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.

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Developing Online Materials that Acknowledge the Science of Learning

  1. 1. 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
  2. 2. Paperless handouts http://ncce2014.ncceconnect.org
  3. 3. Image  by  Mar+n  Cisneros  
  4. 4. What do we want teachers to do with technology?
  5. 5. What do we want teachers to do with THEIR TOOLSET?
  6. 6. CONTEXT: Why the science of learning?
  7. 7. Thought  Leaders,  LLC  
  8. 8. Allan  
  9. 9. BrewBooks  
  10. 10. MYTHS
  11. 11. Students learn less (or more) in online environments
  12. 12. Good? BAD? D.  Clark  (2012)  
  13. 13. Tech-enhanced learning is more motivating than more átraditional environmentsà
  14. 14. Good? BAD? D.  Clark  (2012)  
  15. 15. Digital learning is better in tune to a studentäs álearning styleà
  16. 16. • 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  
  17. 17. Digital learning is more effective for ádigital nativesà
  18. 18. • Fryer  (2011)   Na+ve  ≠  Literate   • McKenzie  (2007)   Claims  are  “Thinly  Supported”   • Walsh  (2011)   • Willingham  (2010)   Mul+tasking  Claims  are  False  
  19. 19. Games and simulations are more engaging and effective
  20. 20. Extra  Ketchup  
  21. 21. Yes! Yes!No! No! No! D.  Clark  (2012)  
  22. 22. I have this amazing toolbox, I must use it!
  23. 23. Laffy4K  
  24. 24. Fact: Teachers must make purposeful learning decisions, no matter the environment.
  25. 25. THREE SIMPLE concepts to IMPROVE DIGITAL MATERIALS
  26. 26. 1.) BE mindful A STUDENTäS COGNITIVE LOAD
  27. 27. Cognitive load theory
  28. 28. RetroArt  
  29. 29. • 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  
  30. 30. Eliminate  Unnecessary  Distrac+ons  from  Plaaorms  
  31. 31. 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)  
  32. 32. Eliminate  Unnecessary  Distrac+ons  from  Plaaorms  
  33. 33. Maintain  Consistency  with  All  Materials  
  34. 34. Maintain  Consistency  with  All  Materials  
  35. 35. Maintain  Consistency  with  All  Materials   Force  system-­‐wide  theme   Use  s+cky  blocks  to  place  consistent  content  in  courses   Avoid  over-­‐designing  course  pages  
  36. 36. Lessen  the  Impact  of  the  “Scroll  of  Death”  
  37. 37. 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  
  38. 38. Lessen  the  Impact  of  the  “Scroll  of  Death”  
  39. 39. 2.) Use YOUR PLATOFRMäS tools to design thoughtful content
  40. 40. CHUNKING
  41. 41. Image:  Malamed  (2013)        
  42. 42. “Book”  Module  in  Moodle  
  43. 43. Assignment  Module  in  Moodle  
  44. 44. Assignment  Module  (From  Kevin  Cleary,  MTDA)  
  45. 45. USE DIGITAL TOOLS to Provide Corrective Feedback
  46. 46. Basic  Correc+ve  Feedback  in  the  “Lesson”  Module  
  47. 47. More  Detailed  Feedback  in  the  “Quiz”  Module  
  48. 48. 3.) Design Classes that teach, donät just provide resources
  49. 49. See-­‐ming  Lee  
  50. 50. Completion tracking/ access restriction
  51. 51. Access  Restric+on  
  52. 52. Ac+vity  Comple+on  
  53. 53. Teacher  should  craf  order  of  materials/lesson   Student  should  craf  pace   Alterna+ves  should  be  remedia+on,  or  for  advanced  students  
  54. 54. Additional reading
  55. 55. Examine your existing platformsÖ are they providing enough functionality to use the science of learning?!
  56. 56. Examine your existing materialsÖ are you following these rules?
  57. 57. Ask your studentsÖ are your materials providing enough guidance to be effective?
  58. 58. 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

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