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Combining Science of Learning Principles and Electronic Portfolio Technology to Foster Durable Learning
Milt Hakel, Bowling Green State University [email protected]
Ali Jafari, Indiana Univ. Purdue Univ. at [email protected]
Overview The Challenge: Creating Durable
Learning Focus on Own Course, Project, or
Activity Four Science of Learning Principles E-portfolio Technology Group Interaction Reporting the Headlines
The Challenge
How can we better foster durable learning ?
Durable learning lasts beyond:– The end of the course– The end of the week– The end of this session
Initial Discussion
Introduce yourself to the others at your table– Name and job title– A course, project, or activity on which you
are currently working
Science of Learning An emerging field Dependable findings Key publication: How People Learn:
Brain, Mind, Experience and School Fragmented literatures Scattered applications, little replication
A great beginning….
Learner-centered Knowledge-
centered Assessment-
centered Community-
centered
The Goal: Better Learning How can we apply and extend new
knowledge of how people learn, think, and remember?
How can we promote engagement in learning?
How can we foster durable learning and effective academic performance?
Teach for long-term retention and transfer
Useful Hints for Better Learning
The first and only instructional goal:
Principles of Transfer
Effort and Practice Desirable Difficulties Multiple Representations Mental Models
Useful Hints for Better Learning
Learning from Feedback
Kluger & DeNisi’s (1996) meta-analysis– Experimental vs. control, studies back to
1917– Feedback yields poorer performance in 1/3
of cases Keep the focus on the task to be learned
and motivation to perform it
Effort and Practice
Practice at Retrieval
Generate responses, with minimal cues, repeatedly, over time, with varied applications.
Recall becomes more fluent, more likely to occur across contexts and knowledge domains.
Effort and Practice
Varied Conditions at Learning
Makes learning more effortful (and often less enjoyable).
Also results in better learning (long-term retrieval).
Desirable Difficulties
Re-Representing
Learners take information presented in one format (e.g., words)
Translate it to another format (e.g., a schematic diagram)
Multiple Representations
Past Learning
What and how much gets learned in any situation depends heavily on prior knowledge and experience.
Mental Models
Mental Models
Present at the Creation
It is clear that knowledge and learning are constructed by learners.
Our task as teachers is to be present at the creation of learning by the learner.
Mental Models
Connecting the Principles
John Bransford, www.pt3.org/VQ/html/bransford.html
FFalcon.with.BGSU.edu
MHakel.with.BGSU.edu
Principles Encourage Effort and Practice Introduce Desirable Difficulties Request Multiple Representations Build upon Mental Models
Learning goes beyond knowing to being able to do what one knows
How will you transfer these principles of learning to your own course, project, or activity?
Group Interaction
Talk about your assigned principle Pick one of the courses, projects, or
activities described in the initial discussion at your table
Discuss how to apply that principle to the course, project, or activity
Formulate brief headlines
Learning goes beyond knowing to being able to do what one knows
Wrapping Up Brief report of headlines from each group General discussion
