Oeb slides zone of effective learning - (final)

zac.woolfitt@Inholland.nl
++31 610 441 489
Teaching, Learning & Technology
Inholland University of Applied Sciences
The zone of effective learning
Finding the sweet spot of maximum technology impact
Online Educa Berlin
Friday 8th Dec 2017
12:00 – 13:00
Room Lincke
Photo © Adam Woolfitt

Part 1 – Introduction (20 minutes)
• 'Zone of effective learning’
• Sweet Spot’ of maximum technology impact
• From servant to master
Part 2 - Interactive discussion at tables (20 minutes)
Part 3 – General discussion whole group (20 minutes)

‘Technology is enabling us to restore some of our
humanity.’
Luciana Locks, Editoria Cultural Norte-Americana, Brazil, Online Educa Berlin, December 7th,
2017

‘Who is in charge of your life – technology or you?’
Hobsbawm, J. (2017). Fully connected; surviving and thriving in an age of overload (p. 31)

‘Four companies shape and enormously influence our
lives. Is that good or bad?
[They] have each embedded themselves in our lives,
hugely influencing us by playing to our basic human
instincts.’
Hidden DNA, Scott Galoway
WWW.BBC.Com (Technology section), December 8th, 2017

Resources 1
Alter, A. (2017). Irresistible; the rise of addictive technology and the business of keeping us hooked.
New York: Penguin Books.
Carr, N. (2011). The shallows. London: Norton & Company, Ltd.
Clayson, D. E., & Haley, D. A. (2012). An introduction to multitasking and texting : Prevalence and
impact on grades and GPA in marketing classes. Journal of Marketing Education, 35((I)),
26–40. http://doi.org/10.1177/0273475312467339
Crabbe, T. (2014). Busy; How to thrive in a world of too much. London, UK: Piatkus.
Dow Schüll, N. (2012). Addiction by design; Machine gambling in Las Vegas. Princeton, NJ:
Princeton University Press.
Eyal, N. (2014). Hooked; how to build habit-forming products. London: Penguin Books.
Gazzaley, A., & Rosen, L. D. (2016). The distracted mind: Ancient brains in a high-tech world.
Cambridge, MA: MIT Press.
Harris, T. (2016). How technology is hijacking your mind — from a magician and Google design
ethicist. Retrieved October 5, 2017, from https://journal.thriveglobal.com/how-
technology-hijacks-peoples-minds-from-a-magician-and-google-s-design-ethicist-
56d62ef5edf3
Kirschner, P. A., & Bruyckere, P. De. (2017). The myths of the digital native and the multitasker.
Teaching and Teacher Education, 67, 135–142. http://doi.org/10.1016/j.tate.2017.06.001
Kross, E., Verduyn, P., Demiralp, E., Park, J., Lee, D. S., Lin, N., … Ybarra, O. (2013). Facebook use
predicts declines in subjective well-being in young adults. Plos One, 8(8), 1–6.
http://doi.org/10.1371/journal.pone.0069841
McCoy, B. R. (2016). Digital distractions in the classroom phase II: Student classroom use of digital
devices for non-class related purposes. JoME, 7(1), 1–69.
Noort, W. vant. (2017). Is daar Iemand? Hoe de smartphone ons leven beheerst. Amsterdam:
Thomas Rap.

Resources 2
Ravizza, S. M., Uitvlugt, M. G., & Fenn, K. M. (2017). Logged in and zoned out : How laptop internet
use relates to classroom learning. Psychological Science, 28(2), 171–180.
http://doi.org/10.1177/0956797616677314
Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-
induced task-switching while studying. Computers in Human Behavior, 29(3), 948–958.
http://doi.org/10.1016/j.chb.2012.12.001
Sales, N. J. (2016). American girls; social media and the secret lives of teenagers. New York: Vintage
Books.
Schuur, W. A. Van Der, Baumgartner, S. E., Sumter, S. R., & Valkenburg, P. M. (2015). The
consequences of media multitasking for youth : A review. Computers in Human Behavior,
53, 204–215. http://doi.org/10.1016/j.chb.2015.06.035
Shirky, C. (2010). Cognitive surplus; creativity and generosity in a connected age. London: Penguin
Books.
Skinner, B. F. (1968). The technology of teaching. Meredith. Retrieved from
http://www.bfskinner.org/wp-content/uploads/2016/04/ToT.pdf
Turkle, S. (2012). Alone together: Why we expect more from technology and less from each other.
New York: Basic Books.
Turkle, S. (2016). Reclaiming conversation; The power of talk in a digital age. New York: Penguin
Books.
Twenge, J. M. (2017). iGen; why today’s super-connected kids are growing up less rebellious, more
tolerant, less happy - and completely unprepared for adulthood* and what that means for
the rest of us. New York: Simon & Schuster.
Ward, A. F., Duke, K., Gneezy, A., & Bos, M. W. (2017). Brain drain: the mere presence of one ’s own
smartphone reduces available cognitive capacity. JACR, 2(2). Retrieved from
http://dx.doi.org/10.1086/691462

‘Zone’ of effective
learning with
technology
‘Sweet Spot’ of
maximum
technology impact
From
Servant to
Master
Ineffective
Effective
Entering
zone
Seeing
Potential
Harnessing
Awareness
Servant
4stages
oflearning
Master
To learn effectively with technology
become consciously competent and
master technology on our terms

learning with
technology
‘Sweet Spot’ of
maximum
technology impact
Master
vs.
Servant
Ineffective
Effective
Entering
zone
Seeing
Potential
Harnessing
Awareness
Servant
4stages
oflearning
Master

Servant to technologyInefficient
Ineffective Addiction
Non-aligned
Multi-tasking
Low-metacognition
Low awareness
Distraction
Boredom
Unclear goals
Region of ineffective learning with technology
Low skill level

Servant to technologyInefficient
Ineffective Addiction
Non-aligned
Multi-tasking
Low-metacognition
Low awareness
Distraction
Boredom
Unclear goals
Region of ineffective learning with technology
Low skill level
‘Zone’ of effective learning with technology

Learning and technology are aligned
Resource use is minimized
Learning outcomes are maximized

Develop Mastery
Metacogntiton
Continual reflection On your terms

Aligned, efficient
Single tasking, clear goals
High metacognition, skill level
Effective, focused

‘Sweet Spot’
of maximum
technology
impact

Understanding
the potential of a
specific
technology
‘Sweet Spot’
of maximum
technology
impact

Understanding
the potential of a
specific
technology
The ability to
harness a
technology to
specific learning
task
‘Sweet Spot’
of maximum
technology
impact

Understanding
the potential of a
specific
technology
The ability to
harness a
technology to
specific learning
task
Reflecting on
your level of
using the
technology to
accomplish task
‘Sweet Spot’
of maximum
technology
impact

learning with
technology
‘Sweet Spot’ of
maximum
technology impact
From
Servant to
Master
Ineffective
Effective
Entering
zone
Seeing
Potential
Harnessing
Awareness
Servant
4stages
oflearning
Master

‘I don’t understand things any more, but I know I
don’t understand. That is the first thing about
learning’
Jeff Staes, Online Educa Berlin, 7th December, Red Monkey Disruption

Incompetence CompetenceConsciousUnconscious
Unconscious
Incompetence
Conscious
Incompetence
Conscious
Competence
Unconscious
Competence
Maslow’s four stages of learning
(Adams Becker, Asquini, & Zentner, 2017; Carretero, Vuorikari, & Punie, 2017)

Unconscious
Incompetence

Conscious
Incompetence

Conscious
Competence

Unconscious
Competence

Unconscious
Incompetence
Conscious
Incompetence
Conscious
Competence
Unconscious
Competence

Have we
learned our
technology skills
based on
technology’s terms?
Have we become the
SERVANT of
Technology?

Usefulness
Often ‘Free’
Functionality
Easy + Attractive
Convenience
Everyone is using it
What we get
from technology
On technology’s terms

(Advertising) revenue
Personal data
Algorithms
Market share
Addictive behaviour
‘Hooked’ customers
Time on devices
Usefulness
Often ‘Free’
Functionality
Easy + Attractive
Convenience
Everyone is using it
What we get
from technology
What technology
gets from us
On technology’s terms

‘But the culture of this new technology is addictive, and
technology companies deliver us beautifully packaged,
marketed products that have taken hold…
We may be only just waking up to the disadvantages,
but the commercial advantages are all too clear…’
Hobsbawm, J. (2017). Fully connected; surviving and thriving in an age of overload (p. 9)

Technology on our terms..?
• When
• How
• Why
• For what
• For how long
• For what goal
• And… when we stop!

SERVANT

SERVANT
MASTER

MASTER

MASTER
Pressure from user
• Addictive, fun, I’m bored
• FOMO, Accessibility
• Availability, No need to change
• Everyone’s doing it
• That’s how it is
Pressure from
technology
(Alter, 2017; Dow Schüll, 2012; Eyal, 2014; Harris, 2016; Senge, Kleiner, Roberts, Ross, & Smith, 2009)

MASTER
Pressure from user/society
• Too much screen time
• Mobile phone addiction
• Health issues
• Privacy
(Carr, 2011; Goodin, 2017; Kross et al., 2013; Noort, 2017; Sales, 2016; Shirky, 2010; Turkle, 2012, 2016;
Twenge, 2017; Ward, Duke, Gneezy, & Bos, 2017)

MASTER
Pressure from user
• Addictive, fun, I’m bored
• FOMO, Accessibility
• Availability, No need to change
• Everyone’s doing it
• That’s how it is
Pressure from user/society
• Too much screen time
• Mobile phone addiction
• Health issues, Privacy
• Privacy
Pressure from
technology

I used to do nothing. Now I’ve come to believe that
doing nothing is no longer o.k..
Staying silent about bad technology habits is making
things worse for all of us.
In the end, technology should serve us. We should
not serve it.
@nireyal, 1st December 2017 (author of ‘Hooked’).

Unconscious
Incompetence
Conscious
Incompetence
Conscious
Competence
Unconscious
Competence
MASTER

Conscious
Incompetence
MASTER
When?
How?
Why?
What for?
For how long?
Degree of control?
Unconscious
Incompetence

Conscious
Incompetence
Conscious
Competence
MASTER
Decide when
Decide how
Decide why
Decide what for
Decide how long
Take control

Reflect on when
Reflect on how
Reflect on why
Reflect on what for
Reflect on how long
Assess control
Conscious
Competence
MASTER
Unconscious
Competence

learning with
technology
‘Sweet Spot’ of
maximum
technology impact
Master
vs.
Servant
Ineffective
Effective
Entering
zone
Seeing
Potential
Harnessing
Awareness
Servant
4stages
oflearning
Master
Move from servant to master
Through ‘Zone’ and ‘Sweet Spot’
Become Consciously Competent
And master technology
On our terms…

‘Is the new technology going to run us, or are we
going to manage technology?’
Abigail Trafford, Online Educa Berlin Keynote, December 7th, 2017

Table discussion
• At your table, discuss the question allocated to your
table
• Summarise three key points to share back to the whole
group
• Finished? If you’d like to, please go to another question
of your choice.
• At the Google Doc link below you can type your ideas
into a common document.
goo.gl/uPxmmQ

Table Madagascar
Q1: What steps can you take as a learner to become consciously
competent as MASTER of technology?
Table Peru
Q2: What is the role of educators in supporting development of
healthy technology use?
Table Netherlands
Q3: What conditions need to be met to enter the Sweet Spot of
maximum technology impact?
Table India
Q4: Under what circumstances do you use a technology most
effectively and what steps can you do to reach this stage?
Table Egypt
Q5: What does it look like to master technology on your terms?

https://padlet.com/
zac_woolfitt/OEB17

Lectoraat Teaching, Learning & Technology
Research in to video teaching, peer feedback and pioneers
www.Inholland.nl/tlt
Blog Spot
http://zacwoolfitt.blogspot

++31 610 441 489
Teaching, Learning & Technology
Inholland University of Applied Sciences
The zone of effective learning
Finding the sweet spot of maximum technology impact
Online Educa Berlin
Friday 8th Dec 2017
12:00 – 13:00
Room Lincke

(adapted from) https://www.businessballs.com/self-awareness/conscious-competence-learning-model-63/

Oeb slides zone of effective learning - (final)

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