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Retrieval Mapping

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Retrieval Mapping

While concept mapping is popular, some research has shown that creating concept maps, when students have the material in front of them, is not as effective as retrieval practice (1). Other scholars have noted that it takes time to teach students to make concept maps in order for their use to be effective at enhancing learning, and training can sometimes take a lot of time. In one paper by Mintzes and colleagues, they note that training to use concept mapping requires multiple opportunities over extended periods of time, even from 10-15 weeks (2)! This is a lot of time to spend learning a learning activity, and instruction time in the classroom is precious. (Now, in 2020, possibly more than ever.)

However, for those who love the idea of concept mapping and are interested in infusing more retrieval-based learning activities into their teaching, retrieval mapping has evidence to support its effectiveness without extensive training!

In an experiment conducted by Janell Blunt and Jeff Karpicke (3), retrieval practice and concept mapping were crossed to create four learning conditions:

  • Retrieval mapping: students created concept maps from their own memory (i.e., they did not have the information in front of them)

  • Concept mapping: students created concept maps with the information in front of them

  • Free recall retrieval practice: the students practiced retrieval by writing what they could remember

  • Paragraph condition: the students wrote out the information with the information in front of them (i.e., copying the information down).

The students in the experiment read a text passage, and then they participated in one of the four learning conditions listed above. They returned one week later to take an assessment test to measure learning.

On the assessment test, students performed better if they practiced retrieval during learning. Both free recall retrieval practice and retrieval mapping led to more learning than concept mapping and copying the paragraph. The results showed that concept mapping with the material in front of them was not particularly effective. However, there were no differences between free recall retrieval practice and retrieval mapping. Both were equally effective.

Bottom Line: There does not seem to be a particular benefit to practicing retrieval mapping over a standard free recall learning activity. But, for those who like using concept mapping, switching the activity to retrieval mapping is easy and effective. And, for those wanting to infuse different types of retrieval-based learning activities into their teaching, retrieval mapping is an effective way to do so!

To read more about retrieval-based learning activities, check out this pair of blog posts from 2016:

You can also check out our “Retrieval Practice” tag to get a full list of blogs related to retrieval practice. (There are a lot of them!)

References:

(1) Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331, 772-775.

(2) Mintzes, J. J., Canas, A., Coffey, J., Gorman, J., Gurley, L., Hoffman, R., McGure, S. Y., Miller, N., Moon, B., Trifone, J., & Wandersee, J. H. (2011). Comment on “Retrieval practice produces more learning than elaborative studying with concept mapping”. Science, 334(6055), 453-453.

(3) Blunt, J. R., & Karpicke, J. D. (2014). Learning with retrieval-based concept mapping. Journal of Educational Psychology 106(3), 849–858.

What if Instead of Calling People Out, We Called Them In?

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What if Instead of Calling People Out, We Called Them In?

She worked to improve the participation of women of color as a program director at the National Organization for Women and is credited, along with 11 others, as having coined the term “reproductive justice” — a combination of “reproductive rights” and “social justice” in response to what they believed was missing from Bill Clinton’s 1994 health care reform plan.

Later, as the program and research director for the Center for Democratic Renewal, which monitored hate groups, she found herself on a mountaintop in rural Tennessee, teaching antiracism to women whose families were members of the Ku Klux Klan.

She thought of what her organization’s founder, the Rev. C.T. Vivian — who had been Martin Luther King’s field general — told her when she started her job: “When you ask people to give up hate, you have to be there for them when they do.”

And so she was.

In the early 1990s, Professor Ross accompanied Floyd Cochran, once the national spokesman for the Aryan Nations, on a national atonement tour.

“Here’s a guy who had never done anything but be a Nazi since he was 14 years old, and now he was 35 with no job, no education, no hope. And we helped people like them,” she said. After The Los Angeles Times wrote an article about their unlikely friendship, in 1997, Professor Ross and Mr. Cochran were each paid $10,000 for a Hollywood adaptation option of their story. But when the script came back, there was a fatal flaw: It ended with the two falling in love.

“Floyd was married, and I don’t fall in love with Nazis,” Professor Ross said.

Sometime in those years, Professor Ross found herself on a street corner in Janesville, Wis., in the dead of winter, watching as Ken Peterson — a defector from the K.K.K. — filmed an interview with “The Geraldo Rivera Show.” Mr. Peterson and his wife, Carol, had to flee their home quickly, and Ms. Peterson was shivering in the cold.

Word + Quiz: brig

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Word + Quiz: brig

1. a place to confine people accused of doing wrong (especially on board a ship)

2. two-masted sailing vessel square-rigged on both masts

_________

The word brig has appeared 68 times on NYTimes.com in the past year, including on Aug. 19 in the Magazine article “The Untold Story of the Black Marines Charged With Mutiny at Sea” by John Ismay:

After Jenkins was told he couldn’t play the Last Poets, 64 of the 65 Black Marines on the ship submitted an informal complaint to the highest-ranking Marine officer on board, Capt. John B. Krueger, according to an account written a few months afterward by the defense team that Jenkins, Barnwell and Blackwell soon needed. In their note, the Black Marines told Krueger that they were being denied the right to play their own music. “Being that races are different in certain aspects, and music being one,” it read, “then the proper officials must make way as to the satisfaction of each and every race regardless of minority.” The Marines then submitted a request for a formal meeting with their battalion commander, who was located on another ship nearby. It was denied, further inflaming interactions between the men on board.

Tense conditions and simmering violence are detailed in the 1973 account written by the legal team. White noncommissioned officers prowled the berthing areas, harassing Black Marines. And when they talked back, they were formally punished. One white lieutenant is said to have had a Black Marine thrown into the ship’s brig — a jail with barred cells — and fed only bread and water for three days for nothing more than not having his uniform completely in order. The same officer returned to the brig to further harass and physically beat the man, according to the legal team’s account…

_________

Weekly News Quiz for Students: Election Results, Peace Agreement, Boy Scouts

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Weekly News Quiz for Students: Election Results, Peace Agreement, Boy Scouts

Above is an image related to one of the news stories we followed over the past week. Do you know what it shows? At the bottom of this quiz, you’ll find the answer.

Have you been paying attention to the news recently? See how many of these 10 questions you can get right.

Discover how Joanne applies her learning from the IBM Applied AI Professional Certificate with her clients in the online education industry

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Discover how Joanne applies her learning from the IBM Applied AI Professional Certificate with her clients in the online education industry

Meet Joanne Roxburgh, a PhD student in technology-enhanced learning from the UK. Joanne had heard about the growing potential of artificial intelligence in her industry and wanted to learn more. She didn’t have a coding background, but as soon as she found the IBM Applied AI Professional Certificate on Coursera, she was able to start learning AI concepts and applications. Read Joanne’s full story below to see how she’s integrating AI applications into the education industry, and why she recommends this program for anybody interested in how AI can be used to make a positive impact in the world.

My name is Joanne Roxburgh. I am a PhD student in technology-enhanced learning, and I do educational consulting work in online learning. I have almost 30 years of experience working in the education industry. Before I started working on my PhD, I was VP of academics at a multinational education company.

Artificial intelligence (AI) has become a hot topic in education. However, because technology companies and education institutes have different points of view on AI’s value and uses, I felt like I was getting lost in the middle. Everybody’s argument was compelling, but I did not know what an AI-enabled solution could mean for the education industry. As I was in a leadership position in my organization, I felt I needed to develop a perspective. 

I started taking online courses in AI, but the first courses I tried, though informative, were not really helping me form my own opinion and point of view. I needed to find out what AI was, and how it could be applied in the education industry.

That’s when I discovered the IBM Applied AI Professional Certificate on Coursera. It wasn’t just a “sit down and watch a few videos” kind of course—it was completely hands-on, it was practical, and it allowed me to see where AI-enabled solutions could make an impact.

When I started the program, I was a little worried, because I do not have a coding background; however, I quickly realized that coding experience was not required. I could still learn concepts and applications of AI without needing to do any heavy coding. My favorite part of the program was developing my own chatbot focused on education. I thought it was going to be a lot more technical and difficult, but instead, it was easy to develop and build.

One of my key motivations for obtaining the IBM Applied AI Professional Certificate was to build confidence in communicating about AI using technical language, so I could speak to my clients with a strong knowledge base in AI skills. After completing the certificate, I felt prepared and ready to integrate AI applications into the education industry and build upon my skill set.

My learning on Coursera has helped me work more effectively with companies in the education industry. I can provide pedagogy and also cross over into technical arenas with the tools I acquired from a rigorous program that provided immediate feedback, support for learning, interactive learning strategies, and mentoring capabilities.

At the present time, I am working with the Blockchain and Climate Institute as their Principle Executive Officer for Learning. The IBM Applied AI Certificate program prepared me for any forthcoming challenges and provided me a strong foundation for moving forward with an AI focus and technology platform. 

I would recommend the program to anybody, really! I think anybody interested in how AI is going to affect their lives or affect their industry will benefit from the program.

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Word + Quiz: grizzled

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onlinefreecourse
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Word + Quiz: grizzled

: having dark hairs mixed with grey or white

_________

The word grizzled has appeared in 55 articles on NYTimes.com in the past year, including on Sept. 14 in “‘In Baseball, There Is Neither Crying Nor the Asterisk’” by Benjamin Hoffman:

The concept of asterisks in baseball record books has swirled around the sport ever since it was announced that this season would be drastically altered because of the coronavirus. But John Thorn, Major League Baseball’s official historian, said that conversation was always much ado about nothing: We are witnessing a season that is as real as any other, he said.

… “My crystal ball is cloudy as to what folks might think a decade from now, but I view this as a season of unparalleled strangeness,” he said. “The upside — beyond the fine fact that baseball is being played at all — is that fans and pundits, although grumbling all the way, have given M.L.B. license to experiment with the grand old game. Some innovations were hated at the outset but then worked their charms on even grizzled veterans like me.”

_________

Introduction to ‘Student Opinion Questions’

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Introduction to ‘Student Opinion Questions’

Every school day we post a new question that invites students to read a Times article and respond with their own ideas. Teachers tell us it is a good opportunity to practice writing for an authentic audience. Some of our questions ask students to make an argument, while others invite personal writing. They range in topic from social media and college admissions to gun violence and gender roles. Over the years, we have published thousands of questions.

As Coronavirus Cases Surge, How Should Leaders Decide What Stays Open and What Closes?

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As Coronavirus Cases Surge, How Should Leaders Decide What Stays Open and What Closes?

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

Do schools offer in-person learning where you live? Are restaurants open for indoor dining? Would you feel safe in either?

With coronavirus cases surging across the United States, many local leaders are facing a difficult dilemma: How should we balance livelihoods against lives? How should we weigh the survival of today’s economy against the education of a generation of children?

What do you think should be the priority: keeping schools or restaurants open?

In “Europe Keeps Schools Open, Not Restaurants. The U.S. Has Other Ideas.,” Sharon Otterman and Eliza Shapiro write:

Across much of Europe, even as coronavirus cases rise anew, governments are keeping classrooms open while forcing restaurants and bars to shut their doors. But in some American cities, officials have opted to keep students home even as dining rooms bustle with customers.

Facing a second wave of the virus, New York City stands on the precipice of once again closing its classrooms. But with restaurants still serving customers in the city, Mayor Bill de Blasio’s administration faces a now-familiar conundrum: As the virus gains ground, should dining rooms be shuttered before classrooms?

The question reflects the complicated calculus that the pandemic has foisted onto cities all over the world, asking officials to balance livelihoods against lives, and to weigh the survival of today’s economy against the education of a generation of children.

There are no simple trade-offs, and it is possible that both schools and indoor dining will close in the coming days or weeks. For now, though, the city appears headed toward a discordant new status quo, asking hundreds of thousands of children to learn in front of their laptops even as New Yorkers are still making indoor dinner reservations.

New York City’s children face weeks or months without any in-person instruction if the city’s positivity rate reaches 3 percent over a seven-day rolling average. The city could hit that threshold in just a matter of days.

But while educating children is plainly more essential than eating indoors, the sacrifice involved with shuttering restaurants is not suffered primarily by diners. New York’s restaurant industry, which employs many low-income New Yorkers of color, risks financial collapse without federal stimulus dollars. Thousands of jobs are at stake, as is a major lifeblood of the city.

Students, read the entire article, then tell us:

  • Before you read the article, what was your gut response to the question of whether schools or restaurants should close first to help control the virus? Why? After you read it and learned about some of the considerations — scientific, political and economic — that will affect millions, did your opinion change?

  • If you were mayor of New York City or governor of New York State, what would you do? Why?

  • Many U.S. cities, including Boston, Philadelphia, Baltimore and Washington, have closed classrooms while allowing restaurants to seat customers. In Europe, classrooms are open while bars and restaurants are shut. What do you think of this? Do you think we in the United States can learn from European approaches to lockdowns, restrictions and reopenings?

  • Is your school remote or in person? Do you think that was the right choice for you and your community? Are restaurants where you live open for indoor dining? Do you feel comfortable eating in them?

  • Whether you prioritize keeping restaurants open or not, how do you think we should support the restaurant industry? Should Congress pass a federal relief plan for restaurants and bars so they can afford to stay closed? What are other ways you could support restaurants and other businesses that depend on indoor patrons?

  • Wherever you fall on the question of schools reopening, many experts around the world worry that extended closures will have serious consequences both for children’s academic progress and for their mental health. Do you agree, based on what you see in your community?

About Student Opinion

• Find all our Student Opinion questions in this column.
• Have an idea for a Student Opinion question? Tell us about it.
• Learn more about how to use our free daily writing prompts for remote learning.

Students 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Thanksgiving Safety

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Thanksgiving Safety

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

“In terms of risk, the timing of the Thanksgiving holiday couldn’t be worse,” writes The Times. While the coronavirus is raging across the country, experts recommend a scaled-back Thanksgiving — with open windows, fewer people and a big serving of precautions.

What are your Thanksgiving plans? How safe do you think they are? What ideas does the image above show?

Tell us in the comments, then read the related article to learn more about how to celebrate with caution.

About Picture Prompts

• Find all our Picture Prompts in this column.
• Have an idea for a Picture Prompt? Tell us about it.
• Teachers, discover more ways to teach with our Picture Prompts and learn how to use our free daily writing prompts for remote learning.

Students 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Esther Ibanga: “Alison courses have improved my ability to develop effective strategies for managing complex technical projects.”

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Esther Ibanga: “Alison courses have improved my ability to develop effective strategies for managing complex technical projects.”

“My name is Esther Ibanga. I’m a dedicated and focused engineer with a background in electronic and computer engineering. I have experience in Project Management, Administration, Data Analysis and Health and Safety, which I can bring to any department.”

How did you learn about Alison?

I learned about Alison by researching online.

What was your first course on Alison, and why did you choose it?

Project Management in Practice – Monitoring, Controlling and Change Management. I chose this in order to improve my performance in managing projects. 

What’s your favourite way to relax from studying?

Practicing my breathing techniques.

Where are you working and what are you studying now?

I’m currently working for Afriland & Eston Field Ltd. And I’m studying an Alison course on ISO 50001:2018 – Elements of Energy Management System.

 

What’s next for you, in terms of education or work?

In terms of education, I want to go for my master’s and to attain more professional certificates. I would like to become a managing director. 

If you could learn absolutely anything in the world from an Alison course, what would it be?

I would like to master project management by learning the skills of negotiation.

What would you say to someone if they asked you about Alison? Would you recommend it and why?

Yes, I think that Alison courses have helped me to develop my skills and improve my ability to develop effective strategies for managing complex technical projects.

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