Marcus Lithander

PhD Student University of Massachusetts Lowell
Speaking at

Session

Preventing Misinformation: How should Educational Interventions be Designed?

This presentation review a set of concrete strategies and guidelines that can be implemented in the classroom to enhance student critical thinking skills. As accessibility to both information and misinformation increases, the demand for individuals to critically comprehend and interpret information becomes more critical. Unfortunately, underlying cognitive biases make people predisposed to select information that is easily accessible and coherent with preexisting beliefs. Therefore, new preventive methods are needed to equip and educate individuals to become skeptical citizens. Action is now being taken to promote students critical thinking ability, and a set of strategies have shown promising results. However, teaching critical thinking skills is hard, and further research is needed to understand if and how these skills transfer between different topics and contexts.

Bio

Marcus Lithander is a Ph.D. student at the University of Massachusetts.
He met his current supervisor Yana Weinstein (@doctorwhy) at researchED Hanninge one year ago! Marcus is now working together with Dr. Yana Weinstein and Shannon Rowley reviewing articles regarding educational myths.
Marcus took his Master’s degree in psychology from Stockholm University where he wrote his master thesis on retrieval practice and metacognition. Before starting his Ph.D. at the University of Massachusetts, Marcus worked as an Instructional Designer at the Royal Institute of Technology where he designed and taught online courses.

Twitter: @Lithandersbrain

Archive

researchED Leads Haninge 2018

Facts and Myths in Education

Research over the last ten years has shown that a great number of teachers and educators believe in myths regarding learning and teaching, so-called educational myths. At the same time, new studies show that effective learning strategies are rarely mentioned in the educational literature. From where do these myths arise and how can these myths be corrected? How can we provide teachers with more of what “works” – that is, practical, evidence-based learning strategies.
This presentation reviews some of the most common myths as well as the most effective strategies for learning.