linkedin learning | what we're learning about learning

Download LinkedIn Learning | What We're Learning About Learning

Post on 19-Mar-2017

1.238 views

Category:

Education

5 download

Embed Size (px)

TRANSCRIPT

  • What Were LearningAbout LearningLaurie Burruss | 03/02/2017

  • Education Innovation AdvisorLynda.com, a LinkedIn Company lburruss@linkedin.com

    Laurie Burruss

    mailto:lburruss@linkedin.com

  • Todays agenda

    About Laurie

    Learning, Neuroscience & Cognitive Science Nine Learning Strategies

    1. Learning by Practice 2. Learning in Chunks 3. Cross-training when Learning 4. Frameworks for Learning 5. Learning Takes Effort 6. Making Learning that Sticks 7. Learning that Motivates 8. Engaging the Learner 9. Learning from Peers

    Learning Challenges Future Trends in Learning

    Q&A

    Research & Resources

  • Learning, Neuroscience & Cognitive ScienceAdvances in neuroscience and cognitive sciences now offer new clues as well as reinforce what we know from experience about how we learn. Whether learning is informal or formal, understanding the active nature of how people learn is a key competency academic institutions.

  • To make learning meaningful, understandable, and motivating requires continued exploration in learning principles.

  • The 3 Perspectives

    Concept Data Application

  • 01: Learning by Practice

    7

  • not cramminghttps://c3.staticflickr.com/4/3226/2703981626_a43de710bb_b.jpg

  • spaced repetitioninformation retrieval

  • focused

    https://s-media-cache-ak0.pinimg.com/originals/95/30/f4/9530f48c50f4905dd2b2c7a6b8632cfb.jpg

    {A Mind for Numbers}, Barbara Oakley, 2014, p 15.

    diffuse

    https://s-media-cache-ak0.pinimg.com/originals/95/30/f4/9530f48c50f4905dd2b2c7a6b8632cfb.jpg

  • http://www.payscale.com/data-packages/job-skills scottdmiller.com/wp-content/uploads/2008 Anders from filter shoot.JPG http://www.amazon.com/Peak-Secrets-New-Science-Expertise-ebook/dp/B011H56MKS

    Deliberate Practice

    http://www.payscale.com/data-packages/job-skillshttp://www.amazon.com/Peak-Secrets-New-Science-Expertise-ebook/dp/B011H56MKS

  • www.freeimages.com/photo/spotty-dotty-2-1170276http://www.freeimages.com/photo/marathon-rotterdam-2-1553221

    Deliberate Practice

    Change up the learning

    Set new goals

    Strain

    Repeat, repeat, repeat

    Seek constant critical feedback

    Focus on where you need help

    Small Measures of Improvement

  • 1 design 2 approach

    In-class activities

    Instructor poses question

    Answer alone

    Discuss in team

    Answer again

    Work on worksheet with team

    Explore concepts

    Discuss with staff

    bring device

    appl

    yun

    ders

    tand

    eval

    uateLC: Learning Catalytics 90 min Tutorial 60 min

    bring device

    Estimate quantities

    Develop individual strategy

    Discuss and solve as team

    Conduct experiment with team

    Take measurements

    Analyze data

    Carry out simulations

    EA: Estimation Activity 30 min EDA: Experimental Design Activity

    bring device

    Work problems alone BEFORE class

    Discuss with team, mark up

    Self-assess & turn in

    Part 1: solve problems alone

    Open book, open internet

    Part 2: solve with team

    Problem Set & Reflection 90 min RAA: Readiness Assurance Activity

    90 min

    90 min

    Peer Instruction, Eric Mazur, 1996

    question

    think

    poll

    discuss

    Directed by a goal

    Repeated striving to reach beyond - stretch

    A mixture of quality & quantity

    Intervention, correction, & support by coach/teacher/facilitator

    Mix up the practices

    Practice like an expert

    Practice with self-awareness - the idea of self-correcting and self-observing

    Deliberate PracticeIn-Class Activitiesun

    ders

    tand

    appl

    yev

    alua

    te

  • 1 design 2 approach

    In-class activities

    Instructor poses question

    Answer alone

    Discuss in team

    Answer again

    Work on worksheet with team

    Explore concepts

    Discuss with staff

    bring device

    appl

    yun

    ders

    tand

    eval

    uateLC: Learning Catalytics 90 min Tutorial 60 min

    bring device

    Estimate quantities

    Develop individual strategy

    Discuss and solve as team

    Conduct experiment with team

    Take measurements

    Analyze data

    Carry out simulations

    EA: Estimation Activity 30 min EDA: Experimental Design Activity

    bring device

    Work problems alone BEFORE class

    Discuss with team, mark up

    Self-assess & turn in

    Part 1: solve problems alone

    Open book, open internet

    Part 2: solve with team

    Problem Set & Reflection 90 min RAA: Readiness Assurance Activity

    90 min

    90 min

    Peer Instruction, Eric Mazur, 1996

    question

    think

    poll

    discuss

    Deliberate PracticeIn-Class Activitiesun

    ders

    tand

    appl

    yev

    alua

    te

  • 20 MINUTES 40 MINUTES 60 MINUTES 90 MINUTES 120 MINUTES 2 WEEKS

    Brainstorm big ideas

    Determine app content

    Rough wireframes

    Refined wireframes

    Interactive design

    thinking

    Final interactive prototype

    Evaluate

    Evaluate

    Evaluate

    Timeboxing for iPad App / 120 minutes creative workshop, by David Sheriwin - p. 5

    Sketchbook IllustratorKeynote

    w/templatesPDF/APP

    w/templates

    Whatever cognitive skills you are seeking to instill in your students, and that you will be assessing for a grade, the students should have time to practice in class.

    Small Teaching, James M. Lang, 2016, p 117.

    Timeboxing an iterative process

    iPad App Prototype art 154 Interaction Design Fundamentals

  • 02: Learning in Chunks

    15

  • scary, difficult, unprepared

    Im outta here!

  • Base Camp

    A

    Base Camp

    B

    Base Camp

    C

    SUMMIT

    With practice, with knowledge, with experience . . .

    In baby steps, I can do this!

  • art198_wk_01

    long less hours

    The Long Playlist100+ hrs

    THE REFERENCE BOOKSHELF

    To support & supplement deep learning & research

    100s of hours of watching videos

    Example: Course playlist for an entire term

  • short more hours

    The Short Playlist

    PROJECT-BASED LEARNING

    To solve problems

    To learn by making

    To blur boundaries

    To foster systems design thinking

    To demonstrate subject expertise using interdisciplinary skills

    To take smart risks

    Example: Infographic/Data Viz Project

    3 hrs

  • short more hours

    The Short Playlist

    PROJECT-BASED LEARNING

    To solve problems

    To learn by making

    To blur boundaries

    To foster systems design thinking

    To demonstrate subject expertise using interdisciplinary skills

    To take smart risks

    Example: Infographic/Data Viz Project

    3 hrs

  • short more hours

    The Short Playlist

    PROJECT-BASED LEARNING

    To solve problems

    To learn by making

    To blur boundaries

    To foster systems design thinking

    To demonstrate subject expertise using interdisciplinary skills

    To take smart risks

    Example: Infographic/Data Viz Project

    3 hrs

  • INFOGRAPHICS = data + visualization + intelligent design

    art 154 Interaction Design Fundamentals Student: Chris, Ishoo, Alex, Lisa

    Infographics/Data Viz

    To exceed expectations

  • Individual Course Length (decimal hours)

    0

    5

    10

    15

    20

    Region 1 Untitled 16 Untitled 33 Untitled 50 Untitled 67 Untitled 84 Untitled 101Untitled 118Untitled 135

    < 2hrs 2 - 5 hrs 5+ hrs

    33% 42% 25%

    University Statistics 1 Quarter/1 Division

  • https://cdtmicrographics.com/det-hela-festklanningar/

    ungrouped randomly grouped rationally grouped

    Bread

    Parsley

    Milk

    Pasta

    Carrots

    Tomatoes

    Cream

    Beets

    Butter

    Flour

    Bread

    Parsley

    Milk3 Dairy

    Milk

    Cream

    Butter

    Pasta

    Carrots

    Tomatoes

    Cream

    4 ProduceParsley

    Carrots

    Tomatoes

    Beets

    Beets

    Butter

    Flour

    3 StarchesBread

    Pasta

    Flour

    Make It Stick, Brown, Roediger, McDaniel, 2014, p 198

    When you work you learn something about what you are

    doing and you develop habits and procedures out of what you're

    doing.. Jasper Johns

    Chunking + Grouping

  • 03: Cross-train as you learn

    22

  • Editing Playlists: http://www.lynda.com/MyPlaylist/Edit/3477861

    Complex Problem Solving

    Pivot Table: How to Playbook Learning for contextual, real world workflow

    Contextual, real world learning

    http://www.lynda.com/MyPlaylist/Edit/3477861

  • Editing Playlists: http://www.lynda.com/MyPlaylist/Edit/3477861 Pivot Table: How-to-Playlist: http://www.lynda.com/SharedPlaylist/9abb1b8f68c5485b88a75acfb9049eb4

    Create & Watch Share & Learn

    Playlist Features

    Add a Course, Chapter, or Movie

    Search inline while editing

    Add a Memo - description, meta data, annotations, hand-outs, examples & URLs)

    Share to public, team/class or individual with unique URL

  • http://www.aft.org/sites/default/files/resize/styles/content_area_full_width/public/periodicals/fall2013_dunlosky_figure1-756x1090.jpg?itok=piroz3B4

    Differences in performance when students used Massed vs Interleaved Practice

    022