This presentation is about how technology can make teaching better than just automating things that teachers do. It connects the dots between brain science and online learning. I also use an online vocabulary tool called Membean, that we use at Cary Academy, to explain the concepts.

1. Tapping Cognitive
Science to Optimize
Online Learning
Carole Hamilton
Cary Academy
Cary, NC

2. Teachers
Student
Teachers
Admin

3. Look under
the Hood!

4. Cognitive Science Tells Us That
Students Need To
1.
2.
3.
4.
Re-Learn Just Prior to Forgetting (Bjork 2011)
Start with a Question (Williams, 2012)
Build Mental Analogies (Hofstadter, 2003)
Explain and Defend Concepts (Jackson, Dukerich, Hestenes,
2008; Williams 2012)
5. Transfer Knowledge (Willingham, 2002)
6. Engage in Metacognition (How People Learn)

5. 1. Re-Learn
Just
Prior To
Forgetting
“As we forget…when things are presented again, we get a
larger increase in storage strength. So…forgetting, rather
than undoing learning, creates the opportunity to reach
additional levels of learning.”
Robert Bjork, 2011

6. 2. Start
with a
Question
“There is substantial evidence that students can
learn far more by trying to answer questions
themselves (than by receiving the answers), or
by being pushed to construct explanations
(rather than be provided with them).” Joseph Jay
Williams 2009

7. 3. Build
Mental
Analogies
“Analogy…simply pervades every tiny nook
and cranny of cognition, it shapes our every
thinking moment. Not seeing that is like fish
not perceiving water.” Douglas Hofstadter

8. 4. Explain
and Defend
Concepts
“Since students systematically misunderstand
most of what we tell them… the emphasis
[must be] placed on student articulation of the
concepts.” (Jackson, Dukerich, Hestenes, 2008)

9. 5. Transfer
Knowledge
“What turns the inflexible knowledge of a
beginning student into the flexible knowledge
of an expert seems to be a lot more
knowledge, more examples, and more
practice.” (Daniel T. Willingham)

10. 6. Engage in
Metacognition
“In research with experts who were asked to
verbalize their thinking as they worked, it was
revealed that they monitored their own
understanding carefully, making note of when
additional information was required for
understanding, whether new information was
consistent with what they already knew,, and what
analogies could be drawn that would advance their
understanding.” How People Learn

11. How Does Online Learning Stack
Up?

13. 1. Re-Learn
Just Prior To
Forgetting
“As we forget…when things are presented again, we get a
larger increase in storage strength. So…forgetting, rather
than undoing learning, creates the opportunity to reach
additional levels of learning.”
Robert Bjork, 2011

14. 2. Start with
a Question
“There is substantial evidence that students can
learn far more by trying to answer questions
themselves (than by receiving the answers), or by
being pushed to construct explanations (rather
than provided with them).” Joseph Jay Williams

15. 3. Build
Mental
Analogies
“Analogy…simply pervades every tiny nook and
cranny of cognition, it shapes our every thinking
moment. Not seeing that is like fish not
perceiving water.” Douglas Hofstadter

16. 4. Explain
and Defend
Concepts
“Since students systematically misunderstand
most of what we tell them… the emphasis
[must be] placed on student articulation of the
concepts.” (Jackson, Dukerich, Hestenes, 2008)

17. 5. Transfer of
Knowledge
“What turns the inflexible knowledge of a
beginning student into the flexible knowledge
of an expert seems to be a lot more
knowledge, more examples, and more
practice.” (Daniel T. Willingham)

18. 6. Engage in
Metacognition
“In research with experts who were asked to
verbalize their thinking as they worked, it was
revealed that they monitored their own
understanding carefully, making note of when
additional information was required for
understanding, whether new information was
consistent with what they already knew,, and what
analogies could be drawn that would advance their
understanding.” How People Learn

19. What Else Technology Can Offer
• Adapt Dynamically to Student Learning Rate
and Style
• Track Productive Time on Task
• Assess Mastery of Material
• Reinforce Concepts, not Just Content

21. Further Reading
Bjork, Robert. “The Theory of Disuse and the Role of Forgetting in Memory.”
http://gocognitive.net/interviews/theory-disuse-and-role-forgetting-human-memory Go
Cognitive. 2011.
Donovan, M. Suzanne . Et al. How People Learn: Bridging Research and Practice. 1999.
W. Pellegrino, EditorsHofstadter, Douglas. “Analogy at the Core of Cognition.”
http://prelectur.stanford.edu/lecturers/hofstadter/analogy.html 2001.
Jackson, Jane, Dukerich, Larry, and Hestenes, David (2008). Modeling Instruction: An Effective
Model for Science Education, Science Educator 17(1): 10-17.
http://www.nsela.org/images/stories/scienceeducator/17article7.pdf
Williams, Joseph Jay. How Can Cognitive Science Improve Online Learning?, 2012.
http://www.youtube.com/watch?v=VKW5lZqBWgI
Willingham, Daniel T. “Inflexible Knowledge: The First Step to Expertise.” American Educator.
Winter 2002. http://www.aft.org/newspubs/periodicals/ae/winter2002/willingham.cfm
web1.caryacademy.org/facultywebs/
carole_hamilton