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.

1. Using Cognitive Science to
improve E-learning
Joseph Jay Williams
Joseph_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