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Joseph Williams – Bloomsburg Corporate Advisory Council Meeting

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Talk on how Cognitive Science can be applied to corporate e-learning and instructional design. 30 minutes, at Bloombsburg Corporate Advisory Council Meeting. Covers problem-based learning, …

Talk on how Cognitive Science can be applied to corporate e-learning and instructional design. 30 minutes, at Bloombsburg Corporate Advisory Council Meeting. Covers problem-based learning, explanation, analogy, comparison, retrieval practice, testing effects, mixing effects, teaching Google search.

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  • Keep up the good work Joseph!!

    --Will Thalheimer
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  • 1. Using Cognitive Science to improve E-learning Joseph Jay WilliamsJoseph_williams AT berkeley DOT edu www.JosephJayWilliams.com 1
  • 2. Education Research Landscape• Qualitative analyses• Quantitative studies & policy analysis• Cognitive Science: Experiments to assess different instructional strategies• E-learning <--------> Cognitive Science 2
  • 3. Preview• Learning: “Adding” vs. “Integrating” information.• Before: Ask questions to get Problem-based learning.• During: Request Explanations & Comparisons.• After: Use assessments as instructional tools via the Testing Effect and Mixing Effect.• Increase motivation via a Growth Theory of intelligence.• www.josephjaywilliams.com/education 3
  • 4. Learning: Adding information?• Bucket model of the mind• “Instructionism” 4
  • 5. Learning for Transfer: Integrating information• Adding a new webpage to the internet BEFORE DURING AFTER 5
  • 6. Before: Start with Questions & Problems• Problem Based Learning (Hmelo-Silver, 2006; Schwartz, 1998) How do you…? Is it possible to…? 6
  • 7. During: Request explanations• Prompt people to explain “Why?”• Go beyond memorizing, to understand general principles (Williams & Lombrozo, 2010; 2012) Why is that a good solution? Why is it true that…? Why is it a mistake to…? 7
  • 8. During: Request comparisons• Single example or case study• Compare multiple examples to grasp core principle (Gentner et al, 2003; Star & Rittle-Johnson, 2010) What are the similarities between these? How are they different? 8
  • 9. After: Use Assessments as Instructional Tools • The “Testing Effect” (Roediger & Karpicke, 2006) Immediate test: Study+Study ~= Study+Test After hours, days, weeks: Study+Study < Study+Test Learners claim: Study+Study > Study+Test 9
  • 10. After: Efficient Assessments use Mixing Effect • Mixing Effect (Rohrer, 2009) • Ten Benefits of Testing (Roediger et al, 2012) 10
  • 11. Increasing motivation• Change their beliefs about intelligence (Dweck, 2006; Paunesku, Romero et al, 2012)• Do you agree that… – Your intelligence is something very basic about you that you can’t change very much. (Fixed Theory). – No matter how much intelligence you have, you can always change it quite a bit. (Growth Theory).• Emphasizing Growth theory: Work harder & learn from mistakes.• 2 lessons on Growth Theory boosts student GPA. 11
  • 12. Review• Learning: “Adding” vs. “Integrating” information.• Before: Ask questions to get Problem-based learning.• During: Request Explanations & Comparisons.• After: Use assessments as instructional tools via the Testing Effect and Mixing Effect.• Increase motivation via a Growth Theory of intelligence.• www.josephjaywilliams.com/education• Joseph_Williams A T berkeley D O T edu 12