Developing Online Materials
that Acknowledge the Science
of Learning in Moodle
Jason Neiffer, M.Sci., ABD
Doctoral candida...
Paperless handouts
workshophandouts.com/moodlescience
CONTEXT: Why the
science of learning?
Thought	
  Leaders,	
  LLC	
  
Allan	
  
BrewBooks	
  
MYTHS
Students learn less (or more)
in online environments
Good?
BAD?
D.	
  Clark	
  (2012)	
  
Online learning/digital learning is
more motivating than more
átraditional environmentsà
Good?
BAD?
D.	
  Clark	
  (2012)	
  
Digital learning is better in tune
to a studentäs álearning styleà
• Willingham	
  (2010)	
  
Research	
  FoundaDon	
  is	
  Weak	
  
• Gardiner	
  (2006)	
  (≠	
  disavow,	
  but…)	
  
Rec...
Digital learning is more
effective for ádigital nativesà
• Fryer	
  (2011)	
  
NaDve	
  ≠	
  Literate	
  
• McKenzie	
  (2007)	
  
Claims	
  are	
  “Thinly	
  Supported”	
  
• Wal...
Games and simulations are
more engaging and effective
Extra	
  Ketchup	
  
Yes! Yes!No!
No! No!
D.	
  Clark	
  (2012)	
  
I have this amazing toolbox, I
must use it!
Laffy4K	
  
Fact: Teachers must make
purposeful learning decisions, no
matter the environment.
THREE SIMPLE concepts to IMPROVE
COURSE DESIGN IN MOODLE
1.) BE mindful A STUDENTäS
COGNITIVE LOAD
Cognitive load theory
RetroArt	
  
• Sweller,	
  Ayres,	
  and	
  Kalyuga	
  (2011)	
  
Brain	
  has	
  limited	
  capacity	
  (3-­‐4	
  items)	
  
Exceeding...
Eliminate	
  Unnecessary	
  DistracDons	
  from	
  Moodle	
  
Eliminate	
  Unnecessary	
  DistracDons	
  from	
  Moodle	
  
Simple,	
  clean	
  text	
  
Minimum	
  use	
  of	
  clipart...
Eliminate	
  Unnecessary	
  DistracDons	
  from	
  Moodle	
  
Maintain	
  Course	
  Consistency	
  Program	
  Wide	
  
Maintain	
  Course	
  Consistency	
  Program	
  Wide	
  
Maintain	
  Course	
  Consistency	
  Program	
  Wide	
  
Force	
  system-­‐wide	
  theme	
  
Use	
  sDcky	
  blocks	
  to	...
Lessen	
  the	
  Impact	
  of	
  the	
  “Scroll	
  of	
  Death”	
  
Lessen	
  the	
  Impact	
  of	
  the	
  “Scroll	
  of	
  Death”	
  
Don’t	
  store	
  content	
  on	
  main	
  page	
  
Cl...
2.) Use Moodleäs tools to
design thoughtful content
CHUNKING
Image:	
  Malamed	
  (2013)	
  	
  	
  	
  
Moodle	
  Book	
  Module	
  (from	
  the	
  University	
  of	
  Montana	
  Online)	
  
Assignment	
  Module	
  (From	
  Kevin	
  Cleary,	
  MTDA)	
  
Assignment	
  Module	
  (From	
  Kevin	
  Cleary,	
  MTDA)	
  
USE MOODLE to Provide
Corrective Feedback
Basic	
  CorrecDve	
  Feedback	
  in	
  the	
  “Lesson”	
  Module	
  
More	
  Detailed	
  Feedback	
  in	
  the	
  “Quiz”	
  Module	
  
3.) Design Classes that teach,
donät just provide resources
See-­‐ming	
  Lee	
  
Completion tracking/
access restriction
Access	
  RestricDon	
  
AcDvity	
  CompleDon	
  
Teacher	
  should	
  craf	
  order	
  of	
  materials/lesson	
  
Student	
  should	
  craf	
  pace	
  
AlternaDves	
  shou...
Additional reading
Websites:
www.neiffer.com
www.techsavvyteacher.com
www.montanadigitalacademy.org
www.umt.edu
Email:
Neiffer(at)gmail.com
T...
Developing Online Materials that Acknowledge the Science of Learning in Moodle
Developing Online Materials that Acknowledge the Science of Learning in Moodle
Developing Online Materials that Acknowledge the Science of Learning in Moodle
Developing Online Materials that Acknowledge the Science of Learning in Moodle
Developing Online Materials that Acknowledge the Science of Learning in Moodle
Developing Online Materials that Acknowledge the Science of Learning in Moodle
Developing Online Materials that Acknowledge the Science of Learning in Moodle
Developing Online Materials that Acknowledge the Science of Learning in Moodle
Upcoming SlideShare
Loading in …5
×

Developing Online Materials that Acknowledge the Science of Learning in Moodle

561 views

Published on

These are slides to support Jason Neiffer's Presentation, "Developing Online Materials that Acknowledge the Science of Learning in Moodle," presented at the 2013 MountainMoot in Helena, MT.

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
561
On SlideShare
0
From Embeds
0
Number of Embeds
89
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Developing Online Materials that Acknowledge the Science of Learning in Moodle

  1. 1. Developing Online Materials that Acknowledge the Science of Learning in Moodle Jason Neiffer, M.Sci., ABD Doctoral candidate, The University of Montana Curriculum Director, Montana Digital Academy
  2. 2. Paperless handouts workshophandouts.com/moodlescience
  3. 3. CONTEXT: Why the science of learning?
  4. 4. Thought  Leaders,  LLC  
  5. 5. Allan  
  6. 6. BrewBooks  
  7. 7. MYTHS
  8. 8. Students learn less (or more) in online environments
  9. 9. Good? BAD? D.  Clark  (2012)  
  10. 10. Online learning/digital learning is more motivating than more átraditional environmentsà
  11. 11. Good? BAD? D.  Clark  (2012)  
  12. 12. Digital learning is better in tune to a studentäs álearning styleà
  13. 13. • Willingham  (2010)   Research  FoundaDon  is  Weak   • Gardiner  (2006)  (≠  disavow,  but…)   ReconsideraDon  from  Advocates   • R.  C.  Clark  and  Mayer  (2008)   Student  Self-­‐Awareness  is  Low  
  14. 14. Digital learning is more effective for ádigital nativesà
  15. 15. • Fryer  (2011)   NaDve  ≠  Literate   • McKenzie  (2007)   Claims  are  “Thinly  Supported”   • Walsh  (2011)   • Willingham  (2010)   MulDtasking  Claims  are  False  
  16. 16. Games and simulations are more engaging and effective
  17. 17. Extra  Ketchup  
  18. 18. Yes! Yes!No! No! No! D.  Clark  (2012)  
  19. 19. I have this amazing toolbox, I must use it!
  20. 20. Laffy4K  
  21. 21. Fact: Teachers must make purposeful learning decisions, no matter the environment.
  22. 22. THREE SIMPLE concepts to IMPROVE COURSE DESIGN IN MOODLE
  23. 23. 1.) BE mindful A STUDENTäS COGNITIVE LOAD
  24. 24. Cognitive load theory
  25. 25. RetroArt  
  26. 26. • Sweller,  Ayres,  and  Kalyuga  (2011)   Brain  has  limited  capacity  (3-­‐4  items)   Exceeding  the  brain’s  capacity  leads  to  distracDon   InstrucDonal  environment  must  be  purposeful  
  27. 27. Eliminate  Unnecessary  DistracDons  from  Moodle  
  28. 28. Eliminate  Unnecessary  DistracDons  from  Moodle   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:  PresentaDon  Zen  (Reynolds)  
  29. 29. Eliminate  Unnecessary  DistracDons  from  Moodle  
  30. 30. Maintain  Course  Consistency  Program  Wide  
  31. 31. Maintain  Course  Consistency  Program  Wide  
  32. 32. Maintain  Course  Consistency  Program  Wide   Force  system-­‐wide  theme   Use  sDcky  blocks  to  place  consistent  content  in  courses   Avoid  over-­‐designing  course  pages  
  33. 33. Lessen  the  Impact  of  the  “Scroll  of  Death”  
  34. 34. 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  
  35. 35. 2.) Use Moodleäs tools to design thoughtful content
  36. 36. CHUNKING
  37. 37. Image:  Malamed  (2013)        
  38. 38. Moodle  Book  Module  (from  the  University  of  Montana  Online)  
  39. 39. Assignment  Module  (From  Kevin  Cleary,  MTDA)  
  40. 40. Assignment  Module  (From  Kevin  Cleary,  MTDA)  
  41. 41. USE MOODLE to Provide Corrective Feedback
  42. 42. Basic  CorrecDve  Feedback  in  the  “Lesson”  Module  
  43. 43. More  Detailed  Feedback  in  the  “Quiz”  Module  
  44. 44. 3.) Design Classes that teach, donät just provide resources
  45. 45. See-­‐ming  Lee  
  46. 46. Completion tracking/ access restriction
  47. 47. Access  RestricDon  
  48. 48. AcDvity  CompleDon  
  49. 49. Teacher  should  craf  order  of  materials/lesson   Student  should  craf  pace   AlternaDves  should  be  remediaDon,  or  for  advanced  students  
  50. 50. Additional reading
  51. 51. Websites: www.neiffer.com www.techsavvyteacher.com www.montanadigitalacademy.org www.umt.edu Email: Neiffer(at)gmail.com Twitter: techsavvyteach Google Plus: gplus.to/techsavvyteacher

×