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Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences 
PeterArashiro,...
Paperless handouts
Image by Martin Cisneros
Thought Leaders, LLC
Allan
BrewBooks
Ideas about Teachingand Learning
What inferences do you make about teaching and learning?
Does this support what we know about teaching and learning online?
Where do these ideas and statistics come from?
Dale’s “Cone of Experience” 
Verbal Symbols 
Visual Symbols 
Recordings, Radio, Still Pictures 
Motion Pictures 
Education...
•Thalheimer(2006) 
Claims are “fraudulent” 
•Willingham (2010) 
Learning is messy and complicated
These percentages don’t consider a student’s“learning style”
These percentages don’t consider a student’s“learning style”
•Willingham (2010) 
Research Foundation is Weak 
•Gardner (2006, 2013) 
Reconsideration from Advocates/Modalities Differen...
Combine the suggestion of “research” + Incomplete knowledge about the research+ The unique qualities of the “21stCentury D...
“Bloom’s Digital Taxonomy”
•Fryer (2011) 
Native ≠ Literate 
•McKenzie (2007) 
Claims are “Thinly Supported” 
•Walsh (2011) 
•Willingham (2010) 
Mult...
I have this amazing toolbox, I must use it!
Laffy4K
Why thescience of learning?
Willingham (2010)
How does LEARNINGscience inform YOURteaching practice?
THREESIMPLE concepts to IMPROVE DIGITAL LEARNING ENVIRONEMNTS
1. BE mindful of A STUDENT’S 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 distra...
Eliminate Unnecessary Distractions from Platforms
Eliminate Unnecessary Distractions from Platforms 
Simple, clean text 
Minimum use of clipart and non-content images 
Choo...
Eliminate Unnecessary Distractions from Platforms
Maintain Consistency with All Materials
Maintain Consistency with All Materials
Maintain Consistency with All Materials
Maintain Consistency with All Materials 
Force system-wide theme 
Use sticky blocks to place consistent content in courses...
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) 
...
Lessen the Impact of the “Scroll of Death”
Use LMS’s tools to limit learning path to logical sequence
2. Use YOUR PLATFORM’S toolsto design thoughtful content
CHUNKING
Willingham (2010)
Image: Malamed(2013)
“Book” Module in Moodle
Assignment Module in Moodle
Assignment Module (From Kevin Cleary, MTDA)
USE DIGITAL TOOLS to Provide Practice AND Corrective Feedback
Basic Corrective Feedback in the “Lesson” Module
More Detailed Feedback in the “Quiz” Module
3. DESIGN CLASSES that TEACHand not just provide resources
See-mingLee
Provide Thinking Guides to Help Student’s Organize their Learning (Meta)
Instructor Interpretation of Content –meta cognitive strategy
Completion tracking/ access restriction
Access Restriction
Activity Completion
Teacher should craft order of materials/lesson 
Student should have some input and control of pacing 
Alternatives should ...
“Think of to-be-learned material as answers, and take the time necessary to explain to students the questions.“ Willingham
Additional reading
Examine your existing platforms–are they providing enough functionality to use the science of learning?!
Examine your existing materials–are you following these rules?
Ask your students–are your materials providing enough guidance to be effective?
Peter Arashiro, M.Sci. 
Instructional Design and Systems Manager, Michigan Virtual University 
Twitter: @Peetrpiper 
Jason...
Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences
Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences
Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences
Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences
Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences
Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences
Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences
Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences
Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences
Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences
Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences
Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences
Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences
Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences
Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences
Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences
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Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences

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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.

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Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences

  1. 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. 2. Paperless handouts
  3. 3. Image by Martin Cisneros
  4. 4. Thought Leaders, LLC
  5. 5. Allan
  6. 6. BrewBooks
  7. 7. Ideas about Teachingand Learning
  8. 8. What inferences do you make about teaching and learning?
  9. 9. Does this support what we know about teaching and learning online?
  10. 10. Where do these ideas and statistics come from?
  11. 11. 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)
  12. 12. •Thalheimer(2006) Claims are “fraudulent” •Willingham (2010) Learning is messy and complicated
  13. 13. These percentages don’t consider a student’s“learning style”
  14. 14. These percentages don’t consider a student’s“learning style”
  15. 15. •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
  16. 16. Combine the suggestion of “research” + Incomplete knowledge about the research+ The unique qualities of the “21stCentury Digital Native”
  17. 17. “Bloom’s Digital Taxonomy”
  18. 18. •Fryer (2011) Native ≠ Literate •McKenzie (2007) Claims are “Thinly Supported” •Walsh (2011) •Willingham (2010) Multitasking Claims are False
  19. 19. I have this amazing toolbox, I must use it!
  20. 20. Laffy4K
  21. 21. Why thescience of learning?
  22. 22. Willingham (2010)
  23. 23. How does LEARNINGscience inform YOURteaching practice?
  24. 24. THREESIMPLE concepts to IMPROVE DIGITAL LEARNING ENVIRONEMNTS
  25. 25. 1. BE mindful of A STUDENT’S COGNITIVE LOAD
  26. 26. Cognitive load theory
  27. 27. RetroArt
  28. 28. •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
  29. 29. Eliminate Unnecessary Distractions from Platforms
  30. 30. 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)
  31. 31. Eliminate Unnecessary Distractions from Platforms
  32. 32. Maintain Consistency with All Materials
  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 sticky 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. Use LMS’s tools to limit learning path to logical sequence
  40. 40. 2. Use YOUR PLATFORM’S toolsto design thoughtful content
  41. 41. CHUNKING
  42. 42. Willingham (2010)
  43. 43. Image: Malamed(2013)
  44. 44. “Book” Module in Moodle
  45. 45. Assignment Module in Moodle
  46. 46. Assignment Module (From Kevin Cleary, MTDA)
  47. 47. USE DIGITAL TOOLS to Provide Practice AND Corrective Feedback
  48. 48. Basic Corrective Feedback in the “Lesson” Module
  49. 49. More Detailed Feedback in the “Quiz” Module
  50. 50. 3. DESIGN CLASSES that TEACHand not just provide resources
  51. 51. See-mingLee
  52. 52. Provide Thinking Guides to Help Student’s Organize their Learning (Meta)
  53. 53. Instructor Interpretation of Content –meta cognitive strategy
  54. 54. Completion tracking/ access restriction
  55. 55. Access Restriction
  56. 56. Activity Completion
  57. 57. 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
  58. 58. “Think of to-be-learned material as answers, and take the time necessary to explain to students the questions.“ Willingham
  59. 59. Additional reading
  60. 60. Examine your existing platforms–are they providing enough functionality to use the science of learning?!
  61. 61. Examine your existing materials–are you following these rules?
  62. 62. Ask your students–are your materials providing enough guidance to be effective?
  63. 63. 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

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