Michael de Raadt @salvetore @moodleresearc h Copyright 2014 © Moodle - CC SA Myths in your Moodle Michael de Raadt @salvetore @moodleresearch

Michael de Raadt @salvetore @moodleresearch

Copyright 2014 © Moodle - CC SA

Myths in your Moodle

Michael de Raadt@salvetore@moodleresearch


About me



Myths?


Drinking less than 6 to 8 glasses of water a day can cause the brain to shrink


Drinking less than 6 to 8 glasses of water a day can cause the brain to shrink

Howard-Jones (2014)

16%29%

11%25%

5%10%


We mostly only use 10% of our brain


We mostly only use 10% of our brain

Howard-Jones (2014)

46%48%

53%50%

59%50%


Individuals learn better when they receive information in their preferred learning style


96%93%

96%97%

97%

Individuals learn better when they receive information in their preferred learning style

65%


Reviews of educational literature and controlled laboratory studies fail to support this approach to teaching.

Howard-Jones (2014)


Reviews of educational literature and controlled laboratory studies fail to support this approach to teaching.

Howard-Jones (2014)

Lacking

evidence


…The present results suggest that people’s intuitions about their learning styles may be incorrectly attributed.

Krätzig & Arbuthnott (2006)


…The present results suggest that people’s intuitions about their learning styles may be incorrectly attributed.

Krätzig & Arbuthnott (2006)

We want it

to be true


The literature fails to provide adequate support for applying learning-style assessments in school settings.

Pashler et al (2009)


The literature fails to provide adequate support for applying learning-style assessments in school settings.

Pashler et al (2009)

Doesn’t help

in practice



Michael de Raadt


Michael de Raadt

• Design content-appropriate forms of instruction

• Consider multiple modalities when relevant


Digital-native students are more tech savvy than their digital-immigrant teachers


Digital-native students are more tech savvy than their digital-immigrant teachers

29%


Teachers’ age and technology skill could not be identified as the cause of the disconnect between students’ use of technology...

Wang et al (2014)


Teachers’ age and technology skill could not be identified as the cause of the disconnect between students’ use of technology...

Wang et al (2014)

Can’t find

difference


Recent research has shown flaws in the argument that there is an identifiable generation, or even a single type of highly adept technology user.

Bennett & Maton (2010)


Recent research has shown flaws in the argument that there is an identifiable generation, or even a single type of highly adept technology user.

Bennett & Maton (2010)

Generation ski

ll

inconsistent


Michael de Raadt

• Provide appropriate teacher training

• Be confident – teachers use teaching technology more than students


MOOCs will replace current

teaching practices


MOOCs will replace current

teaching practices

5%


…The highest completion rate achieved was 19.2%… The majority of MOOCs had completion rates of less than 10%.

Jordan (2013)


…The highest completion rate achieved was 19.2%… The majority of MOOCs had completion rates of less than 10%.

Jordan (2013)

Not retaining

students


Less than 38% of respondents agree that “MOOCs offer a viable model for the effective delivery of online instruction,” down from 53% in 2013.

US Campus Computing survey (2014)


Less than 38% of respondents agree that “MOOCs offer a viable model for the effective delivery of online instruction,” down from 53% in 2013.

US Campus Computing survey (2014)

Not viable at

tertiary level


Michael de Raadt

• “MOOC mania” is over

• MOOCs will have a place in online education when used appropriately


Problem-based learning is more effective than “transmission" models.


Problem-based learning is more effective than “transmission" models.

79%


Requiring students to discover what they need to learn results in 45% less learning than demonstrating how to solve problems. The most vulnerable students are harmed the most.

Clark (2009)


Requiring students to discover what they need to learn results in 45% less learning than demonstrating how to solve problems. The most vulnerable students are harmed the most.

Clark (2009)

Less effective

,

harms struggle

rs


One minute of explicit training can be more effective than months of implicit training.

Biederman & Shiffrar (1987)


One minute of explicit training can be more effective than months of implicit training.

Biederman & Shiffrar (1987)

Explicit instr

uction

more effective


Michael de Raadt

• Constructivism ≠ unguided learning

• Use scaffolding

• Explicit instruction before exploration


Humans are responsible for global warming


Stephen Hawking is a robot


Aliens built the pyramids


References• Howard-Jones, P. A. (2014). Neuroscience and education: myths and messages.

Nature Reviews Neuroscience.

• Coffield, F, Moseley, D, Hall, E, & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. UK: Learning and Skills Research Centre.

• Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009): Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9(3):106 - 119.

• Krätzig, G. P., & Arbuthnott, K. D. (2006). Perceptual learning style and learning proficiency: A test of the hypothesis. Journal of Educational Psychology, 98(1), 238.

• Wang, S. K., Hsu, H. Y., Campbell, T., Coster, D. C., & Longhurst, M. (2014). An investigation of middle school science teachers and students use of technology inside and outside of classrooms: considering whether digital natives are more technology savvy than their teachers. Educational Technology Research and Development, 62(6), 637-662.

• Bennett, S., & Maton, K. (2010). Beyond the ‘digital natives’ debate: Towards a more nuanced understanding of students' technology experiences. Journal of computer assisted learning, 26(5), 321-331.

• Clark, R. E. (2009). How much and what type of guidance is optimal for learning from instruction. Constructivist theory applied to instruction: Success or failure, 158-183.


References• Biederman, I, & Shiffrar, M.M. (1987). Sexing Day-Old Chicks: A Case Study and Expert Systems

Analysis of a Difficult Perceptual-Learning Task. Journal of Experimental Psychology: Learning, Memory and Cognition, 13(4), 640 - 645.

• US Campus Computing survey (2014) http://www.campuscomputing.net/item/campus-computing-2014

• Jordan, K. (2013) MOOC completion rates: The data. Retrieved from http://www.katyjordan.com/MOOCproject.html

• Whitmer, J. (2013). Logging On to Improve Achievement: Evaluating the Relationship between Use of the Learning Management System, Student Characteristics, and Academic Achievement in a Hybrid Large Enrollment Undergraduate Course (Doctor of Education Dissertation), University of California. Retrieved from http://johnwhitmerdotnet.files.wordpress.com/2013/01/jwhitmer_dissertation_complete_1-21-2013.pdf

• Beer, C., Tickner, R., & Jones, D. (2014). Three paths for learning analytics and beyond: moving from rhetoric to reality. In Proceedings ascilite Dunedin 2014 (pp. 242-250).

• Dawson, S. (2014) Keynote presentation, ascilite2014. Retrieved from http://www.slideshare.net/shaned07/rhetoric-reality-ascilite2014upload

• Lonn, S., Aguilar, S. J., & Teasley, S. D. (2014). Investigating student motivation in the context of a learning analytics intervention during a summer bridge program. Computers in Human Behavior.


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Michael de Raadt @salvetore @moodleresearc h Copyright 2014 © Moodle - CC SA Myths in your Moodle Michael de Raadt @salvetore @moodleresearch