Learning Sciences: Impact on Learning Technologies & Learning - - PowerPoint PPT Presentation

Learning Sciences: Impact on Learning Technologies & Learning Activities

Phillip D. Long, Ph.D. 12-May, 2015

Narrative Arc

Conclusion: What do we want?

(5 ± 2)

Learning

• learning |ˈlərniNG|

noun

the acquisition of knowledge or skills through experience, study, or by being taught: these children experienced difficulties in learning | [ as modifier ] : an important learning process.

• knowledge acquired through experience, study, or being

taught: I liked to parade my learning in front of my sisters. ORIGIN Old English leornung (see learn, -ing1) .

• Learning reflects the relatively permanent changes

in behaviour or knowledge that support long-term retention & transfer (Soderstrom & Bjork, Perspectives in Psychological Sciences, 2015, vol. 10(2) 176-199

What does this mean?

• “The ability to use information available in any

particular context, referred to as retrieval cues, to reconstruct knowledge in order to meet the demands of the present activity.”

Performance vs. Learning

• The temporary fluctuations in behaviour or

knowledge that can be observed & measured during or immediately after the first acquisition

• process. (ibid. Soderstrom and Bjork)
• Latent learning
• Overlearning
• Fatigued learning

Performance vs. Learning

1.

Learning can occur when there are no d iscerna ble cha nges in perform ance are observed

2.

Im provem ents in perform ance can fail to yield significant learning.

3.

Certain m anipulations can have

• p p osite effects on learning &

perform ance

Spaced Practice

Methodology

(Rohr & Paschler)

Study gap vs. test delay vs. test score

Rohr & Pascler (2010), After Cepeda. et. al. (2008)

Variable (Interleaved) vs. consistent practice

Study in same room twice or different room each time & test in a third room

1:1 1:2 test

Sample Geometric Solid

r h A wedge is the cross-hatched portion

• f the tube. Its bottom is a circle, &

its top is a slanted oval. Its volume =r2hπ/2

Methodology

Week 1 Week 2 Week 3 Mixers Set 1 interleaved Set 1 interleaved test Blockers Set 1 grouped Set 2 grouped test

Accuracy during practice

Accuracy during testing

We know a lot about what makes for effective study/ testing patterns. The question is: do we want better test scores, or better learning?

One of the painful things about our time is that those who feel certainty are stupid, and those with any imagination and understanding are filled with doubt and indecision.

• Bertrand Russell (1951)

metacognition |ˌmetəˌkägˈniSHən|

noun Psychology awareness and understanding of one's own thought processes.

DERIVATIVES

metacognitive |-ˈkägnətiv | adjective

Where all the men are strong, the women are good looking and the children are above average

Lake Woebegone Effect

Cerego

UTAustin X

Smart Sparrow

A synopsis of the current state of personalised learning tool, as of March, 2015.

http:/ / www.sr.ithaka.org/ research- publications/ personalizing-post- secondary-education TinyURL:http:/ / tinyurl.com / m c6q3 er

The Rise of LTI

Learning Tools Interoperability

Where are all the Apps?

In App Stores

And that’s true of LTI Apps, too

https:/ / github.com/ ucla/ casa-on-rails http:/ / imsglobal.github.io/ casa/

But we need a federated store for University Written LTI Apps, Too! CASA= community app store architecture

Hoot.me – Turning Facebook into Study Mode

Social Network Support

Become an “Owl”- tutor others

• 1. New digital tools are

decomposing once integrated systems learning systems

Closing Thoughts

• 2. How are you connecting where

your students are ‘hanging out’ digitally and where your academic staff are teaching?

• 3. Where do you stand on the

spectrum between adaptive tools, & personalised learning tools?

“Give me a log hut with only a simple bench , Mark Hopkins on one end, and I on the other, and you may have all the buildings, apparatus, and libraries, without him”

President James Garfield

• 4. Is this your

ideal learning environment?

• 5. Why aren’t you proactively

developing your own learning app store that represents good learning science theory in elegant learning tool design that fits your institutional culture?

Thank you.

Twitter: radhertz Email: phil.long@austin.utexas.edu

References

Brown, J. (2015). Personalizing Post-Secondary Education: An Overview of Adaptive Learning Solutions for Higher Education. Ithaka-SR, 34 pgs. Cross P. Not can but will college teaching be improved? New Directions for Higher Education 1977;17:1–15. Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132, 354–380. Dunning D, Johnson K, Ehrlinger J, Kruger J. Why people fail to recognize their own competence. Current Directions in Psychological Science 2003;12:83–87 Erhlinger, J., Johnson, K., Banner, M., Dunning, D., & Krueger, J. (2008). Why the Unskilled Are Unaware: Further Explorations of (Absent) Self-Insight Among the Incompetent, Organ. Behav Hum Decis Process, 105(1): 98–121. doi:10.1016/ j.obhdp.2007.05.002 Nathan, M.J., & Sawyer, R.K., (forthcoming). Foundations of the Learning Sciences, in R.

• K. Sawyer (Ed.). The Cambridge Handbook of the Learning Sciences (Second Edition) (Chapter

2). Cambridge University Press: Cambridge, England, UK. Rohr, D., Paschler, H. (2010). Recent Research on Human Learning Challenges Conventional Instructional Strategies. Educational Reascher, 39: 406. DOI: 10.3102/ 0013189X10374770 Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics practice problems boosts learning. Instructional Science, 35, 481–498. Soderstrom, N. C., & Bjork, R. A. (2013). Learning versus performance. In D. S. Dunn (Ed.), Oxford bibliographies online:Psychology. New York, NY: Oxford University Press.