Archive of ‘student-centered learning’ category
How Can We Amplify Student Learning? The ANSWER from Cognitive Psychology
By: Kevin Yee, PhD, and Diane E. Boyd, PhD JUNE 18TH, 2018
We know now from rigorous testing in cognitive psychology that learning styles are really learning preferences that do not correlate with achievement (An et al., 2017).
An, Donggun, and Martha Carr. “Learning styles theory fails to explain learning and achievement: Recommendations for alternative approaches.” Personality and Individual Differences 116 (2017): 410-416.
To assist time-strapped instructional faculty and staff, we offer a consolidated summary of key cognitive science principles, in the form of an easy-to-remember acronym: ANSWER.
Attention: Learning requires memory, and memory requires focused attention. Multitasking is a myth, and even the more scientifically-accurate term “task-switching” yields errors compared to focused attention. The brain is quite adept at filtering out dozens of simultaneous stimuli, as it does every second of wakefulness. Attention is a required ingredient for learning. This has ramifications for syllabus policies on the use of electronic devices for note-taking, which have been shown to be irresistible and therefore lead to distraction and lower scores (Ravizza, Uitvlugt, and Fenn). Even when students are not distracted, laptops are used primarily for dictation, which does little for long-term memory; writing by hand does more to stimulate attention and build neural networks than typing (Mueller and Oppenheimer).
Novelty: variety into lesson plans, activities, and opportunities for practice, instructors amplify potential learning for their students. Further, the use of metaphors in teaching enhances transfer, hemispheric integration, and retention, so using picture prompts and images can further solidify student learning (Sousa).
Spacing: Sometimes called “distributed practice,”the spacing effect refers to the jump in performance when students study a subject and then practice with gaps of time, ideally over one or more nights (sleep helps with memory consolidation), as compared to studying all at once, as if cramming the night before a test. Cramming, or massed practice, is successful for temporary test performance, since information is loaded into working memory. But the practices that work well for short-term memory do not work well for long-term memory. The spacing effect is particularly effective when combined with interleaving, the intentional practice of mixing in older learning tasks/skills with the new ones (Roedeiger, et al.). An ideal example of this would be regular quizzes in the semester that are cumulative (think “tiny final exams”).
Why: Memory is associative; when new memories are formed, neurons wire together (and later fire together), so the context can lead to the information, and vice versa. A teaching strategy of comprised of questions to guide lesson plans (perhaps even beginning with mystery) can pique student interest and learning potential. If you use PowerPoint, Haiku Deck, or Prezi, do your slides consist primarily of answers or questions?
Emotions: Short-term memories are stored in the hippocampus, a portion of the brain associated with emotions; the same area where we consolidate short-term into long-term memories overnight.
As instructors, we create the conditions in which students will motivate themselves (Ryan & Deci, 2000) by infusing our interactions with the positive emptions of curiosity, discovery, and fun. Simple gamification (quizzes with immediate feedback, for instance) can help.
Repetition: The creation of a new memory really means the formation of synapses across neurons and new neural pathways. These pathways and bridges degrade over time unless the synapse fires again. Consider the days before smartphones, when the way to remember a phone number was to repeat it several times mentally. Repetition, in all its forms, enables more effective recall later. This is why quizzing, practice testing, flashcards, and instructor-driven questioning and challenges are so effective.
more on learning styles in this IMS blog
more on multitasking in this blog
for and against the use of technology in the classroom
on spaced learning in this blog
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June 13 work in the lab:
Facebook Live: June 13, 2018: https://www.facebook.com/InforMediaServices/videos/1562686293841862/
How to survive in Fortnite if you’re old and slow
Your reflexes are shot and your hand-eye coordination is dodgy – so how do you keep up with the kids in the world’s biggest video game? Here are the 13 rules of survival
Fortnite is a “battle royale” game in which 100 players land on an island, run around collecting weapons, resources and items from abandoned houses, build forts for protection, and then attempt to blast each other right back into the starting menu. The last player standing wins.
If you’re thinking of dipping your toe in, here are 13 tips to get you started.
1. Stay on the battle bus until the end
2. Land on a roof when you eject from the battle bus
3. Prioritise weapons over resources in the opening seconds
4. Learn about weapon grading
5. Learn to make a basic fort
6. An assault rifle and a shotgun are your must-have weapons
7. If you want to practise shooting, go to Tilted Towers
8. Pack your perfect inventory
9. Use sound to your advantage
10. Stay away from open ground
11. Stay away from close encounters
12. Tweak the controls
13. Watch the experts
more on fortnite n this IMS blog
Google Expeditions Updated With New Augmented Reality Content
Wednesday, May 30, 2018
Last summer Google added the option for students to explore the VR expeditions on their own.
Like any augmented reality app, the new AR content in Google Expeditions lets students view and manipulate digital content in a physical world context. The new AR content can be used as components in science, math, geography, history, and art lessons. Some examples of the more than 100 AR tours that you’ll now find in the app include landforms, the skeletal system, dinosaurs, ancient Egypt, the brain, and the Space Race.
To use the AR content available through Google Expeditions you will need to print marker or trigger sheets that students scan with their phones or tablets. Once scanned the AR imagery appears on the screen. (You can actually preview some of the imagery without scanning a marker, but the imagery will not be interactive or 3D). Students don’t need to look through a Cardboard viewer in order to see the AR imagery.
You can get the Google Expeditions Android app here and the iOS version here.
more on GOogle Expeditions in this IMS blog
******** http://web.stcloudstate.edu/pmiltenoff/lib490/ ++++++++
register for the class: http://www.stcloudstate.edu/registrar/registration/default.aspx
Why the Best Storytellers Achieve the Most Brand Awareness
more on digital storytelling in this IMS blog
In April, a PLAYlive Nation lounge in Tracy, Calif., hosted its first Fortnite tournament and sold out. Hundreds of players bought tickets to play against one another and win prizes.
Joost van Dreunen, the CEO of Superdata Research, a video game analytics firm, says most shooter games are serious and simulate violence. Fortnite, he says, is more like a friendly game of tag.
His company estimates the game has made about $223 million across all platforms in March alone. In lifetime sales, it had made about $614 million. The game is free to play, but Epic Games, the company that owns Fortnite, makes money through microtransactions. Players can spend real money to make cosmetic changes to their characters in the game. They can buy things like skins, which are like costumes, for their characters or emotes, which are celebratory dance moves their characters can do after winning or killing another player in the game.
Ninja, the gamer name taken by 26-year-old Tyler Blevins, is now a legend in the Fortnite world. He is a master at the game and rocketed into popularity after playing in an online battle with rap artists Drake and Travis Scott on March 14. That battle has been watched more than 9 million times.
Educators Battle ‘Fortnite’ for Students’ Attention
Many educators want to ban the game from their classrooms, but some are taking the opposite approach, attempting to weave students’ interest in Fortnite into class discussions and assignments.
Nick Fisher, a science teacher at Fort Zumwalt North High School in O’Fallon, Mo., said his students like to take screenshots of gameplay and send them to friends over Snapchat. Teenagers want to broadcast their victories, and because the game is on their phones, it’s easy to post updates to social media, making Fortnite “the perfect concoction of addiction,” said Fisher.
North High blocks all social media and gaming sites on its WiFi, said Fisher, but students tell him how they circumvent the restriction: They use virtual private networks, or VPNs, to establish independent internet connections. (Dozens of YouTube videos provide step-by-step tutorials for students looking to get around school WiFi controls.)
“Kids can’t multitask,” she said. “Even having a digital device within sight can cognitively distract the student enough that they can’t focus on the academics.”
Schools and teachers should be guiding parents when it comes to appropriate limits around screen time, said Kolb. Most parents will appreciate research-based recommendations, such as turning off all screens a set amount of time before bed, she said.
Games like Fortnite can even have social benefits, said John Velez, an assistant professor of journalism and electronic media at Texas Tech University. Velez, who studies the positive effects of video games, has found that playing violent games cooperatively with helpful teammates promotes pro-social behavior.
Chris Aviles, the coordinator of innovation, technology, and 21st century skills for the Fair Haven Public Schools in New Jersey, wrote “A Teacher’s Guide to Surviving Fortnite,” an exploration of ways the game can be used for instructional purposes. The guide, posted to his blog Teched Up Teacher, suggests how to integrate the game into writing prompts, math lessons on probability, and physics.
Aviles doesn’t advocate playing the game at school. There isn’t any educational value in letting students engage in virtual combat during a lesson, he said. Instead, teachers can build a lesson around one aspect of the game, such as having students calculate the best angle of approach as they jump from the “Battle Bus,” the floating bus that drops players onto the map at the beginning of each match.
more on gaming in this IMS blog
more on social media addiction in this IMS blog
Exemplary Course Program Rubric
if problems with the link above, try this one:
Course Design addresses elements of instructional design. For the purpose of this rubric, course design includes such elements as structure of the course, learning objectives, organization of content, and instructional strategies.
Interaction and Collaboration
Interaction denotes communication between and among learners and instructors, synchronously or asynchronously. Collaboration is a subset of interaction and refers specifically to those activities in which groups are working interdependently toward a shared result. This differs from group activities that can be completed by students working independently of one another and then combining the results, much as one would when assembling a jigsaw puzzle with parts of the puzzle worked out separately then assembled together. A learning community is defined here as the sense of belonging to a group, rather than each student perceiving himself/herself studying independently.
Assessment focuses on instructional activities designed to measure progress toward learning outcomes, provide feedback to students and instructors, and/or enable grading or evaluation. This section addresses the quality and type of student assessments within the course.
Learner Support addresses the support resources made available to students taking the course. Such resources may be accessible within or external to the course environment. Learner support resources address a variety of student services.
more on online teaching in this IMS blog
more on rubrics in this IMS blog
link to the DVD: https://www.imdb.com/title/tt2101464/
also available here:
Bergling took his name from the Buddhist term for hell, avīci
Tracks including Levels, Fade Into Darkness and Silhouettes were slick, massive, earnest and unapologetically pop-oriented. (https://www.theguardian.com/music/2018/apr/20/avicii-appreciation-the-poster-boy-for-edm-who-struggled-with-the-spotlight)
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