I became interested in improving my memory in about 2015. My objective at the time was to be able to remember a string of a few numbers for long enough to transfer them from one place or another. In practice, it was about remembering the precise positioning of objects from one screen to another when developing eLearning. Today, I benefit from my practices with an ability to remember a 6-digit verification code from the time it arrives as a text or an email until I enter it for something like authenticated access to a site, which I honestly couldn’t do in one look in 2015. My learning journey (which started with a little of a rabbit trail) included starting (but not finishing) a self-paced Udemy course and reading Moonwalking with Einstein (Foer, 2012). I was surprised to discover a whole discipline of people dedicated to performing astounding memory feats. An important element of the practice is the memory palace, a common way of referring to the Method of Loci, which is an ancient mnemonic technique that's been used by orators, poets, and scholars for centuries.
So how can we put this into practice when designing effective learning experiences?
The first consideration is the desired outcome of the learning experience. If learners absolutely need to remember vital details of information, a thorough exploration to memorize that information with an exercise like the Method of Loci can be a key component of that knowledge acquisition. Relevant and memorable visuals are also important when our learners need to acquire new knowledge, even when the desired outcome doesn’t require memorization. Images are a vital component of multimedia learning (Mayer, 2021). However, the knowledge learners acquire - regardless of use of images or more constructivist activities like the Method of Loci - can quickly be swept aside to make space for the vast amount of information we’re exposed to every day. Therefore, practice and spaced repetition are important components of learning, especially when it is vital that learners retain details. References Foer, J. (2012). Moonwalking with Einstein. Penguin Books. Mayer, R.E. (2021). Multimedia Learning (Third Edition). Cambridge University Press. Wilson, B., & Ryder, M. (1998). Distributed learning communities: An alternative to designed instructional systems. Educational Technology Research and Development, 17.
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AuthorMichele Wiedemer has worked in software as an "accidental instructional designer" for many years. She is currently completing the MS in Learning Technologies at The University of North Texas. This blog represents reflections on specific assignments in the coursework. Archives
February 2024
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