1. Self-Care for Learning
1.1. Managing Stress
1.1.1. Stress and Learning
1.1.1.1. Stress can improve attention and alertness
1.1.1.2. Stress can help with memory formation (encoding)
1.1.1.3. Too much stress can impair our cognitive function
1.1.1.4. Learning to manage stress in turns helps our brain to learn
1.1.1.4.1. A Quick Pause to Breathe
1.1.1.4.2. Belly Breathing steps:
1.1.1.4.3. Lay down or sit comfortably.
1.1.1.4.4. Put one hand on your belly just below your ribs and place your other hand on your chest.
1.1.1.4.5. Take a deep breath in through your nostrils, letting your belly push your hand out. Try to do this without raising your chest.
1.1.1.4.6. Breathe out through slightly parted lips, and feel your belly hand drop. Use your hand to gently push the air out.
1.1.1.4.7. Repeat for 3 to 10 cycles, taking at least 10 seconds for each breath.
1.1.2. Self care
1.1.2.1. Healthy mind and body
1.1.2.2. Preserve and protect your well-being
1.1.2.3. Any activity or practice done deliberately to nurture your emotional,mental,and physical health
1.2. Memory and Learning
1.2.1. The Role of Memory in Learning
1.2.1.1. Learning refers to the process of acquiring new skills or knowledge
1.2.1.2. Memory is the expression of what you have learned
1.2.2. Sleep and Memory
1.2.2.1. important skill for learning everyday - sleep!
1.2.2.2. An active and awake brain is necessary for encoding new memories
1.2.2.2.1. learning new concepts and skills
1.2.2.3. during sleep our brain is also actively consolidating our memories
1.2.2.4. memory consolidation is the process by which recently learned experiences are transformed into long-term memory
1.2.2.5. adults between the ages of 18 and 64 should get between 7 and 9 hours of uninterrupted sleep
1.2.2.5.1. Keep regular bedtimes and wake up times, even on the weekends.
1.2.2.5.2. Plan time to wind down before bedtime. Minimize exposure to blue light from devices like your phone or laptop.
1.2.2.5.3. Your sleep environment should be cool, free from disturbing noises, and any light. You might want to use things like blackout curtains, an eye mask, ear plugs, and a white noise machine (or another appliance like a fan or humidifier to mask noise).
1.2.2.5.4. Avoid alcohol, cigarettes, caffeine, and heavy meals in the evening.
1.2.2.5.5. Anything related to work and entertainment (computers, TVs, etc) should be removed from the bedroom.
1.2.3. Take a Short Nap
1.2.3.1. brief naps not only aid with memory consolidation, but can also be restorative
1.2.3.2. Napping also helps with problem solving, short-term memory, and alertness
1.2.3.3. The ideal nap time is 10 to 20 minutes
1.2.3.4. taking a "nappuccino" which involves drinking a small cup of coffee before settling down for a 20 minute nap
1.3. Take Five for Yourself
1.3.1. Healthy Routines
1.3.1.1. getting enough sleep
1.3.1.2. staying hydrated and eating well
1.3.1.3. getting regular physical exercise
1.3.1.4. taking breaks
1.3.1.4.1. Ideas for Quick Breaks
1.3.1.4.2. Sunlight and fresh air. This can go hand-in-hand with getting some exercise or walking your dog.
1.3.1.4.3. Meditation, yoga, and breathing exercises.
1.3.1.4.4. Connecting with friends and family.
2. Communication and Community
2.1. Learning Together
2.1.1. Finding Learning Peers
2.1.1.1. Fostering social connection with your instructor and classmates is also important to your learning
2.1.1.2. introducing yourself in the discussion boards, like we asked you to do for this course providing constructive comments on peer and group assignments participating in live lectures and discussions via video conferencing applications (e.g. Zoom, Webex, BlueJeans, Shindig, Google Hangouts)
2.1.1.3. There are also many opportunities to connect beyond the learning management system (LMS) used for your course. See if your instructor has created a private group on social media sites like Facebook or LinkedIn. Perhaps there is a Twitter hashtag for continued conversation outside of the course. You might also consider finding a study buddy or a study group to help build connections and community in your course. This will not only alleviate isolation, but also promote collaborative learning.
2.1.2. Communication
2.1.2.1. Tips for Keeping in Touch:
2.1.2.2. Keep your instructor informed. Self-advocate by asking your instructor for help when you need it. Let them know if you are ill, unable to log on, need an extension on an assignment, etc.
2.1.2.3. Reflect and chat with peers. Share your learning goals, study tips, additional resources relevant to the course, something that makes you laugh, music you love, etc.
2.1.2.4. Assume good intent. Everyone is trying their best. Emails and text-based discussions do not have the verbal and visual cues you’re used to seeing to inform your reaction and interpretation.
2.2. Working Together
2.2.1. Collaboration
2.2.1.1. Getting Started. If group work assignments are a component of your course, start by carefully reviewing the assignment details to make note of major tasks and requirements. Take time to get acquainted with your teammates, whether your team is determined by your instructor or you are tasked with finding a team. Discuss the project with your team and make sure everyone in the group understands the assignment fully.
2.2.1.2. Planning. As with anything, have a solid plan. List out the tasks required and the steps to achieve those tasks. Assign roles and tasks. Decide upon a leader to keep the group members on schedule and accountable to deadlines. Create a schedule. Work backwards from the project due date to determine realistic deadlines for milestones and associated tasks. Choose technology for collaboration. You and your team should choose technology and tools that allow easy communication and collaboration for all team members. Be sensitive to the limitations team members might have, including Internet access, video and audio capabilities, cloud services that may require a subscription fee, and privacy concerns. There are a range of free or paid options. Your instructor may have suggestions or requirements as to what you and your team should use.
2.2.1.3. Communicating. Practice active listening and supportive communication with your teammates. Offer constructive and actionable feedback, not just criticism and negative comments. Make suggestions to group members that may need help, but resist doing their tasks for them. Address issues within the group early, and communicate any issues that can’t be resolved by the group to your instructor.
3. Space, Time and Technology
3.1. Creating Space for Learning
3.1.1. Location
3.1.1.1. Create your learning space. Identify a distinct space for learning. Avoid areas used for sleeping or common, high-traffic areas.
3.1.1.2. Take regular breaks. Stand up to stretch. Rest your eyes every 20 minutes.
3.1.1.3. Minimize distractions. Close browser tabs and windows not relevant to your learning. Turn off all phone notifications.
3.2. Time Management
3.2.1. Creating a Schedule
3.2.1.1. Set a schedule and follow a routine. Get up and get ready for the day, follow a regular morning routine (wash up, dress, have some food, coffee/tea, brush your teeth, etc). Having a regular structure to your day will help you keep on track.
3.2.1.2. Stay organized. Keep a calendar of tasks and deadlines. Have your course materials and notes in one place so you use your time for learning, not searching for course materials.
3.2.1.3. Be kind to yourself. If you find yourself suddenly thrust into a remote learning situation, expecting high productivity is expecting too much of yourself and can exacerbate stress. Set reasonable goals and communicate with your instructors about your progress and challenges.
3.2.2. Keeping on Task
3.2.2.1. pomodoro technique. This time management technique is especially useful if you find yourself easily distracted.
3.2.2.1.1. Pomodoro sets aside time for focusing on a specific task and rewards you with small chunks of time to be used for short breaks. There are six steps in the original technique: Decide on the task to be done. Set a timer for 25 minutes. Work on the task. End work when the timer rings and put a checkmark on a piece of paper. If you have fewer than four checkmarks, take a short break (3–5 minutes), then go to step 2. After four pomodoros, take a longer break (15–30 minutes), reset your checkmark count to zero, then go to step 1.
3.3. Managing Your Technology
3.3.1. Gather Your Accounts
3.3.1.1. Accounts and Applications. You may need to download and install video conferencing software for live lectures, such as Zoom, Webex, BlueJeans or Shindig. Do this well before the first lecture so you have enough time to create an account (if necessary) and test the software. Course assignments may need to be uploaded to a cloud service, such as Google Drive, Dropbox or Microsoft OneDrive. Make sure you have the required account details (username and password) or access information in advance of an assignment deadline. Your university or employer may also use a learning management system (LMS) for delivering online learning, such as Canvas, Blackboard, Moodle, or Sakai. Make sure you have the required account details (username and password) and that you are enrolled in the correct title and section of the course or courses.
3.3.1.2. Hardware. Collect and keep handy any power cords, USB cables and extra devices like a computer mouse, keyboard you may need. If possible, store these items in the same place you have designating for studying.
3.3.1.3. WiFi vs Wired. If possible, minimize your reliance on wifi by using an ethernet cable. It is also good practice to download course materials to work on assignments offline in case you lose your internet connection or have limited bandwidth. Many online courses and platforms work on mobile (i.e. phone, tablet), too, but others do not. Have a plan for Internet access.
4. Learning Strategies
4.1. Self-Regulation and Learning
4.1.1. Metacognitive Strategies
4.1.1.1. Self-regulation refers to the ability to regulate one’s thinking and actions. We demonstrate self-regulation when we consider our thought processes and behaviors, and adjust our thinking and actions to achieve desired outcomes.
4.1.1.2. three processes you can apply to improve learning: metacognitive, motivational and behavioral.
4.1.1.2.1. Metacognition is an awareness and understanding of one's own thought process. Applied to learning, it means being aware of and intentional about how you think and learn, and involves planning, monitoring and evaluating your learning progress. The process starts by assessing what you know and what you don’t know, planning for how you are going to do to learn what you don’t know, and then evaluating your learning progress and making necessary adjustments. When you are learning a new topic or skill, ask yourself the following questions.
4.1.2. Motivational and Behavioral Strategies
4.1.2.1. Be SMART
4.1.2.1.1. SMART, which stands for Specific, Measurable, Attainable, Relevant and Time-Based.
4.1.2.2. Effort not ability
4.1.2.2.1. Believing that we can improve through trial and error, through effort and practice is called a growth mindset. When you feel like quitting, put in a few more minutes or a bit more effort and see if you can push past the desire to give up.
4.1.2.3. Hardest thing first
4.1.2.3.1. When we are rested and have an alert, fresh mind, we are more likely to push through challenging tasks than when we are tired and spent. Given this, it is better to start with a hard task than to save it for last. You have more energy to devote to the thing that needs it most. And when you complete it, you will feel accomplished, perhaps even exhilarated. This good feeling can propel you to keep going on to the next, less difficult, task.
4.1.2.4. Little rewards
4.1.2.4.1. You may recall from the previous modules about self-care and time management, taking breaks is important to staying motivated and energized. Consider sweetening your breaks by treating yourself to something you really enjoy; a small reward for putting in a strong effort. For example, eat a piece of chocolate, turn up the music and sing along to your favorite song, or spend a few minutes on social media (but set a timer so you don't fall down the rabbit hole!).
4.1.2.5. Keep a study log
4.1.2.5.1. In addition to tracking when and for how long you study, consider tracking how you study. For example, if you plan a 30 minute study session, stop after 25 minutes and dedicate 90 seconds to taking notes in a study journal on what you did. While you were watching a recorded lecture, did your mind wander? Did you check social media? Did you rewind the video once, twice or several times because you missed or didn't understand something.
4.1.2.6. Try it a different way
4.1.2.6.1. If you use a highlighter while reading a textbook, try instead to focus on only reading and then write a summary of the pages you read. If you usually watch the lecture first and then try the practice problems, reverse the order. Did you concentrate more or less on the lecture when you knew what you needed to look for after reviewing the practice problems?
4.1.2.7. Never miss twice
4.1.2.7.1. A popular mantra for building good habits and behaviors is the "never miss twice" rule. The underlying concept here acknowledges that we are not perfect, but that doesn't mean we should give up entirely. Sometimes we are going to skip a planned study session or miss an assignment deadline. That is okay. To stay on track, don't focus on what you missed. Instead, focus on NOT missing the next study session or assignment deadline.
4.2. Durable Learning
4.2.1. Practice, Application, Reflection
4.2.1.1. Keep a learning journal
4.2.1.1.1. Regularly reflect on our learning by writing down thoughts and questions that arise. Write daily or weekly summarizing of what you are learning, perhaps like you are writing a letter or text to a friend.
4.2.1.2. Retrieval practice
4.2.1.2.1. Every time you have to remember something, you deepen your memory of that something, which makes it easier and quicker to recall later. This is especially important with new information or knowledge that is early in the encoding process. Create opportunities to recall newly learned concepts or skills. Flashcards are a popular method of retrieval practice.
4.2.1.3. Ask yourself why
4.2.1.3.1. It is common in online learning environments that instructors allow you to try to answer questions multiple times. These practice problems or formative quizzes and knowledge checks are good at providing instant feedback if you are right or wrong. But a lucky guess won't be easily remembered. Even if you get the answer right on the first try, make sure you understand why your answer is correct.
4.2.1.4. Make connections
4.2.1.4.1. Drawing connections between new material you’re learning and your prior knowledge or experiences is an effective way to deepen learning. For examples, identify real life examples of concepts from your course; recall related concepts from prior learning materials; review your notes from previous sessions before you learn new material; or summarize main ideas and concepts using examples not provided in the learning materials, but that you imagine.
4.2.2. Effective Reading Comprehension
4.2.2.1. SQ3R - Survey, Question, Read, Recall, and Review
4.2.2.1.1. First, skim or survey through your material to get a high level idea of the content. List out several questions you have about the content. Go back and read thoroughly, but this time try to answer the questions you listed. Next, recall from your memory what you just learned. Pretend you are telling someone about what you have just read. Review the material with a closer focus. Were you able to answer your questions? Did new questions arise? If so, repeat the process to try answering your new questions.
4.2.2.2. Another method for boosting comprehension and knowledge retention is to make annotations to the learning material while reading. Add notes, mark down thoughts and comments, list out questions, and make connections as you are reading. Using this technique will help you make sense of complicated materials, but will also organize your notes for reviewing later.
4.2.2.2.1. Read the material once through and mark unfamiliar concepts or words, and identify the key ideas. Pose questions. Read the material again, making more detailed notes this time. Mark ideas you agree and disagree with. Make connections to other things you have read, studied or experienced. Highlight key phrases and ideas and rewrite them in your own words. Add personal comments.
4.2.3. Video Comprehension Techniques
4.2.3.1. Recorded Video Lectures
4.2.3.1.1. For recorded video, pause and write a brief summary of what you have heard every few minutes. You can pause the video or review as many times as you want. If the instructor has provided PowerPoint slides along with the video, consider downloading or printing them out, and take notes directly on the slides. It may be helpful to turn video captions on, to read along and help with your note taking. (And if you’re listening to an audio only recording, follow along with the transcript.) Both captions and a transcript will help provide details that may be missed with just watching or listening.
4.2.3.2. Live Video Lectures
4.2.3.2.1. For live video lectures delivered in video conferencing software like Zoom, avoid taking notes. Pay attention to what you are hearing and participate in the live discussion to help keep your focus. Raise your virtual hand or ask a question in the chat. Ask if the video lecture is being recorded so you can review and take detailed notes later. Take advantage of video conference break-out groups, if offered. These live, small group discussions will give you a chance to hear other perspectives or review challenging material as a group.