Learning Rust the wrong way.

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In Zundert in 1853 a boy named Vincent Van Gogh is born.

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In 1880 at the age of 27, he decides to become an artist

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In his early years he taught himself to draw and paint but his style changed signiﬁcantly under the inﬂuence of Impressionism.

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His career was very short though, lasting between 1880 and 1890.

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Quoting the Britannica biography on Van Gogh: His palette at last became colorful, his vision less traditional, and his tonalities lighter, as may be seen in his ﬁrst paintings of Montmartre.

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Quoting the Britannica biography on Van Gogh: His palette at last became colorful, his vision less traditional, and his tonalities lighter, as may be seen in his ﬁrst paintings of Montmartre. By the summer of 1887 he was painting in pure colors and using broken brushwork that is at times pointillistic.

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The main painting technique associated with Van Gogh is called Impasto.

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The main painting technique associated with Van Gogh is called Impasto. Where the paint is applied directly onto the canvas, then spread around.

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The main painting technique associated with Van Gogh is called Impasto. Where the paint is applied directly onto the canvas, then spread around. Even mixed together with other paints, sometimes he used his own ﬁngers.

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This gives the painting a thick three dimensional texture and the paint is undiluted.

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A common practice is to work the paint as little as possible because the more you touch it the duller and ﬂatter it becomes with each stroke.

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The most famous example is: “The Starry Night (1889)”

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The most famous example is: “The Starry Night (1889)” Quoting the Van gogh experience: “Had the painting been done with ﬂat paint, it would not be the memorable piece it is.”

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Quiz

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Adam van Breen - Skating on the Frozen Amstel River (1611)

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Vincent Van Gogh - Farmhouse in Provence (1888)

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Johan Barthold Jongkind - The Towpath (1864)

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Vincent van Gogh - Crab on its Back (1888)

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Ólafur Waage Senior Software Developer - TurtleSec AS @olafurw on Twitter 1 25

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Learning Rust the wrong way

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“ What’s wrong with knowing what you know now and not knowing what you don’t know until later? 28

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“ What’s wrong with knowing what you know now and not knowing what you don’t know until later? - Winnie the Pooh 29

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WHAT’S GOING ON? 30

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WHAT’S GOING ON? As you might guess based on the title and introduction, this isn’t a normal talk. The structure is a bit of an experiment on my end. 31

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WHAT’S GOING ON? As you might guess based on the title and introduction, this isn’t a normal talk. The structure is a bit of an experiment on my end. 32 You will learn some Rust and you will learn something about learning in the wrong way.

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WHAT’S GOING ON? As you might guess based on the title and introduction, this isn’t a normal talk. The structure is a bit of an experiment on my end. 33 You will learn some Rust and you will learn something about learning in the wrong way. This talk does have a point, but I might go to strange places before I get there.

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Actual wrong ways to learn Rust

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Actual wrong ways to learn Rust Let’s get literal. Just so we have that covered, at least.

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WHILE SKYDIVING 36

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WHILE SKYDIVING 37

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AS AN 18TH CENTURY ARISTOCRAT 38

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AS AN 18TH CENTURY ARISTOCRAT 39

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JUST TO GIVE A TALK AT A TECHNICAL CONFERENCE 40

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JUST TO GIVE A TALK AT A TECHNICAL CONFERENCE 41

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WHAT IS RUST? 42

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WHAT IS RUST? Programming language focusing on: 43

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WHAT IS RUST? Programming language focusing on: - Performance 44

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WHAT IS RUST? Programming language focusing on: - Performance - Safety 45

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WHAT IS RUST? Programming language focusing on: - Performance - Safety - Productivity 46

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WHAT IS RUST? Programming language focusing on: - Performance - Safety - Productivity 47

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WHAT IS RUST? Programming language focusing on: - Performance - Safety - Productivity 48

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WHAT IS RUST? Programming language focusing on: - Performance - Safety - Productivity 49

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WHAT IS RUST? Programming language focusing on: - Performance - Safety - Productivity 50

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WHAT IS RUST? Programming language focusing on: - Performance - Safety - Productivity 51

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WHAT IS RUST? Programming language focusing on: - Performance - Safety - Productivity 52

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WHAT IS RUST? 53

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WHAT IS RUST? 2006 Personal project by Mozilla Employee Graydon Hoare 54

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WHAT IS RUST? 2006 Personal project by Mozilla Employee Graydon Hoare 2009 Turned into a Mozilla sponsored project 55

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WHAT IS RUST? 2006 Personal project by Mozilla Employee Graydon Hoare 2009 Turned into a Mozilla sponsored project 2011 First bootstrapped version 56

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WHAT IS RUST? 2006 Personal project by Mozilla Employee Graydon Hoare 2009 Turned into a Mozilla sponsored project 2011 First bootstrapped version 2012 Version 0.1 released 57

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Let’s talk about Baseball Image: White Baseball Ball On Brown Leather Baseball Mitt Steshka Willems - Pexels

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Hitting a baseball is a relatively complicated skill. Image: Man Holding Baseball Bat Tim Eiden - Pexels

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Hitting a baseball is a relatively complicated skill. You need speed to recognize what kind of ball is being thrown, precision to hit the ball and strength to make sure it goes as far as possible. Image: Man Holding Baseball Bat Tim Eiden - Pexels

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In 2018 the batting average was .248, which means that the average baseball player had a 24.8% chance to hit the ball. Image: People Playing Baseball Lino Khim Medrina - Pexels

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In 2018 the batting average was .248, which means that the average baseball player had a 24.8% chance to hit the ball. This is not per ball thrown but for the entire attempt. Image: People Playing Baseball Lino Khim Medrina - Pexels

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In 2018 the batting average was .248, which means that the average baseball player had a 24.8% chance to hit the ball. This is not per ball thrown but for the entire attempt. There's more to it but that's the general idea. Image: People Playing Baseball Lino Khim Medrina - Pexels

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Cal Poly Mustangs are a baseball team that represent the California Polytechnic State University. Hall, Domingues, Cavazos (1994) California Polytech State University Perceptual and Motor Skills Image: Boy Wearing Blue and White 3 Jersey About to Pitch a Baseball Pixabay - Pexels

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Cal Poly Mustangs are a baseball team that represent the California Polytechnic State University. The team was founded in 1948 and have competed in the Big West Conference since 1997 and winning it in 2014. Hall, Domingues, Cavazos (1994) California Polytech State University Perceptual and Motor Skills Image: Boy Wearing Blue and White 3 Jersey About to Pitch a Baseball Pixabay - Pexels

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Cal Poly Mustangs are a baseball team that represent the California Polytechnic State University. The team was founded in 1948 and have competed in the Big West Conference since 1997 and winning it in 2014. In 1994 the University published a paper by Hall, Domingues & Cavazos called Contextual interference effects with skilled baseball players. Hall, Domingues, Cavazos (1994) California Polytech State University Perceptual and Motor Skills Image: Boy Wearing Blue and White 3 Jersey About to Pitch a Baseball Pixabay - Pexels

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The study took a group of baseball players and measured the batting average. Hall, Domingues, Cavazos (1994) California Polytech State University Perceptual and Motor Skills Image: Man Throwing Baseball K’LeAnn - Pexels

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The study took a group of baseball players and measured the batting average. The idea to then give them extra batting practice sessions for 6 weeks. Hall, Domingues, Cavazos (1994) California Polytech State University Perceptual and Motor Skills Image: Man Throwing Baseball K’LeAnn - Pexels

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THE BASEBALL STUDY 88 Hall, Domingues, Cavazos (1994) California Polytech State University Perceptual and Motor Skills

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THE BASEBALL STUDY They were split into three groups: 89 Hall, Domingues, Cavazos (1994) California Polytech State University Perceptual and Motor Skills

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THE BASEBALL STUDY They were split into three groups: ◦ One of the groups got thrown balls in a structured order, 15 fastballs, 15 curveballs and 15 change-ups. They were always thrown in this order and the players always knew what type of ball was next. This is sometimes called blocked practice, where you split the exercises into similar structured blocks. 90 Hall, Domingues, Cavazos (1994) California Polytech State University Perceptual and Motor Skills

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THE BASEBALL STUDY They were split into three groups: ◦ One of the groups got thrown balls in a structured order, 15 fastballs, 15 curveballs and 15 change-ups. They were always thrown in this order and the players always knew what type of ball was next. This is sometimes called blocked practice, where you split the exercises into similar structured blocks. ◦ The second group got the same number of throws but the order was random. 91 Hall, Domingues, Cavazos (1994) California Polytech State University Perceptual and Motor Skills

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THE BASEBALL STUDY They were split into three groups: ◦ One of the groups got thrown balls in a structured order, 15 fastballs, 15 curveballs and 15 change-ups. They were always thrown in this order and the players always knew what type of ball was next. This is sometimes called blocked practice, where you split the exercises into similar structured blocks. ◦ The second group got the same number of throws but the order was random. ◦ And then the third group was for control and did not get any extra practice. 92 Hall, Domingues, Cavazos (1994) California Polytech State University Perceptual and Motor Skills

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THE BASEBALL STUDY RESULTS 93 Hall, Domingues, Cavazos (1994) California Polytech State University Perceptual and Motor Skills

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THE BASEBALL STUDY RESULTS What do you think happened? 94 Hall, Domingues, Cavazos (1994) California Polytech State University Perceptual and Motor Skills

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THE BASEBALL STUDY RESULTS What do you think happened? After the 6 weeks there was another test where 45 random balls were thrown at group of players. 95 Hall, Domingues, Cavazos (1994) California Polytech State University Perceptual and Motor Skills

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THE BASEBALL STUDY RESULTS What do you think happened? After the 6 weeks there was another test where 45 random balls were thrown at group of players. ◦ The control group improved by 6.2% 96 Hall, Domingues, Cavazos (1994) California Polytech State University Perceptual and Motor Skills

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THE BASEBALL STUDY RESULTS What do you think happened? After the 6 weeks there was another test where 45 random balls were thrown at group of players. ◦ The control group improved by 6.2% ◦ The blocked group improved by 24.8% 97 Hall, Domingues, Cavazos (1994) California Polytech State University Perceptual and Motor Skills

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THE BASEBALL STUDY RESULTS What do you think happened? After the 6 weeks there was another test where 45 random balls were thrown at group of players. ◦ The control group improved by 6.2% ◦ The blocked group improved by 24.8% ◦ The random group improved by 56.7% 98 Hall, Domingues, Cavazos (1994) California Polytech State University Perceptual and Motor Skills

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Some might think: "Shouldn't the blocked practice help more?" Image: View from Stands on Baseball Field Wendy Wei- Pexels

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Some might think: "Shouldn't the blocked practice help more?" Because in the random practice you don't know what you are practicing for Image: View from Stands on Baseball Field Wendy Wei- Pexels

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Some might think: "Shouldn't the blocked practice help more?" Because in the random practice you don't know what you are practicing for You have no way to prepare, create any sort of mental model or muscle memory for the throws that are coming. Image: View from Stands on Baseball Field Wendy Wei- Pexels

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Some might think: "Shouldn't the blocked practice help more?" Because in the random practice you don't know what you are practicing for You have no way to prepare, create any sort of mental model or muscle memory for the throws that are coming. We'll get into this more later. Image: View from Stands on Baseball Field Wendy Wei- Pexels

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WHAT’S GOING ON HERE I wanted to learn Rust, the programming language. 103

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WHAT’S GOING ON HERE I wanted to learn Rust, the programming language. I had this idea that: 104

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WHAT’S GOING ON HERE I wanted to learn Rust, the programming language. I had this idea that: - I am a programmer 105

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WHAT’S GOING ON HERE I wanted to learn Rust, the programming language. I had this idea that: - I am a programmer - I have certain skills 106

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WHAT’S GOING ON HERE I wanted to learn Rust, the programming language. I had this idea that: - I am a programmer - I have certain skills - I have some experience with programming 107

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WHAT’S GOING ON HERE I wanted to learn Rust, the programming language. I had this idea that: - I am a programmer - I have certain skills - I have some experience with programming - Those skills should transfer 108

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NOT SO EASY This is not a jab at the idea that “Rust is difficult” 111

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NOT SO EASY This is not a jab at the idea that “Rust is difficult” This is a jab at my hubris. 112

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NOT SO EASY This is not a jab at the idea that “Rust is difficult” This is a jab at my hubris. What I found was that I didn’t actually learn much of Rust until I sat down and really sunk my teeth into it. Doing a tutorial here or watching a video there did not help at all. 114

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PROJECT IDEAS After going through some exercises that covered the basics of Rust, I started to look at older projects I had made in C++. 118

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PROJECT IDEAS After going through some exercises that covered the basics of Rust, I started to look at older projects I had made in C++. With the idea to convert them over to Rust. 119

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PROJECT IDEAS After going through some exercises that covered the basics of Rust, I started to look at older projects I had made in C++. With the idea to convert them over to Rust. This is a great technique if you’re moving over to a new language and have existing projects. 120

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Image: Pokemon Type Chart © Pokémon Database, 2008-2022

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Let’s go back to paintings Painting: Willem van de Velde the Younger and Studio Before the Storm c. 1700

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In 2008 an experiment was conducted at the University of California. Kornell, Bjork (2008) University of California - Association for Psychological Science Painting: Jan van Huysum Still Life with Flowers and Fruit c. 1715

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In 2008 an experiment was conducted at the University of California. The goal of the research was to detect the difference between two teaching methods. Kornell, Bjork (2008) University of California - Association for Psychological Science Painting: Jan van Huysum Still Life with Flowers and Fruit c. 1715

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In 2008 an experiment was conducted at the University of California. The goal of the research was to detect the difference between two teaching methods. Massed vs Spaced. Kornell, Bjork (2008) University of California - Association for Psychological Science Painting: Jan van Huysum Still Life with Flowers and Fruit c. 1715

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They were asked to study paintings grouped by the artist (massed) Kornell, Bjork (2008) University of California - Association for Psychological Science Painting: Jan van Huysum Flowers in an Urn c. 1720/1722

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They were asked to study paintings grouped by the artist (massed) Or interleaved with paintings by other artists (spaced) Kornell, Bjork (2008) University of California - Association for Psychological Science Painting: Jan van Huysum Flowers in an Urn c. 1720/1722

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So each massed participant would get a set of paintings, all by the same artist. Painting: Jan van Huysum Flowers in an Urn c. 1720/1722

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So each massed participant would get a set of paintings, all by the same artist. They could spend time looking at the style and then in the next painting, (since it’s by the same artist) look for similarities. Painting: Jan van Huysum Flowers in an Urn c. 1720/1722

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So each massed participant would get a set of paintings, all by the same artist. They could spend time looking at the style and then in the next painting, (since it’s by the same artist) look for similarities. The spaced participants would get a mix of artists. Painting: Jan van Huysum Flowers in an Urn c. 1720/1722

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The results were counter intuitive, Kornell, Bjork (2008) University of California - Association for Psychological Science

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The results were counter intuitive, because the spaced version did better. Kornell, Bjork (2008) University of California - Association for Psychological Science

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The results were counter intuitive, because the spaced version did better. The spaced version, where the participants are not able to study a single painter at a time and focus on their style, was the one that gave the better results. Kornell, Bjork (2008) University of California - Association for Psychological Science

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And even if the massed version did worse, Kornell, Bjork (2008) University of California - Association for Psychological Science

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And even if the massed version did worse, the participants preferred that way of learning. Kornell, Bjork (2008) University of California - Association for Psychological Science

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And even if the massed version did worse, the participants preferred that way of learning. “In Experiments 1a and 2 combined, 85% of the participants did at least as well in the spaced condition as in the massed condition, but 83% of the participants rated the massed condition as equally effective as or more effective than the spaced condition.” Kornell, Bjork (2008) University of California - Association for Psychological Science

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Looking back at our own inability to foresee the benefits of spacing, perhaps we fell victim to the same illusion that we have railed against (e.g., Bjork, 1994, 1999; Kornell & Bjork, 2007), Namely, the illusion that a sense of ease or fluency accompanies effective learning, whereas a sense of difficulty signifies ineffective learning. Kornell, Bjork (2008) University of California - Association for Psychological Science

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Looking back at our own inability to foresee the benefits of spacing, perhaps we fell victim to the same illusion that we have railed against (e.g., Bjork, 1994, 1999; Kornell & Bjork, 2007), Namely, the illusion that a sense of ease or fluency accompanies effective learning, whereas a sense of difficulty signifies ineffective learning. In the case of induction, as in many other types of learning, spacing appears to be sometimes, if not always, a desirable difficulty (Bjork, 1994). Kornell, Bjork (2008) University of California - Association for Psychological Science

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And this concept they used here is the important point. Image: Desperate evicted male entrepreneur standing near window Andrea Piacquadio - Pexels

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And this concept they used here is the important point. Desirable Difficulty Image: Desperate evicted male entrepreneur standing near window Andrea Piacquadio - Pexels

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And this concept they used here is the important point. Desirable Difficulty We don’t want things to be hard just for the sake of being hard. Image: Desperate evicted male entrepreneur standing near window Andrea Piacquadio - Pexels

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And this concept they used here is the important point. Desirable Difficulty We don’t want things to be hard just for the sake of being hard. This next slide isn’t a better version of this one. Image: Desperate evicted male entrepreneur standing near window Andrea Piacquadio - Pexels

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Quoting Elizabeth Bjork and Robert Bjork about Desirable Difficulties: Image: Pensive ethnic man listening to answer in paper cup phone Andrea Piacquadio - Pexels

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Quoting Elizabeth Bjork and Robert Bjork about Desirable Difficulties: “They trigger encoding and retrieval processes that support learning, comprehension, and remembering…” Image: Pensive ethnic man listening to answer in paper cup phone Andrea Piacquadio - Pexels

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Practicing easy things is fooling your brain thinking that you are doing well. Image: Boy Looking On A Tidied Desk Oleksandr Pidvalnyi - Pexels

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LEARNING METHODS 176 Elizabeth Bjork, Robert Bjork (2011)

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LEARNING METHODS Empirical studies have looked into different learning methods or strategies that have a positive impact on your learning: 177 Elizabeth Bjork, Robert Bjork (2011)

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LEARNING METHODS Empirical studies have looked into different learning methods or strategies that have a positive impact on your learning: - Spacing 178 Elizabeth Bjork, Robert Bjork (2011)

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LEARNING METHODS Empirical studies have looked into different learning methods or strategies that have a positive impact on your learning: - Spacing - Interleaving 179 Elizabeth Bjork, Robert Bjork (2011)

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LEARNING METHODS Empirical studies have looked into different learning methods or strategies that have a positive impact on your learning: - Spacing - Interleaving - Variation 180 Elizabeth Bjork, Robert Bjork (2011)

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There was even a study done (Kerr & Booth, 1978) where kids were supposed to throw bean bags at a target. Image: Cornhole Ian Hughes - Flickr (CC BY 2.0)

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There was even a study done (Kerr & Booth, 1978) where kids were supposed to throw bean bags at a target. Group A practiced by throwing at a single target. Image: Cornhole Ian Hughes - Flickr (CC BY 2.0)

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There was even a study done (Kerr & Booth, 1978) where kids were supposed to throw bean bags at a target. Group A practiced by throwing at a single target. Group B practiced by throwing at many targets (closer or further away) Image: Cornhole Ian Hughes - Flickr (CC BY 2.0)

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BACK TO RUST (OR ANY LANGUAGE) 186

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BACK TO RUST (OR ANY LANGUAGE) So what does it actually take to learn a new programming language? 187

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BACK TO RUST (OR ANY LANGUAGE) So what does it actually take to learn a new programming language? ◦ Is it enough to watch a YouTube video? 188

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BACK TO RUST (OR ANY LANGUAGE) So what does it actually take to learn a new programming language? ◦ Is it enough to watch a YouTube video? ◦ To read a blog post/tutorial? 189

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BACK TO RUST (OR ANY LANGUAGE) So what does it actually take to learn a new programming language? ◦ Is it enough to watch a YouTube video? ◦ To read a blog post/tutorial? ◦ To watch an hour long conference talk? ◦ To sit down and program? 191

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Learn Programming in 10 days

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Learn Programming in 10 days or 10 hours, or 30 days, or just never…

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REMEMBERING 196

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REMEMBERING From what I can see through the literature: 197

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REMEMBERING From what I can see through the literature: ◦ Mixing up practice styles 198

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REMEMBERING From what I can see through the literature: ◦ Mixing up practice styles ◦ Waiting between study sessions 199

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REMEMBERING From what I can see through the literature: ◦ Mixing up practice styles ◦ Waiting between study sessions ◦ Don’t cram 200

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REMEMBERING From what I can see through the literature: ◦ Mixing up practice styles ◦ Waiting between study sessions ◦ Don’t cram Difficulty remembering things (and then ﬁnding the right results) strengthens the memory. 201

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In the 1950s and 60s the concept of Errorless Learning was advocated by B.F. Skinner. Image: White Graphing Notebook Pixabay - Pexels

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In the 1950s and 60s the concept of Errorless Learning was advocated by B.F. Skinner. Idea is to give you information and then immediately quiz you afterwards, fetching it straight from the short term memory. Image: White Graphing Notebook Pixabay - Pexels

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Since then the opposite has been shown to be true. Image: Child Solving a Puzzle Karolina Grabowska - Pexels F. Autin & J. C. Croziet (2012) Improving working memory efficiency by reframing metacognitive interpretation of task difficulty Journal of Experimental Psychology: General 141

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Since then the opposite has been shown to be true. Giving kids a set of hard puzzles. Image: Child Solving a Puzzle Karolina Grabowska - Pexels F. Autin & J. C. Croziet (2012) Improving working memory efficiency by reframing metacognitive interpretation of task difficulty Journal of Experimental Psychology: General 141

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Since then the opposite has been shown to be true. Giving kids a set of hard puzzles. Telling half of them that difficulty is a part of the process. Image: Child Solving a Puzzle Karolina Grabowska - Pexels F. Autin & J. C. Croziet (2012) Improving working memory efficiency by reframing metacognitive interpretation of task difficulty Journal of Experimental Psychology: General 141

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Since then the opposite has been shown to be true. Giving kids a set of hard puzzles. Telling half of them that difficulty is a part of the process. And asking the other half how they attempted to solve the puzzles. Image: Child Solving a Puzzle Karolina Grabowska - Pexels F. Autin & J. C. Croziet (2012) Improving working memory efficiency by reframing metacognitive interpretation of task difficulty Journal of Experimental Psychology: General 141

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Since then the opposite has been shown to be true. Giving kids a set of hard puzzles. Telling half of them that difficulty is a part of the process. And asking the other half how they attempted to solve the puzzles. The ﬁrst group did signiﬁcantly better. Image: Child Solving a Puzzle Karolina Grabowska - Pexels F. Autin & J. C. Croziet (2012) Improving working memory efficiency by reframing metacognitive interpretation of task difficulty Journal of Experimental Psychology: General 141

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COMMON PRACTICE? A question I might throw out there. 209

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COMMON PRACTICE? A question I might throw out there. Isn’t this how we already learn as programmers? At least over time? 210

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COMMON PRACTICE? A question I might throw out there. Isn’t this how we already learn as programmers? At least over time? Blocking vs Spacing We might learn about a speciﬁc feature of a language but we use them mixed together. 211

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COMMON PRACTICE? A question I might throw out there. Isn’t this how we already learn as programmers? At least over time? Variation We learn about different programming languages, language styles (oop vs functional), different libraries, etc. 212

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COMMON PRACTICE? A question I might throw out there. Isn’t this how we already learn as programmers? At least over time? Generation We write our own code, we read code by others, we form questions about our code that need to be answered. 213

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COMMON PRACTICE? A question I might throw out there. Isn’t this how we already learn as programmers? At least over time? Quizzing I’d argue that code reviews are quizzes we take every day. “Is this block of code ok?” 214

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So how are we learning Rust the wrong way? Image: Brown Chains Miguel Á. Padriñán - Pexels

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So how are we learning Rust the wrong way? In the same way we are learning most things wrong. Image: Brown Chains Miguel Á. Padriñán - Pexels

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So how are we learning Rust the wrong way? In the same way we are learning most things wrong. By looking for the easy way out (I know I did). Image: Brown Chains Miguel Á. Padriñán - Pexels

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So how are we learning Rust the wrong way? In the same way we are learning most things wrong. By looking for the easy way out (I know I did). We also fall into the curse of knowledge when teaching. Image: Brown Chains Miguel Á. Padriñán - Pexels

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The key to all of this? Image: Brown Padlock Pixabay - Pexels

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The key to all of this? It’s going to take time. Image: Brown Padlock Pixabay - Pexels

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The key to all of this? It’s going to take time. It’s going to require practice. Image: Brown Padlock Pixabay - Pexels

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The key to all of this? It’s going to take time. It’s going to require practice. It’s going to feel difficult. Image: Brown Padlock Pixabay - Pexels

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The key to all of this? It’s going to take time. It’s going to require practice. It’s going to feel difficult. And that’s good. Image: Brown Padlock Pixabay - Pexels

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The key to all of this? It’s going to take time. It’s going to require practice. It’s going to feel difficult. And that’s good. Not because Rust itself is difficult. Image: Brown Padlock Pixabay - Pexels

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The key to all of this? It’s going to take time. It’s going to require practice. It’s going to feel difficult. And that’s good. Not because Rust itself is difficult. But because that’s how you get the best results. Image: Brown Padlock Pixabay - Pexels

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"Unfortunately, in this case there is considerable evidence that in many situations this strategy…

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"Unfortunately, in this case there is considerable evidence that in many situations this strategy (1 hour lectures) is rather poor (Bligh, 1971).

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"Unfortunately, in this case there is considerable evidence that in many situations this strategy (1 hour lectures) is rather poor (Bligh, 1971). A lecture may inspire, motivate and in form, but rarely fulﬁls the principles for effective learning; it is certainly inadequate for developing high-level skills"

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Students who studied a topic and then generated their own questions scored an average of 14 percentage points higher on a test than students who used passive strategies like studying their notes and rereading classroom material. Creating questions, the researchers found, not only encouraged students to think more deeply about the topic but also strengthened their ability to remember what they were studying. Ebersbach, M, Feierabend, M, Nazari, KBB. Comparing the effects of generating questions, testing, and restudying on students' long-term recall in university learning. Appl Cognit Psychol. 2020

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When Pablo Casals, cellist was asked why he continued to practice the cello three hours a day at the age of 93 he answered…

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When Pablo Casals, cellist was asked why he continued to practice the cello three hours a day at the age of 93 he answered… "I'm beginning to notice some improvement."

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Ólafur Waage Senior Software Developer - TurtleSec AS @olafurw on Twitter 1 235