To me "learning" means understanding, not memorization on flashcards. Knowing stuff is part of it, but for me, the knowing comes from the understanding.
> people dislike questions that don’t match their mental model
> “what are the 4 parts of a HTTP request?”
I would describe this as a non-injective function. Unambiguous in one direction, but ambiguous in the other. It seems to be very common in lecturers who (1) have forgotten what it was like to learn it (2) aren't precise enough to ensure clarity as a matter of rigour.
Criticism aside, learning something is infinitely better than learning nothing. And finding a way to make it enjoyable and satisfying is a worthwhile end in itself.
When I can, I actually forbid my students from using flash cards. If they don't have the scaffolding to make a concept stick, time is better spent building the scaffolding (IMO).
> people dislike questions that don’t match their mental model
> “what are the 4 parts of a HTTP request?”
I would describe this as a non-injective function. Unambiguous in one direction, but ambiguous in the other. It seems to be very common in lecturers who (1) have forgotten what it was like to learn it (2) aren't precise enough to ensure clarity as a matter of rigour.
Criticism aside, learning something is infinitely better than learning nothing. And finding a way to make it enjoyable and satisfying is a worthwhile end in itself.