Spaced Learning was recognized as potentially significant by The Innovation Unit who created an online resource on Spaced Learning in 2011. This can be downloaded and distributed freely to others . This web-based resource includes a description of Spaced Learning, its origins, a video of a full Spaced Learning session, comments from students and staff, and additional supporting materials. The video and comments by a rock-climbing student reveal just how different Spaced Learning is from teaching and forms of instruction used more generally. However it is not as accurate or comprehensive in its account as the paper in Frontiers in Human Neuroscience. The background to Spaced Learning%DIFDELCMD < %DIFDELCMD < %%% Spaced Learning had been developed by Kelley and his team over years and rather confusingly was not called 'Spaced Learning' at first. Earlier descriptions of Spaced Learning often led to its being misunderstood, and the scientific origins of the approach ignored. When the initial reports of outcomes were made public, media seized upon the condensed learning content as the key element in the approach used and the BBC national television news, The Sunday Times, The Independent, and The EconomistThe Sunday Times, 15 July 2007;The Independent, 15 September 2007; and The Economist, 2 June 2007 reported the approach largely in those terms ('8 minute lessons'). This emphasis was misplaced, since Spaced Learning as a method depends on the length and number of the spaces (Fields' 'temporal code'), not the content presentation (which can vary). However, this misunderstanding was also included in reports in the educational press, notably The Times Educational Supplement.The Times Educational Supplement, 29 June 2007 The significance of Spaced Learning may prove important in different ways: as a demonstration that neuroscience is now producing outcomes that can be directly implemented in education- as asserted by Kelley.Paul Kelley, Making Minds: What's wrong with education- and what should we do about it?, Routledge, London / New York,150-4 This seems established now through the academic paper in Frontiers in Human Neuroscience as a demonstration that primary neuroscientific research can demonstrate processes that have not been used in formal education, yet are of fundamental importance in the learning process The initial results for Spaced Learning are convincing. The approach needs using and testing in many different contexts now before being accepted as an important contribution to learning theory. The intense learning sessions, if similar to those in the Innovation Unit resource, need considerable thoughtful preparation and practice, though there may be very different alternatives.
 %DIFDELCMD < %DIFDELCMD < %%% Background Spaced Learning had been developed by Kelley and his team over years and rather confusingly was not called 'Spaced Learning' at first. Earlier descriptions of Spaced Learning often led to its being misunderstood, and the scientific origins of the approach ignored. When the initial reports of outcomes were made public, media seized upon the condensed learning content as the key element in the approach used and the BBC national television news, The Sunday Times, The Independent, and The EconomistThe Sunday Times, 15 July 2007;The Independent, 15 September 2007; and The Economist, 2 June 2007 reported the approach largely in those terms ('8 minute lessons'). This emphasis was misplaced, since Spaced Learning as a method depends on the length and number of the spaces (Fields' 'temporal code'), not the content presentation (which can vary). However, this misunderstanding was also included in reports in the educational press, notably The Times Educational Supplement.The Times Educational Supplement, 29 June 2007 The significance of Spaced Learning may prove important in different ways: as a demonstration that neuroscience is now producing outcomes that can be directly implemented in education- as asserted by Kelley.Paul Kelley, Making Minds: What's wrong with education- and what should we do about it?, Routledge, London / New York,150-4 This seems established now through the academic paper in Frontiers in Human Neuroscience as a demonstration that primary neuroscientific research can demonstrate processes that have not been used in formal education, yet are of fundamental importance in the learning process 
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Spaced Learning was recognized as potentially significant by The Innovation Unit who created an online resource on Spaced Learning in 2011. This can be downloaded and distributed freely to others . This web-based resource includes a description of Spaced Learning, its origins, a video of a full Spaced Learning session, comments from students and staff, and additional supporting materials. The video and comments by a rock-climbing student reveal just how different Spaced Learning is from teaching and forms of instruction used more generally. However it is not as accurate or comprehensive in its account as the paper in Frontiers in Human Neuroscience.
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The background to Spaced Learning
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Spaced Learning
Background Spaced Learning
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The initial results for Spaced Learning are convincing. The approach needs using and testing in many different contexts now before being accepted as an important contribution to learning theory. The intense learning sessions, if similar to those in the Innovation Unit resource, need considerable thoughtful preparation and practice, though there may be very different alternatives.