Event Summary

The American Distance Education Consortium and UCLA Extension are pleased to announce the 2016 EdFuture Conference. This annual conference brings together stakeholders in higher education (faculty, instructional designers, support staff, and administrators) to engage in a 2-day conference at the Luskin Conference Center at the University of California, Los Angeles. The focus of the conference will be on the uses and challenges of integrating technology both in the face-to-face and online classroom. Read More
Today, technology is increasingly pervasive in our daily professional and personal lives, and learning and teaching at all levels have been certainly impacted by recent advances in the ways in which we access information and interact with one another. Courses are increasingly brought entirely or partially online, with faculty integrating various technologies into their classes to enrich the experiences in teaching as well as the learning experiences of students. Such tools and platforms can be combined in unique and interesting ways, addressing concerns such as student engagement with the material, institutional policy around learning data and their security, accessibility of platforms, and the development of novel pedagogical approaches for online learning, among others. ADEC and UCLA Extension seek to bring together attendees to exchange ideas and share best practices, challenges, and solutions to technology integration inside and outside the virtual and face-to-face classroom.

The Increasing Importance of Knowing How to Learn—On-line, and Off-line – Robert A. Bjork

Thursday, September 22, 2016 at 1pm


Paradoxically, certain conditions that impair performance during instruction or practice can enhance learning, whereas conditions that retard forgetting and enhance performance during practice often fail to support learning. From a theoretical standpoint, such findings emphasize some unique characteristics of the functional architecture of humans as learners. From a practical standpoint, they help to clarify why instructors are susceptible to choosing non-optimal conditions of instruction; why learners are prone to illusions of comprehension or competence; and why real-world learning, online or offline, is seldom as effective as it might be.

Robert A. Bjork

Robert A. Bjork

Robert A. Bjork, PhD, Psychology, Stanford; BA, Mathematics, Minnesota, is Distinguished Research Professor in the Department of Psychology at the University of California, Los Angeles. His research focuses on human learning and memory and on the implications of the science of learning for instruction and training.  He has served as Editor of Memory & Cognition (1981-85) and Psychological Review (1995-2000), Co-editor of Psychological Science in the Public Interest (1998-2004), and Chair of a National Research Council Committee on Techniques for the Enhancement of Human Performance (1988-1994).  He is a past president or chair of the American Psychological Society (APS); the Western Psychological Association; the Psychonomic Society; the Society of Experimental Psychologists; the Council of Editors of the American Psychological Association (APA); and the Council of Graduate Departments of Psychology.  He is a recipient of UCLA’s Distinguished Teaching Award; the American Psychological Association’s Distinguished Scientist Lecturer and Distinguished Service to Psychological Science Awards; the American Physiological Society’s Claude Bernard Distinguished Lectureship Award, the Society of Experimental Psychologists’ Norman Anderson Lifetime Achievement Award, and (together with Elizabeth Bjork) the Association for Psychological Science’s James McKeen Cattell Award. He is a Fellow of the American Academy of Arts and Sciences.

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