Editing Active learning (section)

==== Maxim I: Think it through ====
* Evoking deep processing: extending thinking beyond "face value" of information (Craig et al., 2006; Craik & Lockhart, 1972)
* Using desirable difficulty: ensuring that the activity is neither too easy nor too hard (Bjork, 1988, 1999; VanLehn et al., 2007)
* Eliciting the generation effect: requiring recall of relevant information (Butler & Roediger, 2007; Roediger & Karpicke, 2006)
* Engaging in deliberate practice: promoting practice focused on learning from errors (Brown, Roediger, & McDaniel, 2014; Ericsson, Krampe, & Tesch-Romer, 1993)
* Using interleaving: intermixing different problem types<ref>{{cite journal |last1=Dorestani |first1=Alireza |title=Is Interactive/Active Learning Superior to Traditional Lecturing in Economics Courses? |journal=Humanomics |date=January 2005 |volume=21 |issue=1 |pages=1–20 |doi=10.1108/eb018897 }}</ref>
* Inducing dual coding: presenting information both verbally and visually (Kosslyn, 1994; Mayer, 2001; Moreno & Valdez, 2005)
* Evoking emotion: generating feelings to enhance recall (Erk et al., 2003; Levine & Pizarro, 2004; McGaugh, 2003, 2004)