Lectures: Difference between revisions
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==Lecturing in the light of cognitive psychology== | ==Lecturing in the light of cognitive psychology== | ||
*'''Wieman:''' Cognitive load has important implications for both classroom teaching and technical talks. To maximize learning, instructors must minimize cognitive load by limiting the amount of material presented, having a clear organizational structure to the presentation, linking new material to ideas that the audience already knows, and avoiding unfamiliar technical terminology and interesting little digressions | *'''[https://www.nobelprize.org/nobel_prizes/physics/laureates/2001/wieman-bio.html Wieman] on Cognitive Load:''' Cognitive load has important implications for both classroom teaching and technical talks. To maximize learning, instructors must minimize cognitive load by limiting the amount of material presented, having a clear organizational structure to the presentation, linking new material to ideas that the audience already knows, and avoiding unfamiliar technical terminology and interesting little digressions. | ||
*[[Media:lecture_dynamics.pdf|Lecture dynamics vs. cognitive psychology]] | *[[Media:lecture_dynamics.pdf|Lecture dynamics vs. cognitive psychology]] | ||
Revision as of 21:07, 4 October 2016
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Searching the scientific literature
Physics and Astronomy conferences and workshops
Major conferences repeated every year
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Examples of workshops
Scientific writing
N. D. Mermin
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Scientific presentations: Talks and Posters
Lecturing in the light of cognitive psychology
- Wieman on Cognitive Load: Cognitive load has important implications for both classroom teaching and technical talks. To maximize learning, instructors must minimize cognitive load by limiting the amount of material presented, having a clear organizational structure to the presentation, linking new material to ideas that the audience already knows, and avoiding unfamiliar technical terminology and interesting little digressions.
- Lecture dynamics vs. cognitive psychology
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