"An important area that digital natives have been unable to manage effectively is their own personal learning. There are 3 very specific habits that new learners bring with them into the E-Learning environment that need to be "un-learned" so effective "re-learning" can take place" (¶5, retrieved 2015.06.26).
"This is the pre-publication version of the article which will be published in volume 8, no, 2 of Coaching: An International Journal of Theory, Research and Practice. / To reference this paper:
Saunders MNK and Rojon C (2015) Dealing with reviewers’ comments in the publication process. Coaching: An International Journal of Theory, Research and Practice. DOI:
10.1080/17521882.2015.104746" (deck, 2015.06.18).
"Besides seeing projects as complex in space, the prolific also see them as complex in time. While novice writers see writing as "just writing," the prolific see it as a process consisting of these or similar stages:
1. Conceptualization (a.k.a. note-taking or "noodling around")
2. Planning and outlining (a little more structured than above)
4. First Draft
6. Final Draft
8. Cash the Check (for freelance and other writers who get paid)"
(Tales of Space and Time, ¶1).
"The journey of information from scientific journal through the various layers of public reception was characterised by the evolution of increasingly diversified, personalised and politicised meaning" (Discussion: How do science, gender and media intersect in contemporary society, ¶1, 2015.06.09).
"Scrutiny of the evidence-base for many claims of sex difference produces plentiful examples of methodological weakness and interpretative bias. In particular, neuroscientific studies of sex difference routinely presume a simplistic gender binary in research design and interpretation; ignore large within-sex variation in favour of emphasising small differences between the sexes; and privilege determinist biogenetic explanations for brain differences over the equally plausible explanation that plastic brains are shaped by systematically different sociocultural experience" (¶2, 2015.06.09).
"Metacognition (or thinking about thinking) is the secret to and driving force behind all effective learning. If you want your students to learn as much as possible, then you want to maximize the amount of metacognition they're doing. It's a pretty simple equation.
The only problem is that most classrooms are set up to promote metacognition in the teachers, not the students."