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Autodidacticism (also autodidactism) or self-education (also self-learning and self-teaching) is education without the guidance of masters (such as teachers and professors) or institutions (such as schools). Generally, an autodidact is an individual who chooses the subject they will study, their studying material, and the studying rhythm and time. An autodidact may or may not have formal education, and their study may be either a complement or an alternative to formal education. Many notable contributions have been made by autodidacts.

The BBC Domesday Project was a partnership between Acorn Computers, Philips, Logica and the BBC (with some funding from the European Commission's ESPRIT programme) to mark the 900th anniversary of the original Domesday Book, an 11th-century census of England. It has been cited as an example of digital obsolescence on account of the physical medium used for data storage.

This new multimedia edition of Domesday was compiled between 1984 and 1986 and published in 1986. It included a new "survey" of the United Kingdom, in which people, mostly school children, wrote about geography, history or social issues in their local area or just about their daily lives. Children from over 9,000 schools were involved. This was linked with maps, and many colour photos, statistical data, video and "virtual walks". Over 1 million people participated in the project. The project also incorporated professionally prepared video footage, virtual reality tours of major landmarks and other prepared datasets such as the 1981 census.

Bloom's 2 sigma problem refers to an educational phenomenon observed by educational psychologist Benjamin Bloom and initially reported in 1984 in the journal Educational Researcher. Bloom found that the average student tutored one-to-one using mastery learning techniques performed two standard deviations better than students who learn via conventional instructional methods — that is, "the average tutored student was above 98% of the students in the control class". Additionally, the variation of the students' achievement changed: "about 90% of the tutored students ... attained the level of summative achievement reached by only the highest 20%" of the control class. Bloom's graduate students J. Anania and A. J. Burke conducted studies of this effect at different grade levels and in different schools, observing students with "great differences in cognitive achievement, attitudes, and academic self-concept".

Bloom's taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and sensory domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments and activities.

The models were named after Benjamin Bloom, who chaired the committee of educators that devised the taxonomy. He also edited the first volume of the standard text, Taxonomy of Educational Objectives: The Classification of Educational Goals.

Commonplace books (or commonplaces) are a way to compile knowledge, usually by writing information into books. They have been kept from antiquity, and were kept particularly during the Renaissance and in the nineteenth century. Such books are essentially scrapbooks filled with items of every kind: recipes, quotes, letters, poems, tables of weights and measures, proverbs, prayers, legal formulas. Commonplaces are used by readers, writers, students, and scholars as an aid for remembering useful concepts or facts. Each one is unique to its creator's particular interests but they almost always include passages found in other texts, sometimes accompanied by the compiler's responses. They became significant in Early Modern Europe.

"Commonplace" is a translation of the Latin term locus communis (from Greek tópos koinós, see literary topos) which means "a general or common topic", such as a statement of proverbial wisdom. In this original sense, commonplace books were collections of such sayings, such as John Milton's example. Scholars now understand them to include manuscripts in which an individual collects material which have a common theme, such as ethics, or exploring several themes in one volume. Commonplace books are private collections of information, but they are not diaries or travelogues.

In 1685 the English Enlightenment philosopher John Locke wrote a treatise in French on commonplace books, translated into English in 1706 as A New Method of Making Common-Place-Books, "in which techniques for entering proverbs, quotations, ideas, speeches were formulated. Locke gave specific advice on how to arrange material by subject and category, using such key topics as love, politics, or religion. Commonplace books, it must be stressed, are not journals, which are chronological and introspective."

By the early eighteenth century they had become an information management device in which a note-taker stored quotations, observations and definitions. They were used in private households to collate ethical or informative texts, sometimes alongside recipes or medical formulae. For women, who were excluded from formal higher education, the commonplace book could be a repository of intellectual references. The gentlewoman Elizabeth Lyttelton kept one from the 1670s to 1713 and a typical example was published by Mrs Anna Jameson in 1855, including headings such as Ethical Fragments; Theological; Literature and Art. Commonplace books were used by scientists and other thinkers in the same way that a database might now be used: Carl Linnaeus, for instance, used commonplacing techniques to invent and arrange the nomenclature of his Systema Naturae (which is the basis for the system used by scientists today). The commonplace book was often a lifelong habit: for example the English-Australian artist Georgina McCrae kept a commonplace book from 1828-1865.

Linda Stone, a tech writer and consultant, coined the term continuous partial attention in 1998 to describe a modern adaptive behavior of continuously dividing one's attention. Stone has clarified that continuous partial attention is not the same as multi-tasking. Where multi-tasking is driven by a conscious desire to be productive and efficient, CPA is an automatic process motivated only by "a desire to be a live node on the network" or by the willingness to connect and stay connected, scanning and optimizing opportunities, activities and contacts in an effort to not miss anything that is going on.

Continuous partial attention is not necessarily a dysfunctional state. However, it may lead to increased stress and decreased ability to focus and concentrate on the present moment, prohibiting reflection, contemplation, and thoughtful decision making. The constant connectedness that is associated with continuous partial attention may also affect relationships, lower productivity levels, and lead to over-stimulation and a lack of fulfillment.

Linda Stone's research has focused on examples in the United States though she has posited that, "We may not all find ourselves in the same attention era at the same time. We are likely to find ourselves experiencing a flow: attraction to an ideal, taking the expression of the ideal to an extreme and experiencing unintended and less than pleasant consequences, giving birth to and launching a new ideal while integrating the best of what came before."

Cuisenaire rods are mathematics learning aids for students that provide an interactive, hands-on way to explore mathematics and learn mathematical concepts, such as the four basic arithmetical operations, working with fractions and finding divisors. In the early 1950s, Caleb Gattegno popularised this set of coloured number rods created by the Belgian primary school teacher Georges Cuisenaire (1891–1975), who called the rods réglettes.

According to Gattegno, "Georges Cuisenaire showed in the early 1950s that students who had been taught traditionally, and were rated ‘weak’, took huge strides when they shifted to using the material. They became 'very good' at traditional arithmetic when they were allowed to manipulate the rods."

The Dreyfus model of skill acquisition is a model of how learners acquire skills through formal instruction and practicing, used in the fields of education and operations research. Brothers Stuart and Hubert Dreyfus proposed the model in 1980 in an 18-page report on their research at the University of California, Berkeley, Operations Research Center for the United States Air Force Office of Scientific Research. The model proposes that a student passes through five distinct stages and was originally determined as: novice, competence, proficiency, expertise, and mastery.

In the field of psychology, the Dunning–Kruger effect is a cognitive bias in which people assess their cognitive ability as greater than it is. It is related to the cognitive bias of illusory superiority and comes from the inability of people to recognize their lack of ability. Without the self-awareness of metacognition, people cannot objectively evaluate their competence or incompetence.

As described by social psychologists David Dunning and Justin Kruger, the cognitive bias of illusory superiority results from an internal illusion in people of low ability and from an external misperception in people of high ability; that is, "the miscalibration of the incompetent stems from an error about the self, whereas the miscalibration of the highly competent stems from an error about others."

The Exploratorium is a museum of science, technology, and arts in San Francisco. Its mission is to create inquiry-based experiences that transform learning worldwide. It has been described by the New York Times as the most important science museum to have opened since the mid-20th century, an achievement attributed to "the nature of its exhibits, its wide-ranging influence and its sophisticated teacher training program". Characterized as "a mad scientist's penny arcade, a scientific funhouse, and an experimental laboratory all rolled into one", the participatory nature of its exhibits and its self-identification as a center for informal learning has led to it being cited as the prototype for participatory museums around the world.

The Exploratorium was founded by physicist and educator Frank Oppenheimer and opened in 1969 at the Palace of Fine Arts, its home until January 2, 2013. On April 17, 2013, the Exploratorium reopened at Piers 15 and 17 on San Francisco's Embarcadero. The historic interior and exterior of Pier 15 was renovated extensively prior to the move, and is divided into several galleries mainly separated by content, including the physics of seeing and listening (Light and Sound), Human Behavior, Living Systems, Tinkering (including electricity and magnetism), the Outdoor Gallery, and the Bay Observatory Gallery, which focuses on local environment, weather, and landscape.

Since the museum's founding, over 1,000 participatory exhibits have been created, approximately 600 of which are on the floor at any given time. The exhibit-building workshop space is contained within the museum and is open to view. In addition to the public exhibition space, the Exploratorium has been engaged in the professional development of teachers, science education reform, and the promotion of museums as informal education centers since its founding. Since Oppenheimer's death in 1985, the Exploratorium has expanded into other domains, including its 50,000-page website and two iPad apps on sound and color. It has also inspired an international network of participatory museums working to engage the public with general science education. The new Exploratorium building is also working to showcase environmental sustainability efforts as part of its goal to become the largest net-zero museum in the country.

The Exploratorium offers visitors a variety of ways—including exhibits, webcasts, websites and events—for visitors to explore and understand the world around them. In 2011, the Exploratorium received the National Science Board 2011 Public Service Science Award for its contributions to public understanding of science and engineering.