Academic Speed Reading (According to Cambridge University)

Introduction
This article contains a series of suggestions for effective speed-reading without losing much in terms of reading comprehension. The context of these recommendations is the academic setting, where rapid processing and future retention of new information is the primary goal.

Summary
The first portion of this text discusses a possible parallel between reading speed and comprehension, noting that individuals higher in one tend to be higher in the other, as well. Factors that reduce reading rate include word-by-word reading, vocalization, faulty eye movements (jumping to the wrong line, etc), attempting to remember everything rather than only important things, and a number of other listed items. The article notes that merely speeding the rate of reading can compound these problems, lowering comprehension and removing the reader's confidence in their command of the material, further worsening the situation in a vicious cycle.

Next, the article discusses a few basic methods by which academic readers can begin to address the above problems and increase their rate of reading. The first of these recommendations is physical - having your eyes checked and any vision defects properly corrected. Second, eliminating vocalization during reading. Even silent vocalization, where the reader sounds out words without opening their mouth or muttering in a whisper force the brain to slow down and maintain only the pace at which the tongue and lips can work, which is much lower than the rate at which the mind processes information. Third, readers should avoid regressing (rereading) - new ideas are usually explained in further detail further down the page anyway. Typical readers regress several times per page, habitually, and this slows average words-per-minute drastically. Finally, and perhaps most vitally, the article recommends developing a "wider eye-span", such that a reader is reading more than one word at a time. The brain can then interpret phrases or whole thoughts as single units instead of chaining together words one by one.

Finally, the article gives a few simple rules for dynamic reading speed adjustments. In general, readers are instructed to slow down when encountering unfamiliar terms in unclear contexts, unusual or difficult sentence/paragraph structure, abstract concepts, highly detailed technical material, or material for which detailed retention is desired. Conversely, readers should speed up when engaging simple material with few new ideas, excessive examples or illustrations, detailed elaboration about which the reader does not particularly care to know, and broad or generalized ideas and summaries.

Conclusion
The article indicates that speed reading is vital and useful for academic reading. This is interesting in light of the fact that much of the existing research on speed-reading appears to be hostile or oriented around debunking ideas of its effectiveness.

Source
Academic speed reading. University Students' Union, University of Cambridge. Available at http://www.cusu.cam.ac.uk/academic/exams/speedreading.html.

Police Recruit Training: Facilitating Learning Between the Academy & Field Training

Introduction
This article, coming from the FBI Law Enforcement Bulletin, discusses how new police recruits learn in two very different environments. "Police recruit training occurs across multiple learning activities; it begins in the classroom and ends with hands-on field experience." According to the author there is plenty of literature that focuses on each individual activity assuming that knowledge will transfer between settings, however this is not necessarily the case. There is a growing realization within the law enforcement (LE) community that organizations need to hone in on how learning extends across activities (i.e. - from the classroom to the field).

This study was conducted at a regional police academy in Michigan that is the training headquarters for a medium-sized department with over 200 sworn officers. The author selected 10 cadets quasi-randomly and gathered data through observation and structured interviews. Furthermore, in the field the author rode along with the new recruit and his/her mentor in order to record, transcribe and code the ensuing dialog to see what the recruit had learned in the academy.

The Academy
In this study, the academy work consisted of primarily classroom lecture (a traditional lecture format), however there were other portions of the programs such as firearms proficiency, defensive tactics, first aid, driving strategies and police scenarios. The author notes that the traditional lecture format is the norm across the police academy world and that it follows a behaviorist line of teaching. Furthermore, "learning in the academy depends on lecture and less than 3% of basic training is spent on alternative forms of instruction".

Many leading scholars note that this pen and paper form of learning is outdated and that perhaps a "problem-based approach" would be a better method. This method focuses on using critical thinking skills to remedy real-world problems. According to the author this method stresses an "andragogical approach" which assumes learners are self-directed. Many of the recruits studied, drew upon previous experience in police work to supplement their learning.

Another possible method of teaching that is similar to the andragogical approach is the "constructivist approach". This approach is learner centered, involves reciprocal learning and peer collaboration to teach in an effective manner. In the constructivist approach, the teacher acts as a facilitator who guides individuals/groups in problem-solving and critical-thinking exercises using real-world scenarios.

Field Training
The author notes that learning in the field is much different than in the classroom. In most programs, probationary officers train for 16 weeks, rotating through 3 phases with many different field training officers. This form of learning closely resembles an apprenticeship where the new officer gradually transitions into the role of a full-time officer. This allows the new officer to bridge the knowledge gap between the academy and what actually happens on the streets. The author notes that one finding of his is that the training officers generally take the new officer's knowledge for granted and some training officers even dismissed the significance of the academy as a training tool.

Conclusion
The author stresses the need for LE to overcome the divide between the academy and the field. One way to do that is to use a learner-centered, constructivist approach which will "ensure that recruits engage in learning with which they identify".

Source
For any further information on the study, please see "Police Recruit Training: Facilitating Learning Between the Academy & Field Training" in the FBI Law Enforcement Bulletin, written by Steven Hundersmarck accessed through Academic Search Complete.

Game design and learning: a conjectural analysis of how massively multiple online role-playing games (MMORPGs) foster intrinsic motivation

In this scholarly article published in 2007, the author - Michele Dickey provides an analysis of how the structure of massively multiple online role-playing games (MMORPGs) might influence the design of interactive learning and game based learning environments.

The author primarily looks at how "character design" and "narrative environment" - the two key elements of MMORPGs can support intrinsic motivation which might foster learning.

The assumption behind interactive learning environments is that, learning happens by interacting with information, tools and materials as well as by collaborating with other learners. The author states that computer / video games fundamentally have these features and MMORPGs (such as World of Warcraft, ToonTown) more so; because MMORPGs are persistent, networked, interactive narrative environments where players collaborate, strategize, plan and interact with objects, resources and other players.

Character Design:

By having the freedom to choose a character and determine its specific traits and characters, the author argues (by referencing several research studies) that it is essentially a form of role playing in a simulated environment. To quote a 1995 study on Multi-User Dungeons - predecessor to MMORPGs "virtual environments allow users to experiment in a safe, non-threatening environment and to expand, explore and reflect on different aspects of themselves".

The players also have an emotional connection to their characters as they invest significant amounts of time and make critical choices in developing their character (by the addition of skills, capabilities or adornments) which is in a sense, the player taking on a particular role.

Narrative environment:

The narrative environment in a MMORPG fosters exploration. Players continually explore various regions to find quest givers, characters, objects and tools related to completing small quests which can help them advance in the game. Players often make critical choices about the most economical way to complete a variety of small quests. The author goes on to list the various types of small quests ( such as "Collection quests", "Bounty quests") and how they aid in acquiring knowledge and learning.

To illustrate:

Research has identified and characterized four different types of knowledge:

- Declarative: Knowledge of facts, data and principles

- Procedural: Knowledge of how to perform a task / action / process

- Strategic: Awareness of applying knowledge, principles and experiences to various situations

- Metacognitive: Reflection and regulation of one's thinking during an activity

The author explains that a bounty quest for instance - which requires the player / players to defeat a character / characters are often challenging and requires players to analyze their character's strengths and weaknesses and to balance those against the environmental factors they may encounter - helps in gaining "strategic knowledge".

In a bounty quest the player continuously applies the knowledge gained from exploration / interaction or experience from past quests to succeed in this new situation thus enhancing strategic knowledge.

The author goes on to explain in detail the various types of knowledge and their equivalent quest types in her article which, can be accessed here.

Comments:

This article is well researched and does make a solid case for using MMORPGs as a tool for learning. The way the author has classified the different types of quests and mapped them to knowledge domains is particularly interesting and does corroborate personal experiences with such games.

Apart from all this, MMORPGs as a tool for learning would certainly be more fun.

More Effective Learning - A Simple Technique

Learning

Summary:
Steve Gillman, in an article on Buzzle.com (Intelligent Life on the Web), writes how current methods of learning maybe aren't the most effective ways to learn. The first method to improving learning is by teaching. Gillman writes that by teaching others, we grasp a better understanding of something ourselves.

Strengths:
Helps improve your learning of a topic
Weaknesses:
It may be tough to find people willing to listen/learn
It takes time to learn about a topic, and then teach it to others

Gillman then discusses how "vividly imagining" yourself teaching can improve your learning even more. By first teaching a friend about a topic you are trying to learn, you can gain a better understanding of the topic. If you then vividly imagine yourself teaching the topic you are learning about, you will become better at learning the topic.
Strengths:
Your vivid teaching lessons go faster than real ones and have less interruptions.

Link:
http://www.buzzle.com/articles/more-effective-learning-simple-technique.html