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The “How People Learn” Framework for Instructional DesignMelissa J. Geist, EdD, APRN-BC, CNEProfessor of NursingTennessee Tech University
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Introductions and Shared
Expectations
Find someone you don’t know and ask….Who are you?
What brings you here on this Friday afternoon?
If _________________ happens this afternoon I will say this was time well-spent (fill in the blank)
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Learning Outcomes1. Explore the concept of Knowledge transfer
2. Differentiate between routine expertise and adaptive expertise
3. Describe the “How People Learn” Framework
4. Apply findings to classroom/lab/clinical instruction
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Father Guido Sarduci’s University
https://www.youtube.com/watch?v=kO8x8eoU3L4
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Knowledge Transfer
Literature is still not settled on Transfer and what it means.
• Direct Application or Sequestered Problem Solving (SPS)
• Preparation for Future Learning (PFL)
Research designs that “make us look smart” vs. ”make us look dumb”
Schwartz, D.L., Bransford, J.D., & Sears, D. (2003). Efficiency and Innovation in Transfer. IN Transfer of Learning and Perspectives (Mestre, Ed.).
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Transfer “in” vs. Transfer
“out”
Transfer “in” means bringing pre-learned (whether correct or not) knowledge and facts in to solve a
new problem.
Transfer “out” means using new knowledge to solve new problems.
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Examples Transfer “in” • Using principles of acid-base
balance (learned in General Chem) to demonstrate understanding of Arterial Blood Gas Reports (ABG’s)
1
Transfer “out”• Managing patients’
physiologic acid-base balance with complex contextualized factors (co-morbidities, medication profiles, etc.)
2
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One is not better than the other.
*Faculty need to be aware of what they want to accomplish with their instructional design AND more importantly does it match your assessments*
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Your turn
Share examples of Transfer “in” and Transfer “out” from your teaching experiences.
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Notes about ExpertiseRoutine vs. Adaptive Expertise
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Routine Experts (Efficiency)
Surgeon who is an expert
on a particular technique
Being able to retrieve a particular
equation in the right
circumstance
“Teaching in contexts
where people need to
perform” (Schwartz et al., 2003, p.
41).
High Degree of Efficiency
Great for predictable
environments
BY ITSELF –Not suitable for life-long
learning
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Adaptive Experts (Innovators)Experts with flexible and adaptable knowledge to develop novel solutions as well as define new problems.
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Innovation and Efficiency
Schwartz et al. 2003., Page 55
Retrieved from https://slideplayer.com/slide/7044402/ on 10/20/2018
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Retrieved from https://www.someecards.com/usercards/viewcard/MjAxMi00ZTFkYmIzYWJkMzI1YjU0/ 10/20/2018Intellectual Property of Melissa J. Geist
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How People Learn: Brain, Mind, Experience, and SchoolBransford, Brown, & CockingNational Research Council
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The HPL Framework
Links research from Cognitive Science to educational practice
K-12 focus, but applicable to all learning environments
Learning for transfer, adaptive expertise, life-long problem-identification and problem-solving
Available as a free PDF at https://www.nap.edu/download/9853
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4-Interdependent “Centerednesses”
for effective learning
environmentsLearner
1
Knowledge
2
Assessment
3
Community
4
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Learner-Centered Environments
The teacher takes into account background
Knowledge, skills, and beliefs of students
Acknowledgement that students are not
blank slates
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How do you create Learner-centered Instructional Environments?
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Knowledge-Centered Environments• Teachers are very deliberate in what content they
choose to present.• Organize around Big Ideas• Backward Design (Manage medication administration
through the nursing process, know where to find accurate information about medications, Pass the NCLEX® examination)
• Students need time to play with concepts, try them out, deliberate, think of alternatives, make connections
*This CANNOT happen if the teacher’s main concern is “covering the content”
http://www.heartofcheer.com/cheerleaders/let-go-cheerleader-style/ Retrieved 10/20/2018
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How do you create Knowledge-
centered Instructional
Environments?
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Assessment-Centered Environments• Frequent formal and informal
opportunities for feedback, constructive critique and reflection
• Serve to help students develop metacognitive skills
• Formative and Summative assessments that meet the course goals and are aligned with content (Knowledge-centered)
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What formative Assessments do you
use? What summative
assessments?
How do you determine which to
use and when?
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Community-Centered Environments • Teachers provide a “safe” community for
learning• Mistakes are good!
• Provide ways for students to learn from one another
• Teamwork, cooperation • Connect classroom learning to the larger
community (profession, community of citizens, etc.)
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Are there opportunities for students to make mistakes in
your classes? How do you encourage and provide a
“safe” environment?
How do you connect what you are teaching to the larger
community or profession?
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https://iris.peabody.vanderbilt.edu/_archive/iris-and-adult-learning-theory/
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Putting it all together
https://www.lma-consultinggroup.com/blog/synthesize-results
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References Bransford, J., National Research Council (U.S.)., & National Research Council (U.S.). (2000). How people learn: Brain, mind, experience, and school. Washington, D.C: National Academy Press.Fisher, F.T., Peterson, P.L. (2001). A tool to measure adaptive expertise in Biomedical Engineering Students. ASEE Annual Conference and Exposition. ASEEGeist, M. J., & Kahveci, K. (2011). Engaging students in clinical reasoning when caring for older adults. Nursing Education Perspectives.McKenna, A.F. (2007). An investigation of adaptive expertise and transfer of design process knowledge. Transactions of the ASME, 129.
Moore, J. L. (2012). Designing for transfer: A threshold concept. The Journal of Faculty Development, 26(3), 19-24. Mylopoulos, M., & Regehr, G. (2009). How student models of expertise and innovation impact the development of adaptive expertise in medicine. Medical Education, 43. p. 127-132. Schwartz, D.L., Bransford, J.D. & Sears, D. (2003). Efficiency and Innovation in Transfer. Transfer of Learning. Information Age Publishing.
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