce that solution entirely by yourself then it's not

an illusion of competence, clearly you can do it because you did it,

but it's not until you do it, actually unaided, that you can

rest that, okay, I'm ready for the test or whatever it may be.

>> This can also be a good time for working with your peers.

Taking turns, explaining, a work, perhaps a worked out example in the text.

Explaining it step by step to each other.

When you start trying to verbalize it then you begin to see, wait a minute, I, I,

I thought I knew how they made that step, but when I try to explain it, I, I don't.

So what, what's going on?

Let's look at it.

So I think that working with other people can really help you in that way too.

So one of the things that you can do to make sure

you are thinking about all the different aspects of the

subject that, that you're trying to understand and it's to set it up.

Look at a complex system that might be used in a problem in your text.

And then just think about, what are about all the things

that the teacher might ask me to do with this system.

And in working through that you begin to think about

all of the elements that need to be in place.

So that's a great way to study for a test.

It's also a great way to sort of get past that illusion

of competence because as you're looking at it and as you're working through

the example and what you think you might be asked you'll uncover

some things that maybe you don't know as well as you thought you did.

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