Developing Online Materials that Acknowledge the Science of Learning
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Developing Online Materials that Acknowledge the Science of Learning

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These are slides to support Jason Neiffer's presentation "Developing Online Materials that Acknowledge the Science of Learning," NCCE 2014, Seattle, Washington.

These are slides to support Jason Neiffer's presentation "Developing Online Materials that Acknowledge the Science of Learning," NCCE 2014, Seattle, Washington.

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http://ncce2014.ncceconnect.org 64
http://blog.ncce.org 41
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    Developing Online Materials that Acknowledge the Science of Learning Developing Online Materials that Acknowledge the Science of Learning Presentation Transcript

    • 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
    • Paperless handouts http://ncce2014.ncceconnect.org
    • Image  by  Mar+n  Cisneros  
    • What do we want teachers to do with technology?
    • What do we want teachers to do with THEIR TOOLSET?
    • CONTEXT: Why the science of learning?
    • Thought  Leaders,  LLC  
    • Allan  
    • BrewBooks  
    • MYTHS
    • Students learn less (or more) in online environments
    • Good? BAD? D.  Clark  (2012)  
    • Tech-enhanced learning is more motivating than more átraditional environmentsà
    • Good? BAD? D.  Clark  (2012)  
    • Digital learning is better in tune to a studentäs álearning styleà
    • • 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  
    • Digital learning is more effective for ádigital nativesà
    • • Fryer  (2011)   Na+ve  ≠  Literate   • McKenzie  (2007)   Claims  are  “Thinly  Supported”   • Walsh  (2011)   • Willingham  (2010)   Mul+tasking  Claims  are  False  
    • Games and simulations are more engaging and effective
    • Extra  Ketchup  
    • Yes! Yes!No! No! No! D.  Clark  (2012)  
    • I have this amazing toolbox, I must use it!
    • Laffy4K  
    • Fact: Teachers must make purposeful learning decisions, no matter the environment.
    • THREE SIMPLE concepts to IMPROVE DIGITAL MATERIALS
    • 1.) BE mindful A STUDENTäS COGNITIVE LOAD
    • Cognitive load theory
    • RetroArt  
    • • 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  
    • Eliminate  Unnecessary  Distrac+ons  from  Plaaorms  
    • 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)  
    • Eliminate  Unnecessary  Distrac+ons  from  Plaaorms  
    • Maintain  Consistency  with  All  Materials  
    • Maintain  Consistency  with  All  Materials  
    • Maintain  Consistency  with  All  Materials   Force  system-­‐wide  theme   Use  s+cky  blocks  to  place  consistent  content  in  courses   Avoid  over-­‐designing  course  pages  
    • Lessen  the  Impact  of  the  “Scroll  of  Death”  
    • 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  
    • Lessen  the  Impact  of  the  “Scroll  of  Death”  
    • 2.) Use YOUR PLATOFRMäS tools to design thoughtful content
    • CHUNKING
    • Image:  Malamed  (2013)        
    • “Book”  Module  in  Moodle  
    • Assignment  Module  in  Moodle  
    • Assignment  Module  (From  Kevin  Cleary,  MTDA)  
    • USE DIGITAL TOOLS to Provide Corrective Feedback
    • Basic  Correc+ve  Feedback  in  the  “Lesson”  Module  
    • More  Detailed  Feedback  in  the  “Quiz”  Module  
    • 3.) Design Classes that teach, donät just provide resources
    • See-­‐ming  Lee  
    • Completion tracking/ access restriction
    • Access  Restric+on  
    • Ac+vity  Comple+on  
    • Teacher  should  craf  order  of  materials/lesson   Student  should  craf  pace   Alterna+ves  should  be  remedia+on,  or  for  advanced  students  
    • Additional reading
    • Examine your existing platformsÖ are they providing enough functionality to use the science of learning?!
    • Examine your existing materialsÖ are you following these rules?
    • Ask your studentsÖ are your materials providing enough guidance to be effective?
    • 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