seeking evidence: using the science of learning to guide your elearning development
TRANSCRIPT
• Evidence-based learning design
• How we learn
• Principles from the Science of Learning:
– Gaining attention and motivation
– Information design
– Designing meaningful practice
– Making social and informal work
– Learning in organizations
– Myth busting
Agenda
Evidence-based medicine means pairing clinical judgment with the relevant scientific evidence and including your patients’ preferences into making a decision for your patient.
Evidence-based Medicine
Pure and Applied
Research
Expert Judgment
fromExperience
Learner Experience and Organizational
Impact
EBLD
Evidence-based Learning Design
Evidence-based eLearning design means pairing your expert judgment with the relevant scientific evidence, learner preferences and organizational impact when making design decisions
How We Learn
Short term memory
Long term Memory
Plan
Do
Outcome/Feedback
Attention
Task Environment
Learning ProgramInformation
Action
"If you wanted to create an education environment that was
directly opposed to what the brain was good at doing, you
would probably design something like a classroom."
Gaining Attention and Motivation to Learn
“Novel environments sparks exploration and learning. They motivate us to explore an environment in the search for reward rather than being a reward itself."
Pure Novelty Spurs The Brain. Science Daily, 27 August 2006.
“Novelty causes a the dopamine system to become activated
Dopamine is very much involved in learning and memory. Learning and memory occur in the brain through changes in the way that neurons connect to one another.
When dopamine is released, it is a signal to the brain that is it now time to start learning what is going on”
Techniques for Gaining Attention
• Show the big picture • Creative video demonstrations • Challenge perceptions• Tell a story • Present a work problem or challenge• Use a novel scenario • Simulate work processes to create authentic experience• Completing novel tasks are rewarding. Make tasks clear and
interesting • Use element of surprise• Game mechanics
unusual, unfamiliar, fresh, imaginative, strange, different, untried
Presenting Information
• Reduce unnecessary processing• Manage the difficulty of the
learning task • Create meaningful processing
Managing Cognitive Load
Short term Memory
Long Term Memory
• Chunk content and allow the learner control (segmenting)
• Remove non-essential content (coherence)
• Use job aids and external resources
• Highlight key concepts and information (signaling)
• Use audio and text elements appropriately • Place text close as possible to corresponding graphics (spatial
contiguity)
• Don’t narrate on-screen text (redundancy)
• Choose narration over text (modality)
• Conversational style (personalization)
• Consistent structure
• Always connect to the big picture
Ways to Reduce Extraneous Cognitive Load
Mayer, R. E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist. 38, (1), 43-52.
Match information presentation strategy to content type
Content Type Information Presentation
Concepts Examples and non- examples
Procedures Demonstrations
Processes Visualizations
Principles Use principles to solve
problems
Behaviour Behaviour Modeling
David Merrill: Component Display Theory
Maximizing Germane Cognitive Load
Designing Practice
Expertise is the result of years of effortful,
progressive practice on authentic tasks
accompanied by relevant feedback and
support, followed by self-reflection and
correction
Designing Meaningful Practice
• Authentic tasks and context
• Tasks, scenarios and simulations
• Learning from mistakes vs learning mistakes
• Explanatory feedback
• Worked examples
• Varied context
• Scaffolding
• Distributed (vs. massed)
• Increasing difficulty level
• Move practice to the job (the future?)
Social and Informal Learning
John Seely Brown and Paul DuguidOrganizational learning and communities-of-practice: Toward a unified view of working, learning, and innovation© 1991, The Institute of Management Scienceshttp://citeseerx.ist.psu.edu/viewdoc/download doi=10.1.1.530.7851&rep=rep1&type=pdf
Reliance on formal descriptions of work with explicit training to communicate “one right way” set organizations at a disadvantage.
It blinds management to the practices and communities that actually make things happen. It leads to the isolation of learners, who will then be unable to acquire the implicit practices required for work
Tacit Knowledge and the Development of Expertise
Expert
Proficient
Competent
Advanced Beginner
Novice
Tacit
Knowledge
Explicit
knowledge
Mental
Models
Disconnected
Knowledge
Rule bound
Intuition
Informal
learning
Formal
learning
Considers
everything
Sees
patterns
Myth Busting: Learning Styles
“We conclude that there is no adequate evidence base to justify incorporating learning styles assessments into educational practice. Resources would better be devoted to adopting other educational practices that have a strong evidence base”
Myth Busting: Net GenerationNet Gen Characteristics
Digital literacy
Always connected
Multitasking
Experiential learning
Prefers structure
Collaboration at work
Social
Goal Oriented
Preference for text
Community minded
Communication preferences
Significant Difference?
No
No
No
No
No
No
No
Yes
No/Yes (IM)
No
Yes
Digital Learners in Higher Education: Generation is Not the Issue
Volume 37 Spring 2011
Summary: Design for How we Learn
Short term memory
Long term Memory
Plan
Do
Outcome/Feedback
Attention
Task Environment
Learning ProgramInformation
Action
References The Role of Dopamine in Motivation and Learninghttp://neurosciencenews.com/dopamine-learning-reward-3157/“Mesolimbic dopamine signals the value of work” by Arif A Hamid, Jeffrey R Pettibone, Omar S Mabrouk, Vaughn L Hetrick, Robert Schmidt, Caitlin M Vander Weele, Robert T Kennedy, Brandon J Aragona and Joshua D Berke in Nature Neuroscience. Published online November 23 2015 doi:10.1038/nn.4173
Nine Ways to Reduce Cognitive Load in Multimedia Learninghttp://www.uky.edu/~gmswan3/544/9_ways_to_reduce_CL.pdfEDUCATIONAL PSYCHOLOGIST, 38(1), 43–52, 2003, Lawrence Erlbaum Associates, Inc.
Applying the Science of Learning: Evidence-Based Principles for the Design of Multimedia InstructionRichard Mayer, November 2008, American Psychologisthttp://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.457.5957&rep=rep1&type=pdfPure Novelty Spurs The BrainScienceDaily, 27 August 2006https://www.sciencedaily.com/releases/2006/08/060826180547.htm
Mental maps: Route-learning changes brain tissueTimothy A. Keller, Marcel Adam Just. Structural and functional neuroplasticity in human learning of spatial routes. NeuroImage, 2015; DOI: 10.1016/j.neuroimage.2015.10.015https://www.sciencedaily.com/releases/2015/10/151027123859.htm
The Science of Training and Development in Organizations: What Matters in PracticePsychological Science in the Public Interest 13(2) 74–101, 2012Eduardo Salas, Scott I. Tannenbaum, Kurt Kraiger, and Kimberly A. Smith-Jentschhttp://psi.sagepub.com/content/13/2/74.full.pdf+html?ijkey=g8tvuLmoeZfN2&keytype=ref&siteid=sppsi
The 10 Biggest Breakthroughs in the Science of Learninghttps://www.brainscape.com/blog/2012/10/breakthroughs-science-of-learning-2/
Learning styles: where’s the evidence?MEDICAL EDUCATION 2012; 46: 630–635http://uweb.cas.usf.edu/~drohrer/pdfs/Rohrer&Pashler2012MedEd.pdf
Learning Styles: Concepts and EvidencePsychological Science in the PUBLIC INTEREST Volume 9 Number 3, December 2008Harold Pashler, Mark McDaniel, Doug Rohrer, and Robert Bjorkhttps://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf
David Merrill Component display theory references http://www.instructionaldesign.org/theories/component-display.html
The Role of Deliberate Practice in the Acquisition of Expert PerformanceK. Anders Ericsson, Ralf Th. Krampe, and Clemens Tesch-RomerPsychological Review, 1993, Vol. 100. No. 3, 363-406http://projects.ict.usc.edu/itw/gel/EricssonDeliberatePracticePR93.pdf
The Making of an ExpertK. Anders Ericsson, Michael J. Prietula and Edward T. CokelyHarvard Business Review July–August 2007https://hbr.org/2007/07/the-making-of-an-expert
Organizational Learning and Communities of Practice: Toward a unified view or working, learning and InnovationJohn Seely Brown; Paul DuguidOrganization Science, Vol. 2, No. 1,(1991), pp. 40-57.http://myinstructionaldesigns.com/system/files/articles/brown-duguid-Communities-of-Practice.pdf
References e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (Mayer and Clark) https://www.amazon.com/Learning-Science-Instruction-Guidelines-Multimedia/dp/1119158664/ref=dp_ob_title_bk
Make It Stick: The Science of Successful Learning (Brown, Roedigfer, McDaniel) https://www.amazon.com/dp/0674729013/ref=rdr_ext_tmb
Applying the Science of Learning (Richard Mayer) https://www.amazon.com/Applying-Science-Learning-Richard-Mayer/dp/0136117570?ie=UTF8&ref_=asap_bc
How We Learn: The Surprising Truth About When, Where, and Why It Happens (Benedict Carey) https://www.amazon.com/How-We-Learn-Surprising-Happens/dp/0812984293?ie=UTF8&ref_=rdr_ext_tmb
The Cambridge Handbook of Expertise and Expert Performancehttps://www.amazon.ca/Cambridge-Handbook-Expertise-Expert-Performance/dp/0521600812
Peak: Secrets from the New Science of Expertise Anders Erikssonhttps://www.amazon.ca/Peak-Secrets-New-Science-Expertise/dp/0544456238/ref=tmm_hrd_swatch_0?_encoding=UTF8&qid=&sr=
Evidence-Based Training Methods: A Guide For Training Professionals (Ruth Clark)https://www.amazon.ca/Evidence-Based-Training-Methods-Guide-Professionals/dp/1562869744/ref=sr_1_1?s=books&ie=UTF8&qid=1469477446&sr=1-1&keywords=ruth+clark+evidence+based
Building Expertise: Cognitive Methods for Training and Performance Improvement (Ruth Clark)https://www.amazon.ca/Building-Expertise-Cognitive-Performance-Improvement/dp/0787988448/ref=sr_1_fkmr0_1?ie=UTF8&qid=1469541761&sr=8-1-fkmr0&keywords=ruth+clark+bulding+expertise
The Cambridge Handbook of Multimedia Learning (Richard Mayer)https://www.amazon.ca/Cambridge-Handbook-Multimedia-Learning/dp/1107610311/ref=reader_auth_dp