Developing Online Materials that Acknowledge the Science of Learning
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The document discusses the development of effective online materials grounded in the science of learning, emphasizing that teachers must make purposeful decisions regardless of the learning environment. It outlines three key concepts to enhance digital materials: managing cognitive load, utilizing platform tools for thoughtful content design, and structuring classes to facilitate teaching rather than merely providing resources. The author encourages educators to assess their platforms and materials in order to ensure they effectively support student learning.
Developing Online Materials that Acknowledge the Science of Learning
- 1. 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
- 3. Image by Mar+n Cisneros
- 4. What do we want teachers to do with technology?
- 5. What do we want teachers to do with THEIR TOOLSET?
- 6. CONTEXT: Why the science of learning?
- 9. Allan
- 11. BrewBooks
- 13. MYTHS
- 14. Students learn less (or more) in online environments
- 16. Tech-enhanced learning is more motivating than more átraditional environmentsà
- 18. Digital learning is better in tune to a studentäs álearning styleà
- 19. • 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
- 20. Digital learning is more effective for ádigital nativesà
- 21. • Fryer (2011) Na+ve ≠ Literate • McKenzie (2007) Claims are “Thinly Supported” • Walsh (2011) • Willingham (2010) Mul+tasking Claims are False
- 22. Games and simulations are more engaging and effective
- 23. Extra Ketchup
- 24. Yes! Yes!No! No! No! D. Clark (2012)
- 25. I have this amazing toolbox, I must use it!
- 26. Laffy4K
- 27. Fact: Teachers must make purposeful learning decisions, no matter the environment.
- 28. THREE SIMPLE concepts to IMPROVE DIGITAL MATERIALS
- 29. 1.) BE mindful A STUDENTäS COGNITIVE LOAD
- 31. RetroArt
- 32. • 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
- 33. Eliminate Unnecessary Distrac+ons from Plaaorms
- 34. 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)
- 35. Eliminate Unnecessary Distrac+ons from Plaaorms
- 36. Maintain Consistency with All Materials
- 37. Maintain Consistency with All Materials
- 38. Maintain Consistency with All Materials Force system-‐wide theme Use s+cky blocks to place consistent content in courses Avoid over-‐designing course pages
- 39. Lessen the Impact of the “Scroll of Death”
- 40. 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
- 41. Lessen the Impact of the “Scroll of Death”
- 42. 2.) Use YOUR PLATOFRMäS tools to design thoughtful content
- 43. CHUNKING
- 47. “Book” Module in Moodle
- 48. Assignment Module in Moodle
- 49. Assignment Module (From Kevin Cleary, MTDA)
- 50. USE DIGITAL TOOLS to Provide Corrective Feedback
- 51. Basic Correc+ve Feedback in the “Lesson” Module
- 52. More Detailed Feedback in the “Quiz” Module
- 53. 3.) Design Classes that teach, donät just provide resources
- 54. See-‐ming Lee
- 60. Teacher should craf order of materials/lesson Student should craf pace Alterna+ves should be remedia+on, or for advanced students
- 65. Examine your existing platformsÖ are they providing enough functionality to use the science of learning?!
- 66. Examine your existing materialsÖ are you following these rules?
- 67. Ask your studentsÖ are your materials providing enough guidance to be effective?
- 68. 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