Mathemagenic processing and expert knowledge

by Lilia Efimova on 20 March 2006

In one of the comments to this weblog Will Thalheimer suggested a link to his post on mathemagenic processing. Nice, since the title of my weblog comes from a research brief by Will (the old link is not working, but the text is the same).

Which brings me to a few things:

1. Now research-on-learning insights comes from Will in more digestable RSS format – Work-Learning Journal is strongly recommended to anyone into learning (especially to those heavily into practice rather then theory).

2. I was forced to go back and to think what mathemagenic processing actually was once again, and this time I picked something that I’m pretty sure will come back in some thinking about ethnographic writing (bold is mine):

When learners are faced with learning materials, their attention to that learning material deteriorates with time. However, as Rothkopf (1982) illustrated, when the learning material is interspersed with questions on the material (even without answers), learners can maintain their attention at a relatively high level for long periods of time. The interspersed questions prompt learners to process the material in a manner that is more likely to give birth to learning.

3. Something from another post, on experts as e-trainers (bold is mine):

I’ve been reading Richard E. Clark and Fred Estes’ recently released book, Turning research into results: A guide to selecting the right performance solutions. They recounted research that shows that an expert’s knowledge is largely “unconscious and automatic” to them. In other words, experts have retrieved their knowledge from memory so many times that they’ve forgotten how they do this and how the information all fits together—the knowledge just comes into their thoughts when they need it. This is helpful to them as they use their expertise, but it makes it difficult for them to explain to other people what they know. They forget to tell others about important information and fail to describe the links that help it all make sense.

This is something directly relevant from KM perspective as well – thinking of best-practices/story-telling approaches vs. apprenticeship.

I know it’s cryptic, but better I blog at least something, instead of hiding useful links in my del.icio.us, don’t you think? :)))

Archived version of this entry is available at http://blog.mathemagenic.com/2006/03/20.html#a1741; comments are here.

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