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Michael de Raadt @salvetore @moodleresearch
Copyright 2014 © Moodle - CC SA
Myths in your Moodle
Michael de Raadt@salvetore@moodleresearch
Michael de Raadt @salvetore @moodleresearch
About me
Michael de Raadt @salvetore @moodleresearch
Michael de Raadt @salvetore @moodleresearch
Myths?
Michael de Raadt @salvetore @moodleresearch
Drinking less than 6 to 8 glasses of water a day can cause the brain to shrink
Michael de Raadt @salvetore @moodleresearch
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%
Michael de Raadt @salvetore @moodleresearch
We mostly only use 10% of our brain
Michael de Raadt @salvetore @moodleresearch
We mostly only use 10% of our brain
Howard-Jones (2014)
46%48%
53%50%
59%50%
Michael de Raadt @salvetore @moodleresearch
Individuals learn better when they receive information in their preferred learning style
Michael de Raadt @salvetore @moodleresearch
96%93%
96%97%
97%
Individuals learn better when they receive information in their preferred learning style
65%
Michael de Raadt @salvetore @moodleresearch
Reviews of educational literature and controlled laboratory studies fail to support this approach to teaching.
Howard-Jones (2014)
Michael de Raadt @salvetore @moodleresearch
Reviews of educational literature and controlled laboratory studies fail to support this approach to teaching.
Howard-Jones (2014)
Lacking
evidence
Michael de Raadt @salvetore @moodleresearch
…The present results suggest that people’s intuitions about their learning styles may be incorrectly attributed.
Krätzig & Arbuthnott (2006)
Michael de Raadt @salvetore @moodleresearch
…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
Michael de Raadt @salvetore @moodleresearch
The literature fails to provide adequate support for applying learning-style assessments in school settings.
Pashler et al (2009)
Michael de Raadt @salvetore @moodleresearch
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 @salvetore @moodleresearch
Michael de Raadt @salvetore @moodleresearch
Michael de Raadt
Michael de Raadt @salvetore @moodleresearch
Michael de Raadt
• Design content-appropriate forms of instruction
• Consider multiple modalities when relevant
Michael de Raadt @salvetore @moodleresearch
Digital-native students are more tech savvy than their digital-immigrant teachers
Michael de Raadt @salvetore @moodleresearch
Digital-native students are more tech savvy than their digital-immigrant teachers
29%
Michael de Raadt @salvetore @moodleresearch
Teachers’ age and technology skill could not be identified as the cause of the disconnect between students’ use of technology...
Wang et al (2014)
Michael de Raadt @salvetore @moodleresearch
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
Michael de Raadt @salvetore @moodleresearch
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)
Michael de Raadt @salvetore @moodleresearch
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 @salvetore @moodleresearch
Michael de Raadt
• Provide appropriate teacher training
• Be confident – teachers use teaching technology more than students
Michael de Raadt @salvetore @moodleresearch
MOOCs will replace current
teaching practices
Michael de Raadt @salvetore @moodleresearch
MOOCs will replace current
teaching practices
5%
Michael de Raadt @salvetore @moodleresearch
…The highest completion rate achieved was 19.2%… The majority of MOOCs had completion rates of less than 10%.
Jordan (2013)
Michael de Raadt @salvetore @moodleresearch
…The highest completion rate achieved was 19.2%… The majority of MOOCs had completion rates of less than 10%.
Jordan (2013)
Not retaining
students
Michael de Raadt @salvetore @moodleresearch
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)
Michael de Raadt @salvetore @moodleresearch
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 @salvetore @moodleresearch
Michael de Raadt
• “MOOC mania” is over
• MOOCs will have a place in online education when used appropriately
Michael de Raadt @salvetore @moodleresearch
Problem-based learning is more effective than “transmission" models.
Michael de Raadt @salvetore @moodleresearch
Problem-based learning is more effective than “transmission" models.
79%
Michael de Raadt @salvetore @moodleresearch
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)
Michael de Raadt @salvetore @moodleresearch
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
Michael de Raadt @salvetore @moodleresearch
One minute of explicit training can be more effective than months of implicit training.
Biederman & Shiffrar (1987)
Michael de Raadt @salvetore @moodleresearch
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 @salvetore @moodleresearch
Michael de Raadt
• Constructivism ≠ unguided learning
• Use scaffolding
• Explicit instruction before exploration
Michael de Raadt @salvetore @moodleresearch
Humans are responsible for global warming
Michael de Raadt @salvetore @moodleresearch
Stephen Hawking is a robot
Michael de Raadt @salvetore @moodleresearch
Aliens built the pyramids
Michael de Raadt @salvetore @moodleresearch
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.
Michael de Raadt @salvetore @moodleresearch
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.
Michael de Raadt @salvetore @moodleresearch
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