Today, we are joined by Drs. Robert and Elizabeth Bjork.

Dr. Robert A. Bjork is a Distinguished Professor of Psychology at UCLA and one of the world's foremost experts on human learning and memory. His pioneering research on concepts such as desirable difficulties, retrieval practice, and goal-directed forgetting has fundamentally reshaped how we understand what it means to learn effectively. For decades, Dr. Bjork has guided educators, leaders, and organizations in applying evidence-based strategies that enhance retention, mastery, and long-term performance. His work bridges the gap between theory and practice, helping learners update their "learning operating systems" for real-world results.

Dr. Elizabeth L. Bjork is an accomplished researcher and applied learning expert, renowned for translating cutting-edge memory science into actionable strategies for adults and organizations. Her work emphasizes metacognition, context-dependent learning, and practical approaches to improving retention and skill transfer in professional settings. Elizabeth's research and guidance empower leaders, trainers, and educators to design learning experiences that stick, fostering mastery, confidence, and measurable impact across teams and organizations.

In this continuation of our conversation, we dive deeper into practical applications of learning science for professional development. The Bjorks reveal why re-reading and highlighting create illusions of learning, how goal-directed forgetting helps us adapt to change, and why making mistakes should be embraced rather than avoided. They also share insights on leveraging technology effectively and discuss surprising research findings that have shaped their understanding of human learning.

Key topics include:

-Why re-reading and highlighting create false confidence in learning effectiveness

-How retrieval practice and self-testing reveal true knowledge gaps

-Goal-directed forgetting and letting go of outdated knowledge to learn new skills

-The challenge of interference between old and new learning in professional settings

-Using technology like AI to enhance rather than replace the learning process

-How competitive multiple choice questions can improve learning outcomes

-The power of pretesting to prime learning even when answers are unknown

-Why taking notes verbatim can actually suppress learning and comprehension

-How early foundational learning can help level educational playing fields

-Embracing mistakes and failures as essential opportunities for deeper learning

Whether you're designing training programs, leading professional development, or seeking to optimize your own learning effectiveness, this conversation provides research-backed strategies for creating lasting knowledge and skill acquisition in our rapidly changing world.

The Bjorks' Research: https://bjorklab.psych.ucla.edu/research/

-

Website and live online programs: http://ims-online.com

Blog: https://blog.ims-online.com/

Podcast: https://ims-online.com/podcasts/

LinkedIn: https://www.linkedin.com/in/charlesgood/

Twitter: https://twitter.com/charlesgood99

Chapters:

(00:00) Introduction

(01:00) Tool: Why Re-reading and Highlighting Create Illusions of Learning

(04:00) Technique: Goal-Directed Forgetting and Letting Go of Outdated Knowledge

(08:00) Tip: Managing Interference Between Old and New Learning

(10:00) Tool: Using Technology and AI to Enhance Learning Effectiveness

(13:00) Technique: Creating Competitive Multiple Choice Questions for Better Learning

(15:00) Tip: Surprising Research Findings on Zero Learning from Immediate Repetition

(18:00) Tool: The Power of Pretesting to Prime Learning and Retention

(21:00) Technique: Why Making Mistakes Enhances Learning More Than Getting Answers Right

(23:00) Tip: Future Directions for Learning Science and Educational Equity

(25:00) Conclusion