I think we should reduce text on slides from other reasons. As for AI - full lesson transcripts can be used, so not sure the slides are the barrier

I think some findings are more surprising, or at least not trivial in the way they translate into practice - e.g. the importance of deliberate practice, and the short-term long-term dissociation of feelings about learning and actual learning.

Genenerally speaking - yes. But there are new ideas/representations (and hence true encoding). Rsearchers are looking for the 'engram' and they were actually able to prove it exists and relates to a specific idea.

Theoretically It's the difference between encoding and retrieval. Practically it's never such a clear cut.

In my world it comes from neuroscience. The specific neural activity that happens/represents behaviour. It was coined before we knew much about consolidation so it probably meant more back then, than it does now.

I agree with both. Regarding encoding I think that it's at the most "experience-related activation" and cannot be a substitute for learning. Though learning too is interpreted in many ways.

Absolutely. I just wonder to what extent people are willing to make PCK- based decisions. 'the audience' of instructors are far more responsive to innovative AI tricks than to yet another workshop on course design and/or formative assessment 🙃 (even if it has AI in it)

By the idea that's it's a thing? By formalizing something they normally do? Or rather formalizing things they now work but they also don't do (enough?) e.g. retrieval practice is better than restudy?

The Embedded processes model thread - all in one place:
sites.google.com/view/efratfu...

Learning and Memory as a cycle
(correct link)
sites.google.com/view/efratfu...

The Embedded processes model thread - all in one place:
sites.google.com/view/efratfu...

Here is the original image of the Embedded Processes model from: Cowan et al. "The relation between attention and memory." Annual Review of Psychology 75.1 (2024): 183-214.

10/ As for using it for educational purposes, it centers around the interaction among guiding attention, activating prior knowledge (in aLTM) and the binding process (in Foa), which are the essential elements of learning (rather than focusing on the cognitive load experience).

9/ The Embedded Processes model requires more knowledge and integration to grasp. Yet it is parsimonious and dynamic: we can follow one thread, from initial representation through binding and deactivation.

8/Further more:
-The “WM limitations” stem from the limited attention capacity (3-5 items), and time of LTM activation (<1min).

- Information can enter aLTM without attention (e.g. priming effects), or consciously either top-down (executive function) or bottom-up (prediction error) processes

7/ As attention fades or shifts, the new construct remains briefly in the activated (but unattended) LTM, before becoming inactive. Manipulation and the time in aLTM influence later consolidation and storage chances.

6/ Cowan Identifies an activated subset of LTM (aLTM), a small part of which is in the focus of attention (FoA).
Information is selected for and may be binded, and combined with activated representations while in the FoA.

🧠Memory is working without a "Working Memory