One of the challenges facing higher education is a huge amount of tacit knowledge—things that we don’t know we know—about both our academic expertise and our teaching expertise. We need to make that knowledge explicit in order to make progress. This post unpacks a peculiar kind of literacy problem.
We interviewed real, live learning scientists from Carnegie Mellon University to get a better sense of what’s real and how the research can impact classroom teaching. And you know what? They weren’t scary at all!