These are slides to support Peter Arashiro and Jason Neiffer's presentation, "Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences," from iNACOL 2014.

1. Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences
PeterArashiro, M.Sci.
Instructional Design and Systems Manager, Michigan Virtual University
Jason Neiffer, M.Sci.
Doctoral candidate, The University of Montana
Assistant director/Curriculum Director, Montana Digital Academy

2. Paperless handouts

3. Image by Martin Cisneros

5. Thought Leaders, LLC

6. Allan

8. BrewBooks

10. Ideas about Teachingand Learning

12. What inferences do you make about teaching and learning?

13. Does this support what we know about teaching and learning online?

14. Where do these ideas and statistics come from?

17. Dale’s “Cone of Experience”
Verbal Symbols
Visual Symbols
Recordings, Radio, Still Pictures
Motion Pictures
Educational Television
Exhibits
Study Trips
Demonstrations
Dramatized Experiences
Contrived Experiences
Direct Purposeful Experiences
Dale, E. (1946, 1954, 1969)

19. •Thalheimer(2006)
Claims are “fraudulent”
•Willingham (2010)
Learning is messy and complicated

20. These percentages don’t consider a student’s“learning style”

21. These percentages don’t consider a student’s“learning style”

22. •Willingham (2010)
Research Foundation is Weak
•Gardner (2006, 2013)
Reconsideration from Advocates/Modalities Different from “Styles”
•R. C. Clark and Mayer (2008)
Student Self-Awareness is Low

23. Combine the suggestion of “research” + Incomplete knowledge about the research+ The unique qualities of the “21stCentury Digital Native”

24. “Bloom’s Digital Taxonomy”

27. •Fryer (2011)
Native ≠ Literate
•McKenzie (2007)
Claims are “Thinly Supported”
•Walsh (2011)
•Willingham (2010)
Multitasking Claims are False

28. I have this amazing toolbox, I must use it!

29. Laffy4K

30. Why thescience of learning?

31. Willingham (2010)

32. How does LEARNINGscience inform YOURteaching practice?

33. THREESIMPLE concepts to IMPROVE DIGITAL LEARNING ENVIRONEMNTS

34. 1. BE mindful of A STUDENT’S COGNITIVE LOAD

35. Cognitive load theory

36. RetroArt

37. •Sweller, Ayres, and Kalyuga(2011)
Brain has limited capacity (3-4 items)
Exceeding the brain’s capacity leads to distraction
Instructional environment must be purposeful

38. Eliminate Unnecessary Distractions from Platforms

39. Eliminate Unnecessary Distractions from Platforms
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: Presentation Zen (Reynolds)

40. Eliminate Unnecessary Distractions from Platforms

41. Maintain Consistency with All Materials

42. Maintain Consistency with All Materials

43. Maintain Consistency with All Materials

44. Maintain Consistency with All Materials
Force system-wide theme
Use sticky blocks to place consistent content in courses
Avoid over-designing course pages

45. Lessen the Impact of the “Scroll of Death”

46. 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

47. Lessen the Impact of the “Scroll of Death”

48. Use LMS’s tools to limit learning path to logical sequence

49. 2. Use YOUR PLATFORM’S toolsto design thoughtful content

50. CHUNKING

51. Willingham (2010)

52. Image: Malamed(2013)

55. “Book” Module in Moodle

56. Assignment Module in Moodle

57. Assignment Module (From Kevin Cleary, MTDA)

58. USE DIGITAL TOOLS to Provide Practice AND Corrective Feedback

59. Basic Corrective Feedback in the “Lesson” Module

60. More Detailed Feedback in the “Quiz” Module

61. 3. DESIGN CLASSES that TEACHand not just provide resources

62. See-mingLee

64. Provide Thinking Guides to Help Student’s Organize their Learning (Meta)

65. Instructor Interpretation of Content –meta cognitive strategy

66. Completion tracking/ access restriction

67. Access Restriction

68. Activity Completion

70. Teacher should craft order of materials/lesson
Student should have some input and control of pacing
Alternatives should be aimed at remediation, or for advanced students but carefully assigned

71. “Think of to-be-learned material as answers, and take the time necessary to explain to students the questions.“ Willingham

72. Additional reading

76. Examine your existing platforms–are they providing enough functionality to use the science of learning?!

77. Examine your existing materials–are you following these rules?

78. Ask your students–are your materials providing enough guidance to be effective?

79. Peter Arashiro, M.Sci.
Instructional Design and Systems Manager, Michigan Virtual University
Twitter: @Peetrpiper
Jason Neiffer, M.Sci.
Doctoral candidate, The University of Montana
Assistant director/Curriculum Director, Montana Digital Academy
Twitter: techsavvyteach