On 21 March 2011 09:55, Randi H. <[email protected]> wrote: > I have a theory of why so few people use it in their daily routines... > Personally I would really like to use it for my official studies of computer > science, but as of yet it has not really been a succes for me. At present I > use SRS only for my self study of Japanese, which is less than part time due > to my full time study and my work taking most of the time.
Exactly the same story here - I've found it easy to apply SRS to language learning, due to the straightforward process of adding vocabulary and sentence cards. However, when I tried to use SRS to study computer science topics, I pretty much bombed. Partly this was due to final year stress, where I flipped from the old method of "do nothing and then start reading all the notes in bed 2 days before exam" (which usually got me marks between 75-95) to "panic and try to convert the whole course notes into flashcards", which was difficult, slow and ineffectual and mostly got me marks between 65-70. > So as to my theory it concerns learning to do nice flash cards. No one ever > teached me, and yet I haven't had enough practice to feel very good at it > either. I have a hard time making the flash cards in the first place, which > results in me ending up not making them. Doing the reps every day is very > easy, if you have nice flash card which make you feel they help you remember > the important stuff. But how to pick out the important stuff?! I don't > really know. > So start teaching people how to smoothly and easily choose what to put in a > flash card and the good and bad forms of flash card instead of just > presenting them with a technology capable of making learning efficient - I > feel lost in how to make the creation of flash card a smooth part of my > daily routines. Agreed! I've read some of the great articles on the Supermemo site (long after I struggled in final year) but am still to come across one easy method for generating high quality cards that cover the important parts of complex material without exploding in number or being massively long. Perhaps cloze deletion would have helped. Oisín > > Mvh. > Randi > > Den 19-03-2011 22:09, Caio Rossi skrev: > > Hello, > I'm Brazilian and teach English as a foreign language down here in Brazil. > The students I have introduced SRS to like it, but only one or another has > adopted it in their daily routines, and those were the more studious ones. > Regardless of that, I use Mnemosyne wilth all of them in class at the > beginning of each class in order to review vocabulary and structures, > especially but not exclusively those they ask for while they are doing a > conversation activity, as those are the ones they generally don't care to > memorize. > All my students recognize how important and useful that technology is, as it > guarantees frequent review and better retention. And better than that: they > just love it! Two of them even call it "The Game"... > But there are "philosophical" reasons why that technology is not more widely > used, as it goes against the dearest mainstream theories of learning and > education. I believe SRS would face the same reaction Direct Instruction > has, and DI, by the way, seems to be the educational theory that adapts the > best to SRS - or the other way round, in fact. Check out: > http://psych.athabascau.ca/html/387/OpenModules/Engelmann/ > And especially this link: > http://psych.athabascau.ca/html/387/OpenModules/Engelmann/evidence.shtml > Hugs, > Caio > > On Sat, Mar 19, 2011 at 12:07 PM, Gwern Branwen <[email protected]> wrote: >> >> On Sat, Mar 19, 2011 at 4:41 AM, Peter Bienstman >> <[email protected]> wrote: >> >> > I wasn't able to easily find the metrics you are referring too, but I >> > personally find 100 000 a big number :-) >> >> I linked directly to the section, so it should've been hard to miss >> the table. I recently added some aggressive caching headers, so maybe >> a force-refresh would help. >> >> > I'm all for introducing more people to the SRS philosophy, but I would >> > be >> > hesitant to *enforce* it in e.g. language schools. >> >> 'code is law'. If you read my previous link, you'd see that SRS can be >> integrated into tests/quizzes and teaching. This is not *as good* as a >> user-specific deck with customized spacings, but it is a great >> improvement over current techniques. (And as I pointed out, this flaw >> could be fixed by any computer-based learning. The class could proceed >> on a crude average SRS schedule of review & learning new material, and >> individual students get touched up by individually-generated tests.) >> >> -- >> gwern >> http://www.gwern.net >> >> -- >> You received this message because you are subscribed to the Google Groups >> "mnemosyne-proj-users" group. >> To post to this group, send email to >> [email protected]. >> To unsubscribe from this group, send email to >> [email protected]. >> For more options, visit this group at >> http://groups.google.com/group/mnemosyne-proj-users?hl=en. >> > > -- > You received this message because you are subscribed to the Google Groups > "mnemosyne-proj-users" group. > To post to this group, send email to [email protected]. > To unsubscribe from this group, send email to > [email protected]. > For more options, visit this group at > http://groups.google.com/group/mnemosyne-proj-users?hl=en. > > -- > You received this message because you are subscribed to the Google Groups > "mnemosyne-proj-users" group. > To post to this group, send email to [email protected]. > To unsubscribe from this group, send email to > [email protected]. > For more options, visit this group at > http://groups.google.com/group/mnemosyne-proj-users?hl=en. > -- You received this message because you are subscribed to the Google Groups "mnemosyne-proj-users" group. 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