developing online materials that acknowledge the science of learning
DESCRIPTION
These are slides to support Jason Neiffer's presentation "Developing Online Materials that Acknowledge the Science of Learning," NCCE 2014, Seattle, Washington.TRANSCRIPT
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Developing Online Materials that Acknowledge the Science of Learning
Jason Neiffer, M.Sci., ABD Tech-savvy teacher-in-Residence, nCCE
Doctoral candidate, The University of Montana Curriculum Director, Montana Digital Academy
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Paperless handouts
http://ncce2014.ncceconnect.org
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Image by Mar+n Cisneros
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What do we want teachers to do with technology?
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What do we want teachers to do with THEIR TOOLSET?
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CONTEXT: Why the science of learning?
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Thought Leaders, LLC
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Allan
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BrewBooks
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MYTHS
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Students learn less (or more) in online environments
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Good?
BAD?
D. Clark (2012)
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Tech-enhanced learning is more motivating than more átraditional
environmentsà
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Good?
BAD?
D. Clark (2012)
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Digital learning is better in tune to a studentäs álearning styleà
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• Willingham (2010)
Research Founda+on is Weak
• Gardiner (2006) (≠ disavow, but…)
Reconsidera+on from Advocates
• R. C. Clark and Mayer (2008)
Student Self-‐Awareness is Low
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Digital learning is more effective for ádigital nativesà
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• Fryer (2011)
Na+ve ≠ Literate
• McKenzie (2007)
Claims are “Thinly Supported”
• Walsh (2011) • Willingham (2010)
Mul+tasking Claims are False
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Games and simulations are more engaging and effective
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Extra Ketchup
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Yes! Yes! No!
No! No!
D. Clark (2012)
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I have this amazing toolbox, I must use it!
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Laffy4K
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Fact: Teachers must make purposeful learning decisions, no
matter the environment.
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THREE SIMPLE concepts to IMPROVE DIGITAL MATERIALS
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1.) BE mindful A STUDENTäS COGNITIVE LOAD
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Cognitive load theory
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RetroArt
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• Sweller, Ayres, and Kalyuga (2011)
Brain has limited capacity (3-‐4 items)
Exceeding the brain’s capacity leads to distrac+on
Instruc+onal environment must be purposeful
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Eliminate Unnecessary Distrac+ons from Plaaorms
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Eliminate Unnecessary Distrac+ons from Plaaorms
Simple, clean text
Minimum use of clipart and non-‐content images
Choose one or two typefaces/styles per page
Resource: Non-‐Designer’s Design Book (Williams)
Resource: Presenta+on Zen (Reynolds)
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Eliminate Unnecessary Distrac+ons from Plaaorms
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Maintain Consistency with All Materials
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Maintain Consistency with All Materials
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Maintain Consistency with All Materials
Force system-‐wide theme
Use s+cky blocks to place consistent content in courses
Avoid over-‐designing course pages
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Lessen the Impact of the “Scroll of Death”
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Lessen the Impact of the “Scroll of Death”
Don’t store content on main page
Close off unneeded weeks (past and future)
Don’t over-‐design the main page
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Lessen the Impact of the “Scroll of Death”
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2.) Use YOUR PLATOFRMäS tools to design thoughtful content
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CHUNKING
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Image: Malamed (2013)
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“Book” Module in Moodle
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Assignment Module in Moodle
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Assignment Module (From Kevin Cleary, MTDA)
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USE DIGITAL TOOLS to Provide Corrective Feedback
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Basic Correc+ve Feedback in the “Lesson” Module
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More Detailed Feedback in the “Quiz” Module
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3.) Design Classes that teach, donät just provide resources
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See-‐ming Lee
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Completion tracking/ access restriction
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Access Restric+on
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Ac+vity Comple+on
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Teacher should craf order of materials/lesson
Student should craf pace
Alterna+ves should be remedia+on, or for advanced students
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Additional reading
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Examine your existing platformsÖ are they providing enough functionality to use the
science of learning?!
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Examine your existing materialsÖ are you following these rules?
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Ask your studentsÖ are your materials providing enough guidance to be effective?
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Jason Neiffer Tech-Savvy Teacher-in-Residence, NCCE
Doctoral Candidate, the University of Montana (Go Griz!)
Curriculum Director, Montana Digital Academy
Twitter: Techsavvyteach
ncce_edtech
Blog: http://blog.ncce.org
Contact for Collaboration and Training: http://www.neiffer.com
http://www.ncce.org