designing engaging learning experiences in digital environments
TRANSCRIPT
Designing Engaging Learning Experiences in Digital Environments
A/Prof Abelardo Pardo (@abelardopardo)Faculty of Engineering and IT slideshare.net/abelardo_pardo
San Andreas flickr.com
Biosciences Education Forum — BEAN 11 December 2017
Abelardo Pardo Designing Engaging Learning Experiences in Digital Environments 2
Aftab Uzzam
an flickr.com
Design Problem
Student View
Our Brain
In Digital
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Aftab Uzzam
an flickr.com
OurBrain
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Tim Pierce flickr.com
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How does our brain work?Rosario Lizana flickr.com
Psychology
Neuroscience
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Philhearing flickr.com
Gawronski, B., & Creighton, L. A. (2013). Dual Process Theories. In D. E. Carlston (Ed.), The Oxford handbook of social cognition (pp. 282-312). New York, NY: Oxford University Press.
Carsten Tolkm
it flickr.com
RationalAutomatic
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Dual Process Theory
System 1: fast, intuitive, implicit (automatic),
subconscious
System 2: slower, deliberative, explicit
(controlled), conscious
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System 2 is lazy
Jörg Kanngießer flickr.com
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Aftab Uzzam
an flickr.com
StudentView
Our Brain
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Simple information transfer is not working
Mazur, E. (2009). Farewell, lecture. Science, 323(5910), 50-51.
Krugazor flickr.com
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Juan tan Kwon flickr.com
Unprecedented amount of learning opportunities: resources, spaces, formats, devices, etc.
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Hungarian Snow
flickr.com
More complex decisions
Unlimited Choices
• Recorded lectures
• Lecture notes
• Collections of previous questions, answers, etc
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Beware of technology pushing us away from rational thinking
Jen R flickr.com
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totemisottapa flickr.com
Continuous Decision Making while Learning
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Students’ metacognitive judgements affect their
achievements
Dunlosky, J., & Thiede, K. W. (2013). Four cornerstones of calibration research: Why understanding students' judgments can improve their achievement. Learning and Instruction, 24, 58-61. doi:10.1016/j.learninstruc.2012.05.002
HackN
Y.org flickr.com
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Overconfidence produces underachievement
Dunlosky, J., & Rawson, K. A. (2012). Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention. Learning and Instruction, 22(4), 271-280. doi:10.1016/j.learninstruc.2011.08.003
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Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: beliefs, techniques, and illusions. Annu Rev Psychol, 64, 417-444. doi:10.1146/annurev-psych-113011-143823
• Understand human memory and learning
• Know useful techniques to study
• Know how to monitor
• Understand existing biases
Israeli Defense Forces flickr.com
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5 Low-effect Learning StrategiesAlan Levine flickr.com
Images for text Summaries Highlighting RereadingKeyword
mnemonic
Dunlosky, J. (2013). Strengthening the Student Toolbox. Study Strategies to Boost Learning. American Educator, 37(3), 12-21.
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Martin Fisch flickr.com
Elaborative interrogation
Self-explanationInterleaved
practiceDistributed
practice
Practice
Dunlosky, J. (2013). Strengthening the Student Toolbox. Study Strategies to Boost Learning. American Educator, 37(3), 12-21.
5 Effective Learning Strategies
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Aftab Uzzam
an flickr.com
DesignProblem
Student View
Our Brain
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Janson Hew
s flickr.com
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“… teaching in higher education will necessarily shift the balance of its efforts towards a greater investment in design as a way of coping with otherwise intolerable
pressures on staff and resources”
Goodyear, P. (2015). Teaching as Design. HERDSA Review of Higher Education, 2, 27-50.
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“There is no such thing as a neutral design”
Jeremy Brooks flickr.com
Thaler, R. H., & Sunstein, C. R. (2008). Nudge. Great Britain: Yale University Press.
Abelardo Pardo Designing Engaging Learning Experiences in Digital Environments 26Thaler, R. H., & Sunstein, C. R. (2008). Nudge. Great Britain: Yale University Press.
“People make good choices in contexts in which they have experience, good information, and prompt feedback”
Derek Bruff flickr.com
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Tom H
awk flickr.com
• Approach the design as if you were a choice architect
• Help students to make the right decisions
• Every small detail counts!
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Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom ASHEERIC Higher Education Report No. 1. Washington, DC, USA: George Washington University.
Active Learning
Any instructional method that engages students in the learning process
Active learning requires students to do meaningful learning activities and think about what they are doing
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Active Learning Works
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Kugel, P. (1993). How professors develop as teachers. Studies in Higher Education, 18, 315-328. doi:10.1080/03075079312331382241
Self
Course Topic
Student as receptive
Student as active
Student as independent
Ed Yourdon flickr.com
Abelardo Pardo Designing Engaging Learning Experiences in Digital Environments 311. Dual Role — Dual Mind
Judge CoachD
omai
n
of K
now
ledg
eM
enta
lity
Roger M
omm
aerts
1
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Sam Abraham
flickr.com
Frontier between physical and virtual spaces is blurring
2. Multiple Spaces2
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3. Sense of Purpose (Why?)
After this lecture/weekstudents should be able to …
CC
SU N
Z 2013 flickr.com
3
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training p a h flickr.com
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: beliefs, techniques, and illusions. Annu Rev Psychol, 64, 417-444. doi:10.1146/annurev-psych-113011-143823
4. Promote Practice4
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hijukal flickr.com
Think outside of the box
5. Maximise Power of Face-to-Face5
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Aftab Uzzam
an flickr.com
Design Problem
Student View
Our Brain
InDigital
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Widen the design space
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-NAC
H- flickr.com
In L
ectu
reTu
toria
l/Ass
ignm
ents
Revised Bloom’s Taxonomy
Pohl, M. (2000). Learning to think thinking to learn: Models and strategies to develop a classroom culture of thinking. Hawker Brownlow Education.
Cognitive Skills
Remembering
Understanding
ApplyingAnalysing
Evaluating
Creating
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-NAC
H- flickr.com
Understanding
ApplyingAnalysing
Evaluating
Creating
Prep
are
Lect
ure/
Tuto
rial
Revised Bloom’s Taxonomy
Pohl, M. (2000). Learning to think thinking to learn: Models and strategies to develop a classroom culture of thinking. Hawker Brownlow Education.
Cognitive Skills
Remembering
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Available: bit.ly/elec1601 (Only Australian Universities)1
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3
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Explain the context, discuss expectations
2
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1
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1
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1
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2
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4
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Practice
4
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Preparation: Summative assessment
4
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In-class Activities5
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Schell, J. (2012). Can you flip large classes? https://blog.peerinstruction.net/2012/04/06/can-you-flip-large-classes/
Used in Large Classes
5
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1. Use the theatre areas (five)
2. Assign an identifier to each area
3. Assign a digital gate to each area
4. Show input values: students raise hand if output is 1
5. Acknowledge the fastest area in the theatre
6. Repeat from step 3 changing the assignments
Outcome: Understand How Digital Gates Work5
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2
Abelardo Pardo Designing Engaging Learning Experiences in Digital Environments 54Hattie, J. A. (1999). Influences on student learning. Inaugural professorial address, University of Auckland, New Zealand
If You Could Choose One…
• More than 500 meta-analyses of student achievements
• 100 factors with potential influence
• Feedback in top five
• (74 meta-analyses) Most effective form: video, audio, computer-assisted instructional feedback, and/or related goals
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Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. doi:10.3102/003465430298487
Tom
Feedback Levels1. Task Level (understanding, performance)
2. Process Level (what to do to understand, perform)
3. Self-regulation level (detecting and directing effort)
4. Self level (personal evaluation and affect)
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Krause, K.-L., Hartley, R., James, R., & McInnis, C. (2005). The First Year Experience in Australian Universities: Findings from a decade of National Studies. University of Melbourne: Centre for the Study of Higher Education.
Eleaf flickr.com
The feedback question gets systematically lower values in student surveys
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Students are less likely to engage in pre-class activities if they are not interactive, do not provide formative feedback, and not coherently linked with
the face-to-face activities
O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95. doi:10.1016/j.iheduc.2015.02.002
Dan Klim
ke flickr.com
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Pardo, A. (2017). A feedback model for data-rich learning experiences. Assessment & Evaluation in Higher Education, 1-11. doi:10.1080/02602938.2017.1356905
Faruk Ateş flickr.com
“Feedback is a process to positively influence how students engage with their work in a learning experience so that they can
improve its overall quality with respect to an appropriate reference and increase their self-evaluative capacity”
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ontasklearning.org
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AutomaticEmail
2. Proc
ess L
evel
(wha
t to do t
o und
erstan
d)
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Helpful feedback
Effect size (Cohen’s d) = 0.49 Medium positive effect
Midterm Scores
Effect size (Cohen’s d) = 0.21 Small positive effect
Pardo, A., Jovanović, J., Dawson, S., Gašević, D., & Mirriahi, N. (In press). Using Learning Analytics to Scale the Provision of Personalised Feedback. British Journal of Educational Technology. doi:10.1111/bjet.12592
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• Support instructors to manage personalised feedback processes
• Simple rule-base knowledge encoding
• Provide appropriate view of data sources
• Scale to large and highly diverse cohorts
• Open-source project
• Pilots in 2017 finished
• Contact us if interested
ontasklearning.org
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Drew
Leavy
• Rethink student engagement
• There is no neutral design — choice architect
• Dual mind — role, multiple spaces,sense of purpose, promote practice, value of face-to-face
• The power of feedback
Conclusions
Designing Engaging Learning Experiences in Digital Environments
A/Prof Abelardo Pardo (@abelardopardo)Faculty of Engineering and IT slideshare.net/abelardo_pardo
Biosciences Education Forum — BEAN 11 December 2017
San Andreas flickr.com