Episode 57 - Using the Science of Learning in Organizations
07/08/21 • 17 min
3 Listeners
This episode was funded by listeners like you. For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page.
Show Notes:
In Episode 57, Cindy interviews Kathryn Desmarais, a Senior Director of Global Education Solutions at Johnson & Johnson. (You can check out her LinkedIn profile here.) In Kathryn’s line of work, she is less concerned with what an individual can look up or figure out. Her reps need to be confident and know a great deal on the spot in high-pressure situations. So, she has been implementing strategies from the science of learning into her training!
This episode was funded by listeners like you. For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page.
Show Notes:
In Episode 57, Cindy interviews Kathryn Desmarais, a Senior Director of Global Education Solutions at Johnson & Johnson. (You can check out her LinkedIn profile here.) In Kathryn’s line of work, she is less concerned with what an individual can look up or figure out. Her reps need to be confident and know a great deal on the spot in high-pressure situations. So, she has been implementing strategies from the science of learning into her training!
Previous Episode
Episode 56 - A Conversation on Researchers and Teachers Working Together
This episode was funded by listeners like you. For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page.
Show Notes:
In Episode 56, Cindy interviews Andrew Watson (@AndrewWatsonTTB), author of The Goldilocks Map and founder of Translate the Brain. If you are interested in ordering a copy of The Goldilocks Map, you can enter code SCIENTISTS25 here to receive 25% off your order.
Next Episode
Episode 58 - Bite-Size Research on Delayed and Immediate Feedback in the Classroom
This episode was funded by listeners like you. For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page.
Show Notes:
In this bite-size research episode, Megan discusses research on delayed vs. immediate feedback in the classroom. Like with many effective learning strategies, what students think is helping them learn is not what actually helps them learn. In two experiments presented by Mullet and colleagues (2014), University engineering students received relatively immediate feedback or delayed feedback on homework assignments. Students reported that they liked immediate feedback better and that it helped them learn more. In reality, the delayed feedback led to better performance on their course exams.
References:
Mullet, H. G., Butler, A. C., Verdin, B., von Borries, R., & Marsh, E. J. (2014). Delaying feedback promotes transfer of knowledge despite student preferences to receive feedback immediately. Journal of Applied Research in Memory and Cognition, 3, 222-229. DOI: http://dx.doi.org/10.1016/j.jarmac.2014.05.001
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