Storyboard
Design Document
Friday, August 6, 2010
Thursday, July 29, 2010
0
Class Notes 7-29-10
Alignment = Objectives (outcomes) - Assessment - Content (activities ec)
Outcomes - Know, be able to do…
Assessments are proxies
-Indirect
-Noise / Error
Content
Generally in the real world it works backward = Content - Assessment - Outcomes
Mager - Objectives guy
"The Mager six pack" the six books he wrote
Audience - Who?
Behavior - What
Conditions - constraints / supports
Degree - how well
Alignment of objectives with assessments with content
Mager's ABCD for writing objectives:
• Audience - who is going to do? (e.g., students)
• Behavior - what exactly are they going to do? (multiply two three-digit numbers)
• Conditions - in what environment, with supports, or under what constraints must performance occur (e.g., without using a calculator)
• Degree - what level of performance is deemed acceptable? (e.g., accurate 85% of the time)
The fascination with lists of B verbs, e.g., http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Pasted from
Work Model Synthesis
"Gibbons described Work Model Synthesis as 'systematically combin[ing] and recombin[ing] tasks and objectives that through task analysis procedures have been fragmented at a low level.' Thus, work models are collections of individual objectives... that have been recombined into activities that real people perform in the real world, and therefore have value in the real world." From Learning Object Design and Sequencing Theory, Wiley, 2000.
Pasted from
Ex write a resume - bringing together styling formatting typing proof reading ect
Testlets - bundle of assessments
Multiple forms of assessment that measure the same outcome
TED
The payoffs to innovation is usually when the uncertainty is the highest
Charles Leadbeter
Learning Analytics
Based off of the model for web analytics
Google analytics
Userfly
Analogy of going to a doctor and not telling them the details of your pain
Technology can really influence the type of feedback we give to our students. - We have access to so much information about the process we can make informed
Need courses on how to capture the information
How do we analyze the data
The more data we can get the better analytics we can get the better learning we can design
Outcomes - Know, be able to do…
Assessments are proxies
-Indirect
-Noise / Error
Content
Generally in the real world it works backward = Content - Assessment - Outcomes
Mager - Objectives guy
"The Mager six pack" the six books he wrote
Audience - Who?
Behavior - What
Conditions - constraints / supports
Degree - how well
Alignment of objectives with assessments with content
Mager's ABCD for writing objectives:
• Audience - who is going to do? (e.g., students)
• Behavior - what exactly are they going to do? (multiply two three-digit numbers)
• Conditions - in what environment, with supports, or under what constraints must performance occur (e.g., without using a calculator)
• Degree - what level of performance is deemed acceptable? (e.g., accurate 85% of the time)
The fascination with lists of B verbs, e.g., http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Pasted from
Work Model Synthesis
"Gibbons described Work Model Synthesis as 'systematically combin[ing] and recombin[ing] tasks and objectives that through task analysis procedures have been fragmented at a low level.' Thus, work models are collections of individual objectives... that have been recombined into activities that real people perform in the real world, and therefore have value in the real world." From Learning Object Design and Sequencing Theory, Wiley, 2000.
Pasted from
Ex write a resume - bringing together styling formatting typing proof reading ect
Testlets - bundle of assessments
Multiple forms of assessment that measure the same outcome
TED
The payoffs to innovation is usually when the uncertainty is the highest
Charles Leadbeter
Learning Analytics
Based off of the model for web analytics
Google analytics
Userfly
Analogy of going to a doctor and not telling them the details of your pain
Technology can really influence the type of feedback we give to our students. - We have access to so much information about the process we can make informed
Need courses on how to capture the information
How do we analyze the data
The more data we can get the better analytics we can get the better learning we can design
Thursday, July 22, 2010
0
Class Notes 7-22-10
Analysis is the process of fully understanding the constraints
Design = goal oriented choices made under constraint
Analysis = understanding the constraints - get as much clarity as you can get
Analysis = an investment - invest time/money
The later in a project you have to make a change the more expensive it is to make
Front End Analysis
Gap Analysis = difference question - what is? What should be? - what is the difference from where people are and where we want them to be eg pre-test (academic)
Cooperate - test, interview, survey, training, meeting, = time that they are not doing their job - real cost associated
Taking a sample (all / partial) -
ROI argument - return on investment
Performance Analysis Quadrant
• Quadrant A (Motivation): If the employee has sufficient job knowledge, but has an improper attitude, this may be classed as motivational problem. The consequences (rewards) of the person's behavior will have to be adjusted. This is not always bad as the employee just might not realize the consequence of his or her actions.
• Quadrant B (Resource/Process/Environment): If the employee has both job knowledge and a favorable attitude, but performance is unsatisfactory, then the problem may be out of control of the employee. i.e. lack of resources or time, task needs process improvement, the work station is not ergonomically designed, etc.
• Quadrant C (Selection): If the employee lacks both job knowledge and a favorable attitude, that person may be improperly placed in the position. This may imply a problem with employee selection or promotion, and suggest that a transfer or discharge be considered.
• Quadrant D (Training): If the employee desires to perform, but lacks the requisite job knowledge or skills, then additional training or coaching may be the answer.
Pasted from
Audience - Prior knowledge - past experience- socio-cultural - demography
Content (academic analysis of the domain)- Knowledge, learning, skills
Task (cooperate - what do they do, mapping out jobs-) - Performance, behavior
Pragmatic (contract negotiations) - budget, timeline, resources available to you, access to SME (subject matter expert) - make sure that they understand the connection with the SME and the timeline
Development
Avoid analysis paralysis
Instructional design usually follows software design a decade later
Agile development
• Customer satisfaction by rapid, continuous delivery of useful software
• Working software is delivered frequently (weeks rather than months)
• Working software is the principal measure of progress - the most important
• Even late changes in requirements are welcomed
• Close, daily cooperation between business people and developers
• Face-to-face conversation is the best form of communication (co-location)
• Projects are built around motivated individuals, who should be trusted
• Continuous attention to technical excellence and good design
• Simplicity
• Self-organizing teams
• Regular adaptation to changing circumstances
Have the user involved throughout the whole process
The Open Source Way
(Selections from The Cathedral and the Bazaar)
1. Every good work of software starts by scratching a developer's personal itch.
2. Good programmers know what to write. Great ones know what to rewrite (and reuse).
3. "Plan to throw one away; you will, anyhow." (Fred Brooks, The Mythical Man-Month, Chapter 11)
4. If you have the right attitude, interesting problems will find you.
5. When you lose interest in a program, your last duty to it is to hand it off to a competent successor.
6. Treating your users as co-developers is your least-hassle route to rapid code improvement and effective debugging.
7. Release early. Release often. And listen to your customers.
8. Given a large enough beta-tester and co-developer base, almost every problem will be characterized quickly and the fix obvious to someone. Or, less formally, "Given enough eyeballs, all bugs are shallow." I dub this: "Linus's Law".
10. If you treat your beta-testers as if they're your most valuable resource, they will respond by becoming your most valuable resource.
11. The next best thing to having good ideas is recognizing good ideas from your users. Sometimes the latter is better.
12. Often, the most striking and innovative solutions come from realizing that your concept of the problem was wrong.
13. "Perfection (in design) is achieved not when there is nothing more to add, but rather when there is nothing more to take away." Antoine de Saint-Exupéry
14. Any tool should be useful in the expected way, but a truly great tool lends itself to uses you never expected.
18. To solve an interesting problem, start by finding a problem that is interesting to you.
19: Provided the development coordinator has a communications medium at least as good as the Internet, and knows how to lead without coercion, many heads are inevitably better than one.
Pasted from
Getting the users involved as soon as possible and get their ideas - not a democracy but get their input
Alison Carr-Chellman (Penn state) - user design
The List
Interesting things that happened during the design process - reflective on the design process - the most important things that we learned thought the process
Write up of the reasoning behind why you used or not used the list items
Like a designer roadmap
Be sure to indicate what we are intending to teach
Design = goal oriented choices made under constraint
Analysis = understanding the constraints - get as much clarity as you can get
Analysis = an investment - invest time/money
The later in a project you have to make a change the more expensive it is to make
Front End Analysis
Gap Analysis = difference question - what is? What should be? - what is the difference from where people are and where we want them to be eg pre-test (academic)
Cooperate - test, interview, survey, training, meeting, = time that they are not doing their job - real cost associated
Taking a sample (all / partial) -
ROI argument - return on investment
Performance Analysis Quadrant
• Quadrant A (Motivation): If the employee has sufficient job knowledge, but has an improper attitude, this may be classed as motivational problem. The consequences (rewards) of the person's behavior will have to be adjusted. This is not always bad as the employee just might not realize the consequence of his or her actions.
• Quadrant B (Resource/Process/Environment): If the employee has both job knowledge and a favorable attitude, but performance is unsatisfactory, then the problem may be out of control of the employee. i.e. lack of resources or time, task needs process improvement, the work station is not ergonomically designed, etc.
• Quadrant C (Selection): If the employee lacks both job knowledge and a favorable attitude, that person may be improperly placed in the position. This may imply a problem with employee selection or promotion, and suggest that a transfer or discharge be considered.
• Quadrant D (Training): If the employee desires to perform, but lacks the requisite job knowledge or skills, then additional training or coaching may be the answer.
Pasted from
Audience - Prior knowledge - past experience- socio-cultural - demography
Content (academic analysis of the domain)- Knowledge, learning, skills
Task (cooperate - what do they do, mapping out jobs-) - Performance, behavior
Pragmatic (contract negotiations) - budget, timeline, resources available to you, access to SME (subject matter expert) - make sure that they understand the connection with the SME and the timeline
Development
Avoid analysis paralysis
Instructional design usually follows software design a decade later
Agile development
• Customer satisfaction by rapid, continuous delivery of useful software
• Working software is delivered frequently (weeks rather than months)
• Working software is the principal measure of progress - the most important
• Even late changes in requirements are welcomed
• Close, daily cooperation between business people and developers
• Face-to-face conversation is the best form of communication (co-location)
• Projects are built around motivated individuals, who should be trusted
• Continuous attention to technical excellence and good design
• Simplicity
• Self-organizing teams
• Regular adaptation to changing circumstances
Have the user involved throughout the whole process
The Open Source Way
(Selections from The Cathedral and the Bazaar)
1. Every good work of software starts by scratching a developer's personal itch.
2. Good programmers know what to write. Great ones know what to rewrite (and reuse).
3. "Plan to throw one away; you will, anyhow." (Fred Brooks, The Mythical Man-Month, Chapter 11)
4. If you have the right attitude, interesting problems will find you.
5. When you lose interest in a program, your last duty to it is to hand it off to a competent successor.
6. Treating your users as co-developers is your least-hassle route to rapid code improvement and effective debugging.
7. Release early. Release often. And listen to your customers.
8. Given a large enough beta-tester and co-developer base, almost every problem will be characterized quickly and the fix obvious to someone. Or, less formally, "Given enough eyeballs, all bugs are shallow." I dub this: "Linus's Law".
10. If you treat your beta-testers as if they're your most valuable resource, they will respond by becoming your most valuable resource.
11. The next best thing to having good ideas is recognizing good ideas from your users. Sometimes the latter is better.
12. Often, the most striking and innovative solutions come from realizing that your concept of the problem was wrong.
13. "Perfection (in design) is achieved not when there is nothing more to add, but rather when there is nothing more to take away." Antoine de Saint-Exupéry
14. Any tool should be useful in the expected way, but a truly great tool lends itself to uses you never expected.
18. To solve an interesting problem, start by finding a problem that is interesting to you.
19: Provided the development coordinator has a communications medium at least as good as the Internet, and knows how to lead without coercion, many heads are inevitably better than one.
Pasted from
Getting the users involved as soon as possible and get their ideas - not a democracy but get their input
Alison Carr-Chellman (Penn state) - user design
The List
Interesting things that happened during the design process - reflective on the design process - the most important things that we learned thought the process
Write up of the reasoning behind why you used or not used the list items
Like a designer roadmap
Be sure to indicate what we are intending to teach
Tuesday, July 20, 2010
0
Class Notes 7-20-10
Justin Jay - BYU independent study
The field is very dynamic
Get a good faculty chair - don't worry about hurting feelings
Take advantage of the internships - focus those on the places you want to work - it will get you a job
Consulting opportunities (75-125 an hour) come with the PHD
Masters - you will be a grinded out designer - will have a voice but eventually you grind out content
Something between a developer and a manager - some input but not final word - direct work of lower level people
You are a puzzle builder
Project manager, financial management, ed law, business management, crucial conversations, learn how to write succinct well written … skill in knowing who wants what Dr Wiley could be a good mentor for writing - get course work in this,
2 assessment - evaluations -
PHD - Wont end up using the design principles you use because you will be driving the business
You higher designers
Competitive for - Sales support blackboard 200,000 - educational officer at a brokerage firm online educational opportunity - Church positions - BYU - Consulting work (This program will make you very well prepared - disciplined instructional design - There is a high need for skilled professionals ) Training materials for tanks Army - wont always be called instructional designer… product development… director of … project managers… training manager… sales jobs… user interface design… ect -
Educational software, hospital training, ed services ed tech you will put the puzzle together, enterprise software like orical = how do you make money, Defense = how to I teach an 18 year old to drive a tank, executive development… train executives, gates foundation, banks
Consulting has to do everything with you professional network - who have you worked with that trust you to deliver
If you make the people around you successful and make them like working with you - progress their careers - carry personality into your career - ID is a team leading experience all about making others successful - you either lock arms with people or get them promoted - help them get the skills they need - Get your boss promoted -
So far the international ID is not sustainable - be culturally aligned - accessibility - linguistically
Delivering inside the organization - business - green peace - ect
Theory guides your thinking - Don't just design a golden calf - use practical experience to guide the process - continual improvement of the product - get the product out there and then make it better
Rapid prototyping iterative design - can not take a year to create a product - helps to manage expectations
Vision for independent study
Fast prototype design - not publisher model it's outdated
The primary add is no longer content creation
Content is prolific
Be really clear about what the learning outcomes are - what value they are getting out of it - what is the consumer getting out of this -
Our value added is about structuring the learning so that it is efficient
We become educational traffic controllers - teach people how to use recourses - connect them to the information and help them learn from it
Referential learner
Teach the learner how to be successful after they leave the room
Job opportunities
Not faculty research
Do internships with full time companies
Everyone from Epson to Toyota has some sort of design project -
Get internships that let you produce something
AERA - Chronicle of Higher Education
Your work should advance your degree - be selfish with your time in the program - your degree is what is going to give you the marketability - First advance your degree then advance your career
Willing to pay for - take Revised blooms and Andersons - Then find the best teaching for those principles - Then how to evaluate those principles
The field is very dynamic
Get a good faculty chair - don't worry about hurting feelings
Take advantage of the internships - focus those on the places you want to work - it will get you a job
Consulting opportunities (75-125 an hour) come with the PHD
Masters - you will be a grinded out designer - will have a voice but eventually you grind out content
Something between a developer and a manager - some input but not final word - direct work of lower level people
You are a puzzle builder
Project manager, financial management, ed law, business management, crucial conversations, learn how to write succinct well written … skill in knowing who wants what Dr Wiley could be a good mentor for writing - get course work in this,
2 assessment - evaluations -
PHD - Wont end up using the design principles you use because you will be driving the business
You higher designers
Competitive for - Sales support blackboard 200,000 - educational officer at a brokerage firm online educational opportunity - Church positions - BYU - Consulting work (This program will make you very well prepared - disciplined instructional design - There is a high need for skilled professionals ) Training materials for tanks Army - wont always be called instructional designer… product development… director of … project managers… training manager… sales jobs… user interface design… ect -
Educational software, hospital training, ed services ed tech you will put the puzzle together, enterprise software like orical = how do you make money, Defense = how to I teach an 18 year old to drive a tank, executive development… train executives, gates foundation, banks
Consulting has to do everything with you professional network - who have you worked with that trust you to deliver
If you make the people around you successful and make them like working with you - progress their careers - carry personality into your career - ID is a team leading experience all about making others successful - you either lock arms with people or get them promoted - help them get the skills they need - Get your boss promoted -
So far the international ID is not sustainable - be culturally aligned - accessibility - linguistically
Delivering inside the organization - business - green peace - ect
Theory guides your thinking - Don't just design a golden calf - use practical experience to guide the process - continual improvement of the product - get the product out there and then make it better
Rapid prototyping iterative design - can not take a year to create a product - helps to manage expectations
Vision for independent study
Fast prototype design - not publisher model it's outdated
The primary add is no longer content creation
Content is prolific
Be really clear about what the learning outcomes are - what value they are getting out of it - what is the consumer getting out of this -
Our value added is about structuring the learning so that it is efficient
We become educational traffic controllers - teach people how to use recourses - connect them to the information and help them learn from it
Referential learner
Teach the learner how to be successful after they leave the room
Job opportunities
Not faculty research
Do internships with full time companies
Everyone from Epson to Toyota has some sort of design project -
Get internships that let you produce something
AERA - Chronicle of Higher Education
Your work should advance your degree - be selfish with your time in the program - your degree is what is going to give you the marketability - First advance your degree then advance your career
Willing to pay for - take Revised blooms and Andersons - Then find the best teaching for those principles - Then how to evaluate those principles
Thursday, July 15, 2010
0
Class Notes 7-15-10
Looking from the papers that are actionable - Article and page #
Feedback
1. Type/goal orientation
2. Timing
3. certitude/confidence
Achievement
Feedback
Providing Feedback in Computer Based Instruction - Mason & Bruning
Delayed feedback for low level learning - quick feedback for high level learning
In addition to determining students’ achievement levels, it is
important to tailor feedback to the nature of the learning task. If the goal
of instruction is teaching novel information or facilitate concept
acquisition, it probably is more beneficial to incorporate immediate
feedback, which will assist in correcting initial errors in understanding
and help prevent inaccurate information from being encoded. If the
instruction aims at developing higher order skills such as comprehension,
application, or abstract reasoning, however, delayed or end-of-session
feedback is likely to be most effective. (7)
Correct misconceptions - Help them understand what they are doing wrong
Roper theorized that the increased amount of feedback information provided
students with enhanced knowledge from which they could correct
misunderstandings. All of these studies provide evidence for increased
learning in response to CBI programs incorporating elaborated feedback.
The research by Whyte et al. (1995) also showed that the
greatest learning gains in response to CBI came with the highest (most
elaborate) levels of feedback. (4-5)
Expanding feedback model - Provide a lot of feedback and dynamically - based on performance - taylor the feedback provided
In contrast, since low ability learners tend to be less confident in their own
academic skills and less aware of their metacognitive processes, they
may be inclined to select feedback that provides them with the correct
answer as opposed to the type of feedback that promotes the greatest
learning. (6)
Certitude of correct response - High Low
Low certitude
Pashler, Cepeda, & Wixted: When Does Feedback Facilitate Learning of Words and Facts?
We may not always want to give them the right answer when they get it wrong
"a number of recent reviews have argued that while providing full feedback (i.e., knowledge of what the correct response would have been on the previous trial) tends to improve performance during training, it often does so at the expense of later retention (Bjork, 1994; Rosenbaum, Carlson & Gilmore, 2000; Schmidt & Bjork, 1992)." (4)
"This reflects the fact that subjects forgot more when they were given the correct answer as feedback than when given no feedback." (16)
The effect of feedback depends dramatically on whether a subject has mastered an item or not. If the subject responds correctly, whether or not feedback is provided scarcely matters. On the other hand, if the subject does not respond correctly to an item, both experiments disclose that learning appears to stall completely if the subject is provided with anything less than "complete" (Correct Answer) feedback. There is no sign in our data that omitting feedback confers any benefits either in the learning session or in a delayed test, questioning claims made in some of the reviews cited in the Introduction (18)
Limit feedback when the student knows the correct answer
Shute, Valerie (2008): Focus on Formative Feedback
Provide feedback on the learners progress toward their goal.
Motivation has been shown to be an important mediating factor in learners’ performance (Covington & Omelich, 1984), and feedback can be a powerful motivator when delivered in response to goal-driven efforts. Some researchers suggest that the learner’s goal orientation should be considered when designing instruction, particularly when feedback can encourage or discourage a learner’s effort (Dempsey et al. 1993). (11)
Feedback
1. Type/goal orientation
2. Timing
3. certitude/confidence
Achievement
Feedback
Providing Feedback in Computer Based Instruction - Mason & Bruning
Delayed feedback for low level learning - quick feedback for high level learning
In addition to determining students’ achievement levels, it is
important to tailor feedback to the nature of the learning task. If the goal
of instruction is teaching novel information or facilitate concept
acquisition, it probably is more beneficial to incorporate immediate
feedback, which will assist in correcting initial errors in understanding
and help prevent inaccurate information from being encoded. If the
instruction aims at developing higher order skills such as comprehension,
application, or abstract reasoning, however, delayed or end-of-session
feedback is likely to be most effective. (7)
Correct misconceptions - Help them understand what they are doing wrong
Roper theorized that the increased amount of feedback information provided
students with enhanced knowledge from which they could correct
misunderstandings. All of these studies provide evidence for increased
learning in response to CBI programs incorporating elaborated feedback.
The research by Whyte et al. (1995) also showed that the
greatest learning gains in response to CBI came with the highest (most
elaborate) levels of feedback. (4-5)
Expanding feedback model - Provide a lot of feedback and dynamically - based on performance - taylor the feedback provided
In contrast, since low ability learners tend to be less confident in their own
academic skills and less aware of their metacognitive processes, they
may be inclined to select feedback that provides them with the correct
answer as opposed to the type of feedback that promotes the greatest
learning. (6)
Certitude of correct response - High Low
Low certitude
Pashler, Cepeda, & Wixted: When Does Feedback Facilitate Learning of Words and Facts?
We may not always want to give them the right answer when they get it wrong
"a number of recent reviews have argued that while providing full feedback (i.e., knowledge of what the correct response would have been on the previous trial) tends to improve performance during training, it often does so at the expense of later retention (Bjork, 1994; Rosenbaum, Carlson & Gilmore, 2000; Schmidt & Bjork, 1992)." (4)
"This reflects the fact that subjects forgot more when they were given the correct answer as feedback than when given no feedback." (16)
The effect of feedback depends dramatically on whether a subject has mastered an item or not. If the subject responds correctly, whether or not feedback is provided scarcely matters. On the other hand, if the subject does not respond correctly to an item, both experiments disclose that learning appears to stall completely if the subject is provided with anything less than "complete" (Correct Answer) feedback. There is no sign in our data that omitting feedback confers any benefits either in the learning session or in a delayed test, questioning claims made in some of the reviews cited in the Introduction (18)
Limit feedback when the student knows the correct answer
Shute, Valerie (2008): Focus on Formative Feedback
Provide feedback on the learners progress toward their goal.
Motivation has been shown to be an important mediating factor in learners’ performance (Covington & Omelich, 1984), and feedback can be a powerful motivator when delivered in response to goal-driven efforts. Some researchers suggest that the learner’s goal orientation should be considered when designing instruction, particularly when feedback can encourage or discourage a learner’s effort (Dempsey et al. 1993). (11)
0
The List - talking points
Feedback
Providing Feedback in Computer Based Instruction - Mason & Bruning
Delayed feedback for low level learning - quick feedback for high level learning
In addition to determining students’ achievement levels, it is
important to tailor feedback to the nature of the learning task. If the goal
of instruction is teaching novel information or facilitate concept
acquisition, it probably is more beneficial to incorporate immediate
feedback, which will assist in correcting initial errors in understanding
and help prevent inaccurate information from being encoded. If the
instruction aims at developing higher order skills such as comprehension,
application, or abstract reasoning, however, delayed or end-of-session
feedback is likely to be most effective. (7)
Correct misconceptions - Help them understand what they are doing wrong
Roper theorized that the increased amount of feedback information provided
students with enhanced knowledge from which they could correct
misunderstandings. All of these studies provide evidence for increased
learning in response to CBI programs incorporating elaborated feedback.
The research by Whyte et al. (1995) also showed that the
greatest learning gains in response to CBI came with the highest (most
elaborate) levels of feedback. (4-5)
Expanding feedback model - Provide a lot of feedback and dynamically - based on performance - taylor the feedback provided
In contrast, since low ability learners tend to be less confident in their own
academic skills and less aware of their metacognitive processes, they
may be inclined to select feedback that provides them with the correct
answer as opposed to the type of feedback that promotes the greatest
learning. (6)
Certitude of correct response - High Low
Low certitude
Pashler, Cepeda, & Wixted: When Does Feedback Facilitate Learning of Words and Facts?
We may not always want to give them the right answer when they get it wrong
"a number of recent reviews have argued that while providing full feedback (i.e., knowledge of what the correct response would have been on the previous trial) tends to improve performance during training, it often does so at the expense of later retention (Bjork, 1994; Rosenbaum, Carlson & Gilmore, 2000; Schmidt & Bjork, 1992)." (4)
"This reflects the fact that subjects forgot more when they were given the correct answer as feedback than when given no feedback." (16)
The effect of feedback depends dramatically on whether a subject has mastered an item or not. If the subject responds correctly, whether or not feedback is provided scarcely matters. On the other hand, if the subject does not respond correctly to an item, both experiments disclose that learning appears to stall completely if the subject is provided with anything less than "complete" (Correct Answer) feedback. There is no sign in our data that omitting feedback confers any benefits either in the learning session or in a delayed test, questioning claims made in some of the reviews cited in the Introduction (18)
Limit feedback when the student knows the correct answer
Shute, Valerie (2008): Focus on Formative Feedback
Provide feedback on the learners progress toward their goal.
Motivation has been shown to be an important mediating factor in learners’ performance (Covington & Omelich, 1984), and feedback can be a powerful motivator when delivered in response to goal-driven efforts. Some researchers suggest that the learner’s goal orientation should be considered when designing instruction, particularly when feedback can encourage or discourage a learner’s effort (Dempsey et al. 1993). (11)
Memory
Miller (1956) The Magical Number Seven, Plus or Minus Two: Some Limits on our Capacity for Processing Information
Provide options for the learner to chunk information
Anderson & Schooler (1991). Reflections of the Environment in Memory
Incorporate the learning process into the learners living environment
Ebbinghaus (1885) Memory: A Contribution to Experimental Psychology
More repetitions for initial learning taper repetitions for retention
Spacing Effect
Leitner System
It seems that this would be the most effective spacing principal that could be generalized across the board
Cepeda, Distributed practice in verbal recall tasks: A review and quantitative synthesis
One minute spacing between repetitions (5)
Long term retention will be better if the spacing is 1 day or longer (7)
Spacing can be determined by how long the information needs to be retained (17)
Align ISI with retention interval
Multimedia Effect - Time on task
Allow for learners to incorporate visual representations
Allow the information to be learned to overlay the visual representation so that the information and the visual representation are grouped together.
Providing Feedback in Computer Based Instruction - Mason & Bruning
Delayed feedback for low level learning - quick feedback for high level learning
In addition to determining students’ achievement levels, it is
important to tailor feedback to the nature of the learning task. If the goal
of instruction is teaching novel information or facilitate concept
acquisition, it probably is more beneficial to incorporate immediate
feedback, which will assist in correcting initial errors in understanding
and help prevent inaccurate information from being encoded. If the
instruction aims at developing higher order skills such as comprehension,
application, or abstract reasoning, however, delayed or end-of-session
feedback is likely to be most effective. (7)
Correct misconceptions - Help them understand what they are doing wrong
Roper theorized that the increased amount of feedback information provided
students with enhanced knowledge from which they could correct
misunderstandings. All of these studies provide evidence for increased
learning in response to CBI programs incorporating elaborated feedback.
The research by Whyte et al. (1995) also showed that the
greatest learning gains in response to CBI came with the highest (most
elaborate) levels of feedback. (4-5)
Expanding feedback model - Provide a lot of feedback and dynamically - based on performance - taylor the feedback provided
In contrast, since low ability learners tend to be less confident in their own
academic skills and less aware of their metacognitive processes, they
may be inclined to select feedback that provides them with the correct
answer as opposed to the type of feedback that promotes the greatest
learning. (6)
Certitude of correct response - High Low
Low certitude
Pashler, Cepeda, & Wixted: When Does Feedback Facilitate Learning of Words and Facts?
We may not always want to give them the right answer when they get it wrong
"a number of recent reviews have argued that while providing full feedback (i.e., knowledge of what the correct response would have been on the previous trial) tends to improve performance during training, it often does so at the expense of later retention (Bjork, 1994; Rosenbaum, Carlson & Gilmore, 2000; Schmidt & Bjork, 1992)." (4)
"This reflects the fact that subjects forgot more when they were given the correct answer as feedback than when given no feedback." (16)
The effect of feedback depends dramatically on whether a subject has mastered an item or not. If the subject responds correctly, whether or not feedback is provided scarcely matters. On the other hand, if the subject does not respond correctly to an item, both experiments disclose that learning appears to stall completely if the subject is provided with anything less than "complete" (Correct Answer) feedback. There is no sign in our data that omitting feedback confers any benefits either in the learning session or in a delayed test, questioning claims made in some of the reviews cited in the Introduction (18)
Limit feedback when the student knows the correct answer
Shute, Valerie (2008): Focus on Formative Feedback
Provide feedback on the learners progress toward their goal.
Motivation has been shown to be an important mediating factor in learners’ performance (Covington & Omelich, 1984), and feedback can be a powerful motivator when delivered in response to goal-driven efforts. Some researchers suggest that the learner’s goal orientation should be considered when designing instruction, particularly when feedback can encourage or discourage a learner’s effort (Dempsey et al. 1993). (11)
Memory
Miller (1956) The Magical Number Seven, Plus or Minus Two: Some Limits on our Capacity for Processing Information
Provide options for the learner to chunk information
Anderson & Schooler (1991). Reflections of the Environment in Memory
Incorporate the learning process into the learners living environment
Ebbinghaus (1885) Memory: A Contribution to Experimental Psychology
More repetitions for initial learning taper repetitions for retention
Spacing Effect
Leitner System
It seems that this would be the most effective spacing principal that could be generalized across the board
Cepeda, Distributed practice in verbal recall tasks: A review and quantitative synthesis
One minute spacing between repetitions (5)
Long term retention will be better if the spacing is 1 day or longer (7)
Spacing can be determined by how long the information needs to be retained (17)
Align ISI with retention interval
Multimedia Effect - Time on task
Allow for learners to incorporate visual representations
Allow the information to be learned to overlay the visual representation so that the information and the visual representation are grouped together.
Tuesday, July 13, 2010
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Class Notes 7-13-10
Hacking education meeting
Even if we don't get any money out of it we're breaking stuff
Multimedia Time On Task
Speed test verses power test
Funnels and the jars
The processing is done after the information is processed
Time on task
Time on task mixed with success is important because it helps to make sure that ALT (academic learning time)
Layers
Different aspects of design
Content
Strategy
Message structure
Representation Layer
Media / logic
Control - what kind of user control
Model
Gibbins is interested in what kind of language people use in each area and the way that they communicate
*any decision you make at any of these layers cascades to the rest of the layers*
With each decision the total number of decisions is then limited
Even if we don't get any money out of it we're breaking stuff
Multimedia Time On Task
Speed test verses power test
Funnels and the jars
The processing is done after the information is processed
Time on task
Time on task mixed with success is important because it helps to make sure that ALT (academic learning time)
Layers
Different aspects of design
Content
Strategy
Message structure
Representation Layer
Media / logic
Control - what kind of user control
Model
Gibbins is interested in what kind of language people use in each area and the way that they communicate
*any decision you make at any of these layers cascades to the rest of the layers*
With each decision the total number of decisions is then limited
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