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.