Advanced Applications PD Final

1. Scott Bennett
Johns Hopkins University
School of Education

2. Part One – What We Aim To Do- Bring The Water To The Horse
Part Two – Why We Want To Do It- Fostering Learning Across Contexts
Part Three – How To Do It – Tips For Building and Curating Digital Content

3. As a 21st century teachers, we are
constantly competing for the
attention and energy of our
students. Their focus tends to be
everywhere except on our lesson
plans. As professionals who are
driven to continually improve their
craft and practice, teachers must
find ways to reach out the students
and meet them where they are.
“To understand their world we must
be willing to immerse ourselves in
that world. We must embrace the
new digital reality. If we can’t relate,
if we don’t get it, we won’t be able to
make schools relevant to the current
and future needs of the digital
generation.” —Ian Jukes quoted in
Game On: Using Digital Games to
Transform Teaching, Learning, and
Assessment (page 31)

4. In the book Game On:
Using Digital Games to
Transform Teaching,
Learning, and Assessment,
authors cite nine
characteristics of 21st
century students. In light
of the changing way in
which students access and
respond to information,
responsible teaching will
also adapt its practices.
1. Digital learners prefer receiving information quickly from
multiple, hyperlinked digital sources.
2. Digital learners prefer parallel processing and multitasking.
3. Digital learners prefer processing pictures, sound, color, and
video before they process text.
4. Digital learners prefer to network and collaborate
simultaneously with many others.
5. Digital readers unconsciously read text on a page or screen in an
F-shape or fast pattern.
6. Digital learners prefer just-in-time learning.
7. Digital learners are looking for instant gratification and
immediate rewards while simultaneously looking for deferred
gratification and delayed rewards.
8. Digital learners are frequently transfluent: their visual-spatial
skills are so highly evolved that they have cultivated a complete
physical interface between digital and real worlds.
9. Digital learners prefer learning that is simultaneously relevant,
active, instantly useful, and fun.
Schaaf, Ryan L.. Game On: Using Digital Games to Transform
Teaching, Learning, and Assessment—a practical guide for educators
to select and tailor digital games to their students’ needs (p. 35).
Solution Tree Press. Kindle Edition.

5. “Contemporary youth are growing up
in a cultural setting in which many
aspects of their lives will be mediated
by technology and many of their
experiences and opportunities will be
shaped by their engagement with
technology.” – Danah Boyd, It's
Complicated: The Social Lives of
Networked Teens (p. 26)
In her book Now You See It, Cathy
Davidson contends that part of the
reason why students today embrace
new technologies is to learn, and that
this baffles teachers, coaches, and
other adults who understandably
create environments that they
themselves are most accustomed. This
usually means the same ones in which
they had the opportunities to learn as
students.
By staying in our comfort zones as
teachers we miss an opportunity to
reach the environments where
students are most comfortable.

6.  By creating and posting
educational material in
ways that take advantage
of proven learning
techniques, and then
curating and archiving
that content on a social
media platform (like a
class Instagram account),
we give students extended
opportunities to learn in
environments they are
both familiar and
comfortable with.

8.  This does not mean abandoning proven teaching and learning practices! Rather it
can mean simply adapting them for the technology that the students are already
using. Let’s take a look at some practices with empirical bases.
To get the most out of your stories and account,
teachers should keep in mind and employ the
following effective teaching and learning
strategies as they create their accounts and
content.
• Elaborative Interrogation
• Distributed Practice
• Interleaved Practice
According to Dr. Richard E. Mayer’s
Research-Based Principles for Designing
Multimedia Instruction, teachers should
look to create content and stories with the
following cognitive strategies in mind.
• Reduce Extraneous Processing
• Manage Essential Processing
• Foster Generative Processing

10. In his book The Artistan Teacher: A Field Guide to Skillful Teaching Mike
Rutherford defines educational practice as “The ability of the teacher to improve
recall and application of learning through effective rehearsal, repeated, effort, drill,
prepetition, study, and review.”
Delivery of new material in an interesting way is only part of effective teaching. It
also involves “designing quality experiences for students to work out their mastery
of the curriculum” (Schlechty, 2011). Rutherford points out that this “working out”
goes by many names. He lists repetition, drill, rehearsal, review, study, or practice.”
But the goal is the same; “knowledge and skill become established in long term
memory so that recall and application can occur in the future” (Atkinson and
Shifflin, 1971).
So let’s look at what makes practice effective!

11.  Duration – Short enough to be high
intensity
 Amount – Smallest “chunk” of learning
that remains meaningful
 Frequency – Practice new information
immediately and a close intervals.
 Quality
 Learning Practice – Lots and
often(massed practice)
 Rehearsal Practice – Distributed
practice (highest quality, distributed
over time)
Instagram Stories work
in 15 second intervals
and they can be
replayed indefinitely!

12. The the following slides offer a brief
summation of effective practices that
come from a journal article written by
John Dunlosky, Katherine A. Rawson,
Elizabeth J. Marsh, Mitchell J. Nathan,
and Daniel T. Willingham.
In the article, the authors offer
suggestions and commentary on ten
teaching techniques which they found to
generally have positive benefits for
learners. We are looing at three of them
here.

13. What it means - “Generating an explanation for why an
explicitly stated fact or concept is true.”
What the experts say - “Elaborative-interrogation effects
have been shown across a relatively broad range of
factual topics, although some concerns remain about the
applicability of elaborative interrogation to material that
is lengthier or more complex than fact lists. Concerning
learner characteristics, effects of elaborative
interrogation have been consistently documented for
learners at least as young as upper elementary age, but
some evidence suggests that the benefits of elaborative
interrogation may be limited for learners with low levels
of domain knowledge.” (Dunlosky, et. al., 2013)
What it looks like – Posting a story with an open ended
question regarding the material covered in class.
Students respond from their devices explaining the what,
how, and why of the concept.

14. What it means - “Implementing a schedule of
practice that spreads out study activities over
time.”
What the experts say – “The term distributed-
practice effect refers to the finding that
distributing learning over time (either within a
single study session or across ses-sions) typically
benefits long-term retention more than does
massing learning opportunities back-to-back or
in relatively close succession.”(Dunlosky, et. al.,
2013)
What it looks like – Posting practice problems,
notes, class narratives at regular intervals.

15. What it means - “Mixing different kinds of
practice material in a single study session.”
What the experts say – “Given that the goal is to
learn all of the material, how should a student
schedule his or her studying of the different
materials? An intuitive approach, and one we
suspect is adopted by most students, involves
blocking study or practice, such that all content
from one subtopic is studied or all problems of
one type are prac-ticed before the student moves
on to the next set of material. In contrast, recent
research has begun to explore interleaved
practice, in which students alternate their
practice of different kinds of items or problems.
.”(Dunlosky, et. al., 2013)
What it looks like – Creating content that varies
the type of practice students are asked to
complete.

16. Part Three – How To Do It – Suggestions For Building and Curating
Effective Digital Content using Dr. Richard Mayer’s

17. According to Dr. Richard Mayer’s work, there five key principles which reduce a
learner’s extraneous processing. They are “coherence, signaling, redundancy,
spatial contiguity, and temporal contiguity principles.” A student can quickly
become overloaded by media if there is too much to cognitively digest in one take.
Adhering to these five principles help to ease the problem of “extraneous overload,”
and allow students to focus on the most important information.
Benassi, V. A., Overson, C. E., & Hakala, C. M. (2014). Applying science of learning in education: Infusing psychological science into the
curriculum. (V. A. Benassi, C. E. Overson, & C. M. Hakala, Eds.). Washington, DC: Society for the Teaching of Psychology. Retrieved
fromhttp://search.ebscohost.com.proxy1.library.jhu.edu/login.aspx?direct=true&db=psyh&AN=2013-44868-000&site=ehost-live&scope=site

18. Dr. Richard Mayer also has three
recommendations for helping students with
essential processing. They are segmenting, pre-
training, and modality principles.
“These principles are intended to address the
instructional problem of essential overload,
which can occur when a fast-paced multimedia
lesson contains material that is complicated for
the learner. A learner experiences essential
overload when the amount of essential cognitive
required to understand the multimedia
instructional message exceeds the learner's
cognitive capacity.” - Dr. Richard Mayer
Graphic created by Karen Swan.
Swan, K. (2004). Learning online: current research on
issues of interface, teaching presence and learner
characteristics. In J. Bourne & J. C. Moore (Eds)
Elements of Quality Online Education, Into the
Mainstream. Needham, MA: Sloan Center for Online
Education, 63-79.

19.  Benassi, V. A., Overson, C. E., & Hakala, C. M. (2014). Applying science of learning in education: Infusing psychological science into the curriculum. (V. A. Benassi, C. E. Overson, & C. M. Hakala, Eds.).
Washington, DC: Society for the Teaching of Psychology. Retrieved fromhttp://search.ebscohost.com.proxy1.library.jhu.edu/login.aspx?direct=true&db=psyh&AN=2013-44868-000&site=ehost-
live&scope=site
 Boyd, D. (2014). It's Complicated : The Social Lives of Networked Teens. New Haven: Yale University Press.
 Davidson, C. N. (2011). Now you see it : how the brain science of attention will transform the way we live, work, and learn. New York: Viking.
 Dick, W., Carey, L., & Carey, J. O. (2009). The systematic design of instruction. 7th ed. Upper Saddle River, N.J.: Merrill/Pearson.
 Dunlosky, J., Rawson, K., Marsh, E., Nathan, M., & Willingham, D. (2013). Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational
Psychology. Psychological Science in the Public Interest, 14(1), 4-58. Retrieved from http://www.jstor.org/stable/23484712
 Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC Horizon Report: 2014 K-12 Edition. Austin, Texas: The New Media Consortium. Retrieved from: http://cdn.nmc.org/media/2014-nmc-
horizon-report-k12-EN.pdf
 Kouzes, James M., and Posner, Barry Z. (2011). Five Practices of Exemplary Leadership (2nd ed.). San Francisco, CA: The Leadership Challenge.
 Mayer, RE. Thirty years of research on online learning. Appl Cognit Psychol. 2019; 33: 152– 159. https://doi-org.proxy1.library.jhu.edu/10.1002/acp.3482
 Mayer, R. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369
 Mayer, R. E., Mathias, A., & Wetzell, K. (2002). Fostering understanding of multimedia messages through pre-training: Evidence for a two-stage theory of mental model construction. Journal of
Experimental Psychology: Applied, 8, 147-154.
 Miles, J. (2019). Instagram Power: build your brand and reach more customers with visual influence. Second edition. New York: McGraw-Hill Education.
 Morrison, G. R, Ross, S. M., & Kemp, J. E. (2001). Designing effective instruction. 3rd ed. New York: John Wiley.
 Richey, R., Klein, J. D, & Tracey, M. W. (2011). The instructional design knowledge base: theory, research, and practice. New York: Routledge.
 Schaaf, Ryan L.. Game On: Using Digital Games to Transform Teaching, Learning, and Assessment—a practical guide for educators to select and tailor digital games to their students’ needs (p. 31).
Solution Tree Press. Kindle Edition.
 W.K. Kellogg Foundation (2010). Logic model development guide. Retrieved January 5, 2010 from https://sites.aces.edu/group/commhort/vegetable/Vegetable/logic_model_kellogg.pdf

20.  Students on Phones Slide 2 https://www.mouthsofmums.com.au/this-aussie-school-
has-had-enough-of-students-on-mobile-phones/
 Social Media Icons https://icon-library.net/icon/social-media-icon-collage-12.html