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flashcards sind tendenziell für rote learning as opposed to conceptual and procedural, aber können u.U. auch gewisse Aspekte davon abdecken. im grunde die unteren beiden stufen auf dieser skala: backbone/logic => concepts => important details => arbitrary details
also important details und arbitrary details kommen auf flashcards.
 rote learning-bare dinge sind specific, unconnected nach möglichkeit. sie sollten diskrete fakten beinhalten, am besten 2-3 fakten pro karte, besser nur 1. in form von simplen questions gestellt. 


Correct
flashcard
usage
Flashcards are effective when used well. With a strong basis of logical and relationshippriority
learning, we are ready to leverage off rote-learning and memorisation
techniques to fill the gaps.


Generation effect: Generating an answer produces more learning than simply checking an answer.
For example, reading a practice exam and checking the answer is less effective than taking the time
to write real answers.
Hypercorrection effect: Being corrected after you were incorrect creates higher learning; more than
if you were right in the first place. The level of learning is proportional to the level of confidence of
the initial incorrect answer.
Reducing flashcard overload
Here are guidelines to manage flashcards in terms of when to stop using a card and reducing the amount of
flashcards you use.
3 Rules of 3
1. If the first three attempts of using a card are correct, you may remove the flashcard if you need to
reduce your flashcard load. This rule is flexible and if you are worried and want to play it safe, you may
leave the flashcard in the deck and let the spacing algorithm naturally extend the delay so it doesn’t
accumulate.
also, you can merge and upgrade (the card to a higher order learning question): testing same basic facts by combining two previous single cards, but also relationships and connections between these facts. it:
-reduces number of flashcards
-forces u to think about relationships and builds networks
-builds on ur existing knowledge
as you go, further merge and upgrade! 

2. If 3 out of 5 attempts of using a card are incorrect, go back into the material and do a deep dive to
reconnect with it. Go and learn deeper and more about this particular detail, out of the scope of the
curriculum. Consider its applications and try to create a stronger conceptual understanding. This rule
should always be followed. You have to give the information more meaning and transition it from
layer 4 into layer 3. Cards that you get incorrect so easily are likely to be forgotten later and take up
more time because you never clear it from your deck. What you need is more relevance and
relationships to improve the chances of your brain retaining it.

3. If 3 out of 5 attempts of using a card are incorrect, change the way the flashcard asks the question
slightly. This is a minor form of interleaving that helps to prevent us from simply memorising the






wording of the flashcard and associating it with the answer. If this were to occur, we may struggle torecall the facts when it is asked of us differently to how the flashcard asks it.

FlashcardsFlashcards are often used incorrectly, in this lesson you will learn how to properly use them, when to usethem and how often to use them.BasicsA flashcard has a question on one side with answers on the other side. It is not a summary of information,those are summary cards.Modern-day flashcards use apps, which may have more than two sides to a single card. Some people havehundreds, even thousands of flashcards for a single topic. This is an extremely inefficient and unsustainableway to study, especially because the information on each flashcard is disconnected from other flashcards.You must first reduce the number of flashcards you need by conceptually understanding the topicwith the first three layers of learning. 1x
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Microlearning
Flashcards are powerful because it allows you to engage in microlearning, which is using short bursts of
studying, like on a bus. Typically conceptual learning can’t be done in short bursts of time, making flashcards
a great tool to fill in small gaps in your schedule.
Don’t use flashcards in large study sessions spanning hours as this doesn’t activate microlearning conditions
and is less effective. Keep it at short bursts.

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