A paradox occurs as students acquire today's content knowledge and think that they are prepared for "tomorrow." However, their future reliance on "yesterday's" knowledge can present the challenge of either using irrelevant ideas or acquiring new information. The degree to which students overcome tomorrow's challenge of knowledge obsolescence depends in part on higher education's teaching them how they learn what they learn. In our experience, we have developed the Analysis of Learning Project to help students understand better how to learn how they learn. We describe this tool, its use, and the challenges of its implementation.
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