Developing Online Materials that Acknowledge the Science of Learning

Jason Neiffer, M.Sci., ABD Tech-savvy teacher-in-Residence, nCCE

Doctoral candidate, The University of Montana Curriculum Director, Montana Digital Academy

Paperless handouts

http://ncce2014.ncceconnect.org

Image  by  Mar+n  Cisneros  

What do we want teachers to do with technology?

What do we want teachers to do with THEIR TOOLSET?

CONTEXT: Why the science of learning?

Thought  Leaders,  LLC  

Allan  

BrewBooks  

MYTHS

Students learn less (or more) in online environments

Good?

BAD?

D.  Clark  (2012)  

Tech-enhanced learning is more motivating than more átraditional

environmentsà

Good?

BAD?

D.  Clark  (2012)  

Digital learning is better in tune to a studentäs álearning styleà

• Willingham  (2010)  

Research  Founda+on  is  Weak  

• Gardiner  (2006)  (≠  disavow,  but…)  

Reconsidera+on  from  Advocates  

• R.  C.  Clark  and  Mayer  (2008)  

Student  Self-­‐Awareness  is  Low  

Digital learning is more effective for ádigital nativesà

•  Fryer  (2011)  

Na+ve  ≠  Literate  

• McKenzie  (2007)  

Claims  are  “Thinly  Supported”  

• Walsh  (2011)  • Willingham  (2010)  

Mul+tasking  Claims  are  False  

Games and simulations are more engaging and effective

Extra  Ketchup  

Yes! Yes! No!

No! No!

D.  Clark  (2012)  

I have this amazing toolbox, I must use it!

Laffy4K  

Fact: Teachers must make purposeful learning decisions, no

matter the environment.

THREE SIMPLE concepts to IMPROVE DIGITAL MATERIALS

1.) BE mindful A STUDENTäS COGNITIVE LOAD

Cognitive load theory

RetroArt  

• Sweller,  Ayres,  and  Kalyuga  (2011)  

Brain  has  limited  capacity  (3-­‐4  items)  

Exceeding  the  brain’s  capacity  leads  to  distrac+on  

Instruc+onal  environment  must  be  purposeful  

Eliminate  Unnecessary  Distrac+ons  from  Plaaorms  

Eliminate  Unnecessary  Distrac+ons  from  Plaaorms  

Simple,  clean  text  

Minimum  use  of  clipart  and  non-­‐content  images  

Choose  one  or  two  typefaces/styles  per  page  

Resource:  Non-­‐Designer’s  Design  Book  (Williams)  

Resource:  Presenta+on  Zen  (Reynolds)  

Eliminate  Unnecessary  Distrac+ons  from  Plaaorms  

Maintain  Consistency  with  All  Materials  

Maintain  Consistency  with  All  Materials  

Maintain  Consistency  with  All  Materials  

Force  system-­‐wide  theme  

Use  s+cky  blocks  to  place  consistent  content  in  courses  

Avoid  over-­‐designing  course  pages  

Lessen  the  Impact  of  the  “Scroll  of  Death”  

Lessen  the  Impact  of  the  “Scroll  of  Death”  

Don’t  store  content  on  main  page  

Close  off  unneeded  weeks  (past  and  future)  

Don’t  over-­‐design  the  main  page  

Lessen  the  Impact  of  the  “Scroll  of  Death”  

2.) Use YOUR PLATOFRMäS tools to design thoughtful content

CHUNKING

Image:  Malamed  (2013)        

“Book”  Module  in  Moodle  

Assignment  Module  in  Moodle  

Assignment  Module  (From  Kevin  Cleary,  MTDA)  

USE DIGITAL TOOLS to Provide Corrective Feedback

Basic  Correc+ve  Feedback  in  the  “Lesson”  Module  

More  Detailed  Feedback  in  the  “Quiz”  Module  

3.) Design Classes that teach, donät just provide resources

See-­‐ming  Lee  

Completion tracking/ access restriction

Access  Restric+on  

Ac+vity  Comple+on  

Teacher  should  craf  order  of  materials/lesson  

Student  should  craf  pace  

Alterna+ves  should  be  remedia+on,  or  for  advanced  students  

Additional reading

Examine your existing platformsÖ are they providing enough functionality to use the

science of learning?!

Examine your existing materialsÖ are you following these rules?

Ask your studentsÖ are your materials providing enough guidance to be effective?

Jason Neiffer Tech-Savvy Teacher-in-Residence, NCCE

Doctoral Candidate, the University of Montana (Go Griz!)

Curriculum Director, Montana Digital Academy

Twitter: Techsavvyteach

ncce_edtech

Blog: http://blog.ncce.org

Contact for Collaboration and Training: http://www.neiffer.com

http://www.ncce.org