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Abstract
The interactive online course helps build efficient and healthy learning habits with a focus on practice (and little theory). Students learn how to own their learning, how to develop smart learning habits, and how to cultivate a systems mindset to link their thinking. We use peer feedback, peer accountability and learning in public to develop effective learning strategies.
Objective
After taking this course, students will be able to: - Leverage their intrinsic motivation by clarifying their personal purpose for their education - Take steps towards becoming self-directed learners with efficient learning strategies - Apply learning techniques to master and synthesize new areas of knowledge
Content
In this section, clearly outline who you see as the target group of your course and state prerequisites if applicable. Elaborate how these students will benefit from the course. Connect the relevance of your course topic / content with what students need. Give an overview of the course structure and agenda, communicate expected course deliverables during the semester, and describe the format of the final course assessment. Add references for key readings and multimedia learning materials. The interactive online course is for students who are curious about how to learn better. The realities and requirements of life-long learning mean that we benefit a lot from efficient and effective learning strategies – while studying and especially after leaving university. The course covers four modules that help students learn about and apply efficient and effective learning techniques to their own education. The modules are: 1. Active Recall and Spaced Repetition. Evidence-based research from the learning sciences. 2. Developing a Systems-Mindset: Creating Synthesis and Big Picture Thinking 3. Efficient Note-Taking: Decision-Making about what is relevant to commit to a second brain. 4. Effective Note-Making: The compounding value of linking your thinking and re-finding your references. These modules are taught in the first half of the semester with a focus on applied training with peer feedback. In the second half of the semester, group coaching interventions are offered on demand. In more detail: 1. Active Recall and Spaced Repetition. Evidence-based research from the learning sciences. Learning Objective: Students can distinguish active recall and spaced repetition as learning strategies. Students compare the long-term outcomes of cramming for exams and active recall. Students analyse their personal time-investment for both methods. 2. Developing a Systems-Mindset: Creating Synthesis and Big Picture Thinking Learning Objective: Students develop a systems mindset to set themselves up for synthesis of their thoughts, ideas, and pieces of knowledge as they become more interdisciplinary during their study career. Students are able to distinguish six themes: interconnectedness, synthesis, emergence, feedback-loops, causality, and systems mapping. Students are able to draw examples from WEF Contextual intelligence maps to explore a systems mindset. 3. Efficient Note-Taking: Decision-Making about what is relevant to commit to a second brain. Learning Objective: Students are able to shift their mindset from a passive absorber of information (as a student) to an active creator of their own perspective on research discoveries. Students document their process of discovery and structure it with a reference manager. Students become familiar with the Zettelkasten method of backlinking their references. Students practise writing a weekly review of learning gains and synthesize their notes. 4. Effective Note-Making: The compounding value of your linking and re-finding your references. Learning Objective: Students develop a habit of regularly and systematically making notes, because effective note-making is the foundation for developing a “Second Brain”. Students make notes with the intent of publishable micro-content, because the mindset of publishing it leads to communicate your ideas to yourself (in the future) and others more clearly. So "You write them like you're going to read them again", meaning notes need to build on effective writing (effective for an audience). Students practice with effective principles for online writing (e.g. twitter threads, LinkedIn Blog Posts, Medium articles).
General Information
- Language
- English
- Levels
- MSC
- Frequency
- Yearly recurring
Examination
- Type
- no performance assessment
Course Components
| Type | Title | Time & Place | Hours |
|---|---|---|---|
| lecture |
Effective Learning Strategies
Does not take place this semester.
|
No time listed | 6 h semesterly |