Brainwave entrainment
Brainwave Entrainment is any practice that aims to cause brainwave frequencies to fall into step with a periodic stimulus having a frequency corresponding to the intended brain-state (for example, to induce sleep), usually attempted with the use of specialized software. It purportedly depends upon a "frequency following" response on the assumption that the human brain has a tendency to change its dominant EEG frequency towards the frequency of a dominant external stimulus.[citation needed] Such a stimulus is often aural, as in the case of binaural or monaural beats and isochronic tones, or else visual, as with a dreamachine, a combination of the two with a mind machine, or even electromagnetic radiation. Hemispheric Synchronization, a potential and generally desired result of brainwave entrainment, refers to a state when the brainwave pattern of the right and left hemispheres become alike. History[edit] Aural entrainment[edit] Binaural beats[edit] Binaural beats Monaural beats[edit]
Learning styles
Learning style is an individual's natural or habitual pattern of acquiring and processing information in learning situations. A core concept is that individuals differ in how they learn.[1] The idea of individualized learning styles originated in the 1970s, and has greatly influenced education.[2] Proponents of the use of learning styles in education recommend that teachers assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style. David Kolb's model[edit] David A. David Kolb’s Experiential Learning Model (ELM) [5] 1. "Hands-on" and concertWants to doDiscovery methodSets objectives/schedulesAsks questions fearlesslyChallenges theoriesAdaptableReceive information from othersGut feeling rather than logic 2. "Hands-on" and theoryAnalogiesSpecific problemsTests hypothesisBest answerWorks aloneProblem solvingTechnical over interpersonal 3. 4. Learning Modalities[edit] 1. 2. 3. Descriptions of Learning Modalities: Other models[edit] 1.
Four stages of competence
In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. History[edit] The Four Stages of Learning provides a model for learning. It suggests that individuals are initially unaware of how little they know, or unconscious of their incompetence. As they recognize their incompetence, they consciously acquire a skill, then consciously use it. Eventually, the skill can be utilized without it being consciously thought through: the individual is said to have then acquired unconscious competence. [3] Several elements, including helping someone 'know what they don't know' or recognize a blind spot, can be compared to some elements of a Johari window, although Johari deals with self-awareness, while the four stages of competence deals with learning stages. The four stages of competence[edit] Fifth stage[edit] See also[edit] References[edit]
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Mind Hacks
Neuroskeptic
Hacking Knowledge: 77 Ways to Learn Faster, Deeper, and Better
If someone granted you one wish, what do you imagine you would want out of life that you haven’t gotten yet? For many people, it would be self-improvement and knowledge. Newcounter knowledge is the backbone of society’s progress. Great thinkers such as Leonardo da Vinci, Thomas Edison, Benjamin Franklin, Albert Einstein, and others’ quests for knowledge have led society to many of the marvels we enjoy today. Life-changing knowledge does typically require advanced learning techniques. Health Shake a leg. Balance Sleep on it. Perspective and Focus Change your focus, part 2. Recall Techniques Listen to music. Visual Aids Every picture tells a story. Verbal and Auditory Techniques Stimulate ideas. Kinesthetic Techniques Write, don’t type. Self-Motivation Techniques Give yourself credit. Supplemental Techniques Read as much as you can. For Teachers, Tutors, and Parents Be engaging. For Students and Self-Studiers Be engaged. Parting Advice Persist. Sources For This Article Did you enjoy this article?
Khan Academy
How to become smarter by doing less in the information age | The Uncommon Life by Kent Healy
Common: Believing that focusing on detail is the only and best path to success. Uncommon: Let’s be honest: Most things studied in college are quickly forgotten. I believe this is partly due to the sheer number of concepts addressed per class, per semester. In my experience, the emphasis is often on breadth versus depth. This poses a challenge to students studying for comprehensive tests. But I didn’t have the “luxury” of making the library my second home to spend hours on rote memorization. The eclipsing effect of detail: Traditional college advice places an extremely high level of importance on detail, but this train of thought can be a hindrance, at times resulting in increased stress and workload. An extreme focus on detail limits one’s ability to grasp the larger picture, which is critical to knowing what details to focus on. Even though it may seem like some tests include everything covered during the semester, 99% of tests do not. Selective learning: Context means clarity: Not so.
Johnathan Chung - Google+ - Over 175 Free Online Educational Resources (v.1.2) …
Over 200 Free Online Educational Resources (v.2.3) Warning: Very long post. Please open in a new browser tab. Here is decades' worth of knowledge freely available online for those who love to learn. What are your favorite sites to learn from? (View the original post for any future updates: I. Khan A Academic Earth - Online courses from the world's top sc TED - Technology, Entertainment, & MIT Open Cour Stanford Engineering Ever Open Yale C About U. - Collection of free online courses from About. Wikiv YouTube The Open University - Study at the University of the Peoplewww.uopeople.org More Open Courses: V. VI.
Mind Mapping, Concept Mapping, Argument Mapping: What are the differences and Do they Matter? (Martin Davies)
Concept mapping, mind mapping and argumentmapping: what are the differences and do they matter? Martin Davies Springer Science+Business Media B.V. 2010 Abstract In recent years, academics and educators have begun to use software map-ping tools for a number of education-related purposes. Typically, the tools are used tohelp impart critical and analytical skills to students, to enable students to see rela-tionships between concepts, and also as a method of assessment. Keywords Concept mapping Mind mapping Computer-aided argument mapping Critical thinking Argument Inference-making Knowledge mapping Introduction In the past 5–10 years, a variety of software packages have been developed that enable thevisual display of information, concepts and relations between ideas. M. )University of Melbourne, Parkville, VIC, Australiae-mail: wmdavies@unimelb.edu.au
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