Biases
Apply your understanding of different types of biases to develop strategies to improve learning while mitigating or taking
advantage of those biases. You will select two learning techniques from the Common Learning Techniques white paper (assigned reading for Session 2, see
link below) (you may not select ‘No Strategy’). Describe how biases and heuristics make the technique more or less effective. You will also develop a novel
learning strategy of your own to improve learning by leveraging your knowledge of different types of biases and the science of learning.
Sample Solution
Two learning strategies from the Common Learning Strategies white paper that can be used to improve learning while mitigating or taking advantage of biases are Spaced Repetition and Retrieval Practice.
Spaced Repetition is a technique in which learners practice content at scheduled intervals, with the time between repetitions increasing as knowledge endures. This technique allows for learners to work on information repeatedly and gain mastery over it more efficiently than traditional methods where students review material once and then move onto something else (Banerjee & Gebril, 2019). The beauty of this method lies in its ability to accommodate cognitive biases such as confirmation bias – the tendency for people to selectively seek out information that confirms their existing beliefs. In other words, access to previously learned topics gives learners an opportunity to apply what they already know so they can better comprehend new materials related to their field. Additionally, spaced repetition helps mitigate memory-based biases like recency effects – when one’s recall of events is most influenced by recently experienced items rather than those encountered earlier (Kornell & Bjork, 2008).
Retrieval Practice is another effective strategy for improving learning outcomes and has been shown to have a greater impact on performance than re-studying material (Bjork & Bjork 2011). It involves recalling previously studied materials through use of quizzes or other testing mechanisms without looking back at notes/materials prior any testing activities start. This encourages self-correcting behavior within learners as incorrect answers must be identified and corrected before moving onto new topics(Karpicke et al., 2009). By providing feedback on these tests, retrieval practice aids in reducing hindsight bias – when people overestimate how accurately they could have predicted an outcome after being given additional information about it (Fischhoff 1977); this occurs because hindsight feedback offers retrospective analysis into decisions made allowing individuals analyze what should have been done differently had they known all the information beforehand. Finally, retrieval practice also helps reduce anchoring bias – when individuals overvalue initial pieces of evidence presented during problem solving scenarios; this occurs due the regularity with which test takers receive feedback on their responses reinforcing critical thinking skills needed for challenging task completion(Sherman 1980).
In conclusion , Spaced repetition and Retrival Practice are two key techniques used by educators today that take into account underlying cognitive biases while allowing pupils acquire knowledge more effectively.