michael de raadt @salvetore @moodleresearc h copyright 2014 © moodle - cc sa myths in your moodle...
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Michael de Raadt @salvetore @moodleresearch
Copyright 2014 © Moodle - CC SA
Myths in your Moodle
Michael de Raadt@salvetore@moodleresearch
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Michael de Raadt @salvetore @moodleresearch
About me
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Michael de Raadt @salvetore @moodleresearch
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Michael de Raadt @salvetore @moodleresearch
Myths?
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Michael de Raadt @salvetore @moodleresearch
Drinking less than 6 to 8 glasses of water a day can cause the brain to shrink
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Michael de Raadt @salvetore @moodleresearch
Drinking less than 6 to 8 glasses of water a day can cause the brain to shrink
Howard-Jones (2014)
16%29%
11%25%
5%10%
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Michael de Raadt @salvetore @moodleresearch
We mostly only use 10% of our brain
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Michael de Raadt @salvetore @moodleresearch
We mostly only use 10% of our brain
Howard-Jones (2014)
46%48%
53%50%
59%50%
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Michael de Raadt @salvetore @moodleresearch
Individuals learn better when they receive information in their preferred learning style
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Michael de Raadt @salvetore @moodleresearch
96%93%
96%97%
97%
Individuals learn better when they receive information in their preferred learning style
65%
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Michael de Raadt @salvetore @moodleresearch
Reviews of educational literature and controlled laboratory studies fail to support this approach to teaching.
Howard-Jones (2014)
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Michael de Raadt @salvetore @moodleresearch
Reviews of educational literature and controlled laboratory studies fail to support this approach to teaching.
Howard-Jones (2014)
Lacking
evidence
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Michael de Raadt @salvetore @moodleresearch
…The present results suggest that people’s intuitions about their learning styles may be incorrectly attributed.
Krätzig & Arbuthnott (2006)
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Michael de Raadt @salvetore @moodleresearch
…The present results suggest that people’s intuitions about their learning styles may be incorrectly attributed.
Krätzig & Arbuthnott (2006)
We want it
to be true
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Michael de Raadt @salvetore @moodleresearch
The literature fails to provide adequate support for applying learning-style assessments in school settings.
Pashler et al (2009)
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Michael de Raadt @salvetore @moodleresearch
The literature fails to provide adequate support for applying learning-style assessments in school settings.
Pashler et al (2009)
Doesn’t help
in practice
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Michael de Raadt @salvetore @moodleresearch
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Michael de Raadt @salvetore @moodleresearch
Michael de Raadt
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Michael de Raadt @salvetore @moodleresearch
Michael de Raadt
• Design content-appropriate forms of instruction
• Consider multiple modalities when relevant
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Michael de Raadt @salvetore @moodleresearch
Digital-native students are more tech savvy than their digital-immigrant teachers
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Michael de Raadt @salvetore @moodleresearch
Digital-native students are more tech savvy than their digital-immigrant teachers
29%
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Michael de Raadt @salvetore @moodleresearch
Teachers’ age and technology skill could not be identified as the cause of the disconnect between students’ use of technology...
Wang et al (2014)
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Michael de Raadt @salvetore @moodleresearch
Teachers’ age and technology skill could not be identified as the cause of the disconnect between students’ use of technology...
Wang et al (2014)
Can’t find
difference
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Michael de Raadt @salvetore @moodleresearch
Recent research has shown flaws in the argument that there is an identifiable generation, or even a single type of highly adept technology user.
Bennett & Maton (2010)
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Michael de Raadt @salvetore @moodleresearch
Recent research has shown flaws in the argument that there is an identifiable generation, or even a single type of highly adept technology user.
Bennett & Maton (2010)
Generation ski
ll
inconsistent
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Michael de Raadt @salvetore @moodleresearch
Michael de Raadt
• Provide appropriate teacher training
• Be confident – teachers use teaching technology more than students
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Michael de Raadt @salvetore @moodleresearch
MOOCs will replace current
teaching practices
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Michael de Raadt @salvetore @moodleresearch
MOOCs will replace current
teaching practices
5%
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Michael de Raadt @salvetore @moodleresearch
…The highest completion rate achieved was 19.2%… The majority of MOOCs had completion rates of less than 10%.
Jordan (2013)
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Michael de Raadt @salvetore @moodleresearch
…The highest completion rate achieved was 19.2%… The majority of MOOCs had completion rates of less than 10%.
Jordan (2013)
Not retaining
students
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Michael de Raadt @salvetore @moodleresearch
Less than 38% of respondents agree that “MOOCs offer a viable model for the effective delivery of online instruction,” down from 53% in 2013.
US Campus Computing survey (2014)
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Michael de Raadt @salvetore @moodleresearch
Less than 38% of respondents agree that “MOOCs offer a viable model for the effective delivery of online instruction,” down from 53% in 2013.
US Campus Computing survey (2014)
Not viable at
tertiary level
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Michael de Raadt @salvetore @moodleresearch
Michael de Raadt
• “MOOC mania” is over
• MOOCs will have a place in online education when used appropriately
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Michael de Raadt @salvetore @moodleresearch
Problem-based learning is more effective than “transmission" models.
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Michael de Raadt @salvetore @moodleresearch
Problem-based learning is more effective than “transmission" models.
79%
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Michael de Raadt @salvetore @moodleresearch
Requiring students to discover what they need to learn results in 45% less learning than demonstrating how to solve problems. The most vulnerable students are harmed the most.
Clark (2009)
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Michael de Raadt @salvetore @moodleresearch
Requiring students to discover what they need to learn results in 45% less learning than demonstrating how to solve problems. The most vulnerable students are harmed the most.
Clark (2009)
Less effective
,
harms struggle
rs
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Michael de Raadt @salvetore @moodleresearch
One minute of explicit training can be more effective than months of implicit training.
Biederman & Shiffrar (1987)
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Michael de Raadt @salvetore @moodleresearch
One minute of explicit training can be more effective than months of implicit training.
Biederman & Shiffrar (1987)
Explicit instr
uction
more effective
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Michael de Raadt @salvetore @moodleresearch
Michael de Raadt
• Constructivism ≠ unguided learning
• Use scaffolding
• Explicit instruction before exploration
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Michael de Raadt @salvetore @moodleresearch
Humans are responsible for global warming
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Michael de Raadt @salvetore @moodleresearch
Stephen Hawking is a robot
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Michael de Raadt @salvetore @moodleresearch
Aliens built the pyramids
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Michael de Raadt @salvetore @moodleresearch
References• Howard-Jones, P. A. (2014). Neuroscience and education: myths and messages.
Nature Reviews Neuroscience.
• Coffield, F, Moseley, D, Hall, E, & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. UK: Learning and Skills Research Centre.
• Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009): Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9(3):106 - 119.
• Krätzig, G. P., & Arbuthnott, K. D. (2006). Perceptual learning style and learning proficiency: A test of the hypothesis. Journal of Educational Psychology, 98(1), 238.
• Wang, S. K., Hsu, H. Y., Campbell, T., Coster, D. C., & Longhurst, M. (2014). An investigation of middle school science teachers and students use of technology inside and outside of classrooms: considering whether digital natives are more technology savvy than their teachers. Educational Technology Research and Development, 62(6), 637-662.
• Bennett, S., & Maton, K. (2010). Beyond the ‘digital natives’ debate: Towards a more nuanced understanding of students' technology experiences. Journal of computer assisted learning, 26(5), 321-331.
• Clark, R. E. (2009). How much and what type of guidance is optimal for learning from instruction. Constructivist theory applied to instruction: Success or failure, 158-183.
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Michael de Raadt @salvetore @moodleresearch
References• Biederman, I, & Shiffrar, M.M. (1987). Sexing Day-Old Chicks: A Case Study and Expert Systems
Analysis of a Difficult Perceptual-Learning Task. Journal of Experimental Psychology: Learning, Memory and Cognition, 13(4), 640 - 645.
• US Campus Computing survey (2014) http://www.campuscomputing.net/item/campus-computing-2014
• Jordan, K. (2013) MOOC completion rates: The data. Retrieved from http://www.katyjordan.com/MOOCproject.html
• Whitmer, J. (2013). Logging On to Improve Achievement: Evaluating the Relationship between Use of the Learning Management System, Student Characteristics, and Academic Achievement in a Hybrid Large Enrollment Undergraduate Course (Doctor of Education Dissertation), University of California. Retrieved from http://johnwhitmerdotnet.files.wordpress.com/2013/01/jwhitmer_dissertation_complete_1-21-2013.pdf
• Beer, C., Tickner, R., & Jones, D. (2014). Three paths for learning analytics and beyond: moving from rhetoric to reality. In Proceedings ascilite Dunedin 2014 (pp. 242-250).
• Dawson, S. (2014) Keynote presentation, ascilite2014. Retrieved from http://www.slideshare.net/shaned07/rhetoric-reality-ascilite2014upload
• Lonn, S., Aguilar, S. J., & Teasley, S. D. (2014). Investigating student motivation in the context of a learning analytics intervention during a summer bridge program. Computers in Human Behavior.
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Michael de Raadt @salvetore @moodleresearch
?