Double illusion of transparency - Revision history

Vipul at 23:35, 3 December 2023

2023-12-03T23:35:35Z

← Older revision		Revision as of 23:35, 3 December 2023
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			{{learning failure}}

	==Definition==		==Definition==

Vipul at 16:08, 23 September 2021

2021-09-23T16:08:22Z

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 * In fact, both sides are communicating in a manner where each is affirming to the other person that the process of explaining and understanding is proceeding smoothly.
 * However, the learner is not understanding the material correctly in the manner intended by the explainer.
 ==Factors that promote the double illusion of transparency==

Vipul at 16:04, 23 September 2021

2021-09-23T16:04:16Z

Issa Rice: /* Definition */

2018-11-05T23:46:54Z

Definition

← Older revision		Revision as of 23:46, 5 November 2018
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	==Definition==		==Definition==

	In educational or explanatory settings, the '''double illusion of transparency''' is a version of the [[illusion of transparency]]. It refers to a situation where the ~~'''~~teacher~~'''~~ (the person who is doing the teaching or explaining) , as well as the ~~'''~~learner~~'''~~ (the person who is doing the listening or understanding), both falsely believe that that the '''material''' (that is being explained) is being understood as originally intended. Explicitly:		In educational or explanatory settings, the '''double illusion of transparency''' is a version of the [[illusion of transparency]]. It refers to a situation where the [[Explainer\|teacher]] (the person who is doing the teaching or explaining) , as well as the [[learner]] (the person who is doing the listening or understanding), both falsely believe that that the '''material''' (that is being explained) is being understood as originally intended. Explicitly:

	* The teacher believes that the learner is understanding the material correctly.		* The teacher believes that the learner is understanding the material correctly.
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	* In fact, both sides are communicating in a manner where each is affirming to the other person that the process of explaining and understanding is proceeding smoothly.		* In fact, both sides are communicating in a manner where each is affirming to the other person that the process of explaining and understanding is proceeding smoothly.
	* However, the learner is not understanding the material correctly in the manner intended by the teacher.		* However, the learner is not understanding the material correctly in the manner intended by the teacher.

	==Factors that promote the double illusion of transparency==		==Factors that promote the double illusion of transparency==

Vipul: /* Factors that promote the double illusion of transparency */

2013-12-28T23:37:39Z

Factors that promote the double illusion of transparency

← Older revision		Revision as of 23:37, 28 December 2013
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	* Questions that test other forms of knowledge. For instance, a teacher solving an arithmetic problem may need to compute the sum of 14 and 11 in one step, and writes "14 + 11" at the appropriate place in the step. The teacher asks the learner what the next step is. The learner sees the 14 + 11, and correctly replaces it by 25. The learner has correctly carried out an addition, but this does not mean that the learner actually understands or remembers the algorithm in use or that the learner can execute it correctly.		* Questions that test other forms of knowledge. For instance, a teacher solving an arithmetic problem may need to compute the sum of 14 and 11 in one step, and writes "14 + 11" at the appropriate place in the step. The teacher asks the learner what the next step is. The learner sees the 14 + 11, and correctly replaces it by 25. The learner has correctly carried out an addition, but this does not mean that the learner actually understands or remembers the algorithm in use or that the learner can execute it correctly.
	* Questions that can be answered by random guesses or by reading contextual cues: For instance, yes/no questions can be answered with 50% likelihood by random guessing. If the teacher reveals some cues, for instance, with the choice of wording or intonation, the learner may, consciously or subconsciously, use those cues to get the correct answer.		* Questions that can be answered by random guesses or by reading contextual cues: For instance, yes/no questions can be answered with 50% likelihood by random guessing. If the teacher reveals some cues, for instance, with the choice of wording or intonation, the learner may, consciously or subconsciously, use those cues to get the correct answer.
			* Questions that can be answered through the repetition of [[magic phrase for learners\|magic phrases]].

	All of the above question types are great for maintaining engagement (in large classroom settings, they are ideal for quick [[cold calling]]). They may also serve the purpose that as the learner answers the questions, his/her understanding improves in the process of doing so. The danger arises when correct answers to the questions are used ''diagnostically'' to reflect what is going on.		All of the above question types are great for maintaining engagement (in large classroom settings, they are ideal for quick [[cold calling]]). They may also serve the purpose that as the learner answers the questions, his/her understanding improves in the process of doing so. The danger arises when correct answers to the questions are used ''diagnostically'' to reflect what is going on.

Vipul: /* Questions that can be answered without understanding */

2013-10-15T21:15:23Z

Questions that can be answered without understanding

← Older revision		Revision as of 21:15, 15 October 2013
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	* Questions that can easily be answered through a recall, based on [[short term memory]], of what the other person said ''very recently''. For instance, a sentence like "Rooks are more valuable than bishops in chess" followed by the question "who is more valuable in chess: rooks or bishops?" can be answered by invoking short term memory and elementary sentence-parsing skills, without necessarily having an understanding of what the terms ''rook'', ''valuable'', ''chess'', and ''bishop'' actually mean.		* Questions that can easily be answered through a recall, based on [[short term memory]], of what the other person said ''very recently''. For instance, a sentence like "Rooks are more valuable than bishops in chess" followed by the question "who is more valuable in chess: rooks or bishops?" can be answered by invoking short term memory and elementary sentence-parsing skills, without necessarily having an understanding of what the terms ''rook'', ''valuable'', ''chess'', and ''bishop'' actually mean.
	* Questions that test other forms of knowledge. For instance, a teacher solving an arithmetic problem may need to compute the sum of 14 and 11 in one step, and writes "14 + 11" at the appropriate place in the step. The teacher asks the learner what the next step is. The learner sees the 14 + 11, and correctly replaces it by 25. The learner has correctly carried out an addition, but this does not mean that the learner actually understands or remembers the algorithm in use or that the ~~student~~ can execute it correctly.		* Questions that test other forms of knowledge. For instance, a teacher solving an arithmetic problem may need to compute the sum of 14 and 11 in one step, and writes "14 + 11" at the appropriate place in the step. The teacher asks the learner what the next step is. The learner sees the 14 + 11, and correctly replaces it by 25. The learner has correctly carried out an addition, but this does not mean that the learner actually understands or remembers the algorithm in use or that the learner can execute it correctly.
	* Questions that can be answered by random guesses or by reading contextual cues: For instance, yes/no questions can be answered with 50% likelihood by random guessing. If the teacher reveals some cues, for instance, with the choice of wording or intonation, the learner may, consciously or subconsciously, use those cues to get the correct answer.		* Questions that can be answered by random guesses or by reading contextual cues: For instance, yes/no questions can be answered with 50% likelihood by random guessing. If the teacher reveals some cues, for instance, with the choice of wording or intonation, the learner may, consciously or subconsciously, use those cues to get the correct answer.

Vipul: /* Superficially perceptive questions by the learner */

2013-09-26T17:43:59Z

Superficially perceptive questions by the learner

← Older revision		Revision as of 17:43, 26 September 2013
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	Learners may sometimes ask questions that are superficially perceptive, but that do not actually require them to have understood material. Usually, these questions draw on understanding of the general modes of representation used and not on what they represent in the specific situation. The teacher should not view these as evidence either for or against an understanding of the material.		Learners may sometimes ask questions that are superficially perceptive, but that do not actually require them to have understood material. Usually, these questions draw on understanding of the general modes of representation used and not on what they represent in the specific situation. The teacher should not view these as evidence either for or against an understanding of the material.

	Here~~'s an example~~:		Here are examples:

	* The teacher draws the graph of a function that looks sort of like a straight line. The learner asks "is this a linear function?" This demonstrates a good understanding of graphs and functions, but the teacher should not misconstrue it as evidence that the learner has understood anything about what the graph is supposed to represent.		* The teacher draws the graph of a function that looks sort of like a straight line. The learner asks "is this a linear function?" This demonstrates a good understanding of graphs and functions, but the teacher should not misconstrue it as evidence that the learner has understood anything about what the graph is supposed to represent.

Vipul: /* Ask diagnostic questions */

2013-09-15T03:52:57Z

Ask diagnostic questions

← Older revision		Revision as of 03:52, 15 September 2013
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	* Ask factual or objective questions that are (i) separated in time from the time that the relevant knowledge is provided, (ii) framed in a way that requires the learner to reframe the knowledge in a manner that can easily be done only if the learner understands the material well.		* Ask factual or objective questions that are (i) separated in time from the time that the relevant knowledge is provided, (ii) framed in a way that requires the learner to reframe the knowledge in a manner that can easily be done only if the learner understands the material well.
	* Ask for full sentence explanations that go somewhat beyond the statement just said. For instance, a statement such as "generally, rooks are more valuable than bishops in chess" can be followed by a two-part question: "who is more valuable in chess: the rook or the bishop?" and "why do you think this is so?" or "what are some exceptions to this rule?" Even if the learner stumbles over getting the ''correct'' answer to the second question, the extent to which the learner has a reasonable thought process about it reveals the learner's degree of understanding of the answer to the first question.		* Ask for full sentence explanations that go somewhat beyond the statement just said. For instance, a statement such as "generally, rooks are more valuable than bishops in chess" can be followed by a two-part question: "who is more valuable in chess: the rook or the bishop?" and "why do you think this is so?" or "what are some exceptions to this rule?" Even if the learner stumbles over getting the ''correct'' answer to the second question, the extent to which the learner has a reasonable thought process about it reveals the learner's degree of understanding of the answer to the first question.
	* In large classroom settings, ask harder questions and generate an interactive dynamic through polling, or sequential cold calling, or some other mechanism that gets people pondering the question.		* In large classroom settings, ask harder questions and generate an interactive dynamic through [[polling]], or sequential [[cold calling]], or some other mechanism that gets people pondering the question.

	===Encourage deep listening on the part of learners===		===Encourage deep listening on the part of learners===

Vipul: /* Start with a presumption of learning failure */

2013-09-15T03:51:52Z

Start with a presumption of learning failure

← Older revision		Revision as of 03:51, 15 September 2013
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	===Start with a presumption of learning failure===		===Start with a presumption of learning failure===

	The [[presumption of learning failure]] is the idea that learning should be default be assumed to not have occurred, and any claim to the contrary bears the burden of proof.		The [[presumption of learning failure]] is the idea that learning should by default be assumed to not have occurred, and any claim to the contrary bears the burden of proof.

	===Ask diagnostic questions===		===Ask diagnostic questions===

Vipul: /* Superficially perceptive questions by the learner */

2013-09-09T01:47:00Z

Superficially perceptive questions by the learner

← Older revision		Revision as of 01:47, 9 September 2013
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	* The teacher draws the graph of a function that looks sort of like a straight line. The learner asks "is this a linear function?" This demonstrates a good understanding of graphs and functions, but the teacher should not misconstrue it as evidence that the learner has understood anything about what the graph is supposed to represent.		* The teacher draws the graph of a function that looks sort of like a straight line. The learner asks "is this a linear function?" This demonstrates a good understanding of graphs and functions, but the teacher should not misconstrue it as evidence that the learner has understood anything about what the graph is supposed to represent.
			* The teacher is explaining social and economic life in a past historic era, and discussing a particular aspect of the social system. The learner asks, "What effect did this have on gender relations?" The question may seem perceptive, but a learner could ask that question without any understanding of the specifics of the social system.

	==Ways to avoid the double illusion of transparency==		==Ways to avoid the double illusion of transparency==

← Older revision		Revision as of 16:04, 23 September 2021
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	==Definition==		==Definition==

	In educational or explanatory settings, the '''double illusion of transparency''' is a version of the [[illusion of transparency]]. It refers to a situation where the [[~~Explainer\|teacher~~]] (the person who is doing the teaching or explaining) , as well as the [[learner]] (the person who is doing the listening or understanding), both falsely believe that that the '''material''' (that is being explained) is being understood as originally intended. Explicitly:		In educational or explanatory settings, the '''double illusion of transparency''' is a version of the [[illusion of transparency]]. It refers to a situation where the [[explainer]] (the person who is doing the teaching or explaining) , as well as the [[learner]] (the person who is doing the listening or understanding), both falsely believe that that the '''material''' (that is being explained) is being understood as originally intended. Explicitly:

	* The ~~teacher~~ believes that the learner is understanding the material correctly.		* The explainer believes that the learner is understanding the material correctly.
	* The learner believes that he/she is understanding the material being taught correctly.		* The learner believes that he/she is understanding the material being taught correctly.
	* In fact, both sides are communicating in a manner where each is affirming to the other person that the process of explaining and understanding is proceeding smoothly.		* In fact, both sides are communicating in a manner where each is affirming to the other person that the process of explaining and understanding is proceeding smoothly.
	* However, the learner is not understanding the material correctly in the manner intended by the ~~teacher~~.		* However, the learner is not understanding the material correctly in the manner intended by the explainer.

	==Factors that promote the double illusion of transparency==		==Factors that promote the double illusion of transparency==
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	===Questions that can be answered without understanding===		===Questions that can be answered without understanding===

	Often, the ~~teacher~~ asks the learner questions, ostensibly to test whether the other person is following. Poorly designed questions can lead to false confidence. Some examples of poorly designed questions are:		Often, the explainer asks the learner questions, ostensibly to test whether the other person is following. Poorly designed questions can lead to false confidence. Some examples of poorly designed questions are:

	* Questions that can easily be answered through a recall, based on [[short term memory]], of what the other person said ''very recently''. For instance, a sentence like "Rooks are more valuable than bishops in chess" followed by the question "who is more valuable in chess: rooks or bishops?" can be answered by invoking short term memory and elementary sentence-parsing skills, without necessarily having an understanding of what the terms ''rook'', ''valuable'', ''chess'', and ''bishop'' actually mean.		* Questions that can easily be answered through a recall, based on [[short term memory]], of what the other person said ''very recently''. For instance, a sentence like "Rooks are more valuable than bishops in chess" followed by the question "who is more valuable in chess: rooks or bishops?" can be answered by invoking short term memory and elementary sentence-parsing skills, without necessarily having an understanding of what the terms ''rook'', ''valuable'', ''chess'', and ''bishop'' actually mean.
	* Questions that test other forms of knowledge. For instance, a ~~teacher~~ solving an arithmetic problem may need to compute the sum of 14 and 11 in one step, and writes "14 + 11" at the appropriate place in the step. The ~~teacher~~ asks the learner what the next step is. The learner sees the 14 + 11, and correctly replaces it by 25. The learner has correctly carried out an addition, but this does not mean that the learner actually understands or remembers the algorithm in use or that the learner can execute it correctly.		* Questions that test other forms of knowledge. For instance, a explainer solving an arithmetic problem may need to compute the sum of 14 and 11 in one step, and writes "14 + 11" at the appropriate place in the step. The explainer asks the learner what the next step is. The learner sees the 14 + 11, and correctly replaces it by 25. The learner has correctly carried out an addition, but this does not mean that the learner actually understands or remembers the algorithm in use or that the learner can execute it correctly.
	* Questions that can be answered by random guesses or by reading contextual cues: For instance, yes/no questions can be answered with 50% likelihood by random guessing. If the ~~teacher~~ reveals some cues, for instance, with the choice of wording or intonation, the learner may, consciously or subconsciously, use those cues to get the correct answer.		* Questions that can be answered by random guesses or by reading contextual cues: For instance, yes/no questions can be answered with 50% likelihood by random guessing. If the explainer reveals some cues, for instance, with the choice of wording or intonation, the learner may, consciously or subconsciously, use those cues to get the correct answer.
	* Questions that can be answered through the repetition of [[magic phrase for learners\|magic phrases]].		* Questions that can be answered through the repetition of [[magic phrase for learners\|magic phrases]].

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	===Superficially perceptive questions by the learner===		===Superficially perceptive questions by the learner===

	Learners may sometimes ask questions that are superficially perceptive, but that do not actually require them to have understood material. Usually, these questions draw on understanding of the general modes of representation used and not on what they represent in the specific situation. The ~~teacher~~ should not view these as evidence either for or against an understanding of the material.		Learners may sometimes ask questions that are superficially perceptive, but that do not actually require them to have understood material. Usually, these questions draw on understanding of the general modes of representation used and not on what they represent in the specific situation. The explainer should not view these as evidence either for or against an understanding of the material.

	Here are examples:		Here are examples:

	* The ~~teacher~~ draws the graph of a function that looks sort of like a straight line. The learner asks "is this a linear function?" This demonstrates a good understanding of graphs and functions, but the ~~teacher~~ should not misconstrue it as evidence that the learner has understood anything about what the graph is supposed to represent.		* The explainer draws the graph of a function that looks sort of like a straight line. The learner asks "is this a linear function?" This demonstrates a good understanding of graphs and functions, but the explainer should not misconstrue it as evidence that the learner has understood anything about what the graph is supposed to represent.
	* The ~~teacher~~ is explaining social and economic life in a past historic era, and discussing a particular aspect of the social system. The learner asks, "What effect did this have on gender relations?" The question may seem perceptive, but a learner could ask that question without any understanding of the specifics of the social system.		* The explainer is explaining social and economic life in a past historic era, and discussing a particular aspect of the social system. The learner asks, "What effect did this have on gender relations?" The question may seem perceptive, but a learner could ask that question without any understanding of the specifics of the social system.

	==Ways to avoid the double illusion of transparency==		==Ways to avoid the double illusion of transparency==