Archive of ‘learning’ category

how to student learning

How Can We Amplify Student Learning? The ANSWER from Cognitive Psychology

By: 

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).
https://www.facultyfocus.com/articles/teaching-and-learning/how-can-we-amplify-student-learning-the-answer-from-cognitive-psychology/

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.

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more on learning styles in this IMS blog
http://blog.stcloudstate.edu/ims?s=learning+styles

more on multitasking in this blog
http://blog.stcloudstate.edu/ims?s=multitasking

for and against the use of technology in the classroom
http://blog.stcloudstate.edu/ims/2017/04/03/use-of-laptops-in-the-classroom/

on spaced learning in this blog
http://blog.stcloudstate.edu/ims/2017/03/28/digital-learning/

SCSU meeting on microcredentialing

Monday, June 11, 3PM

  • Everything on badges and microcredentialing n this blog:

http://blog.stcloudstate.edu/ims?s=badges

http://blog.stcloudstate.edu/ims?s=microcredentialing

  • Colorado Digital Badging Initiative

http://blog.stcloudstate.edu/ims/2016/06/20/colorados-digital-badging-initiative/

  • regarding badges

http://blog.stcloudstate.edu/ims/2016/04/11/digital-badges-in-education/

http://blog.stcloudstate.edu/ims/2016/09/14/badges-blueprint/

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From Gail Ruhland:

Guess what … I searched for Brenda Perea (in hopes of maybe getting some information on how they set up their system) … One of her current positions is with Credly … Do we still want to reach out to her?

https://www.linkedin.com/in/brendaperea/

https://www.linkedin.com/pulse/new-credential-field-guide-released-brenda-perea/

Johnathan Finkelstein: http://blog.stcloudstate.edu/ims?s=finkelstein

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Penn State Digital Badges: https://badgesapp.psu.edu/

Home page

 

Penn State team tackles surge of digital badge usage in Nittany AI Challenge

http://news.psu.edu/story/511791/2018/03/21/academics/penn-state-team-tackles-surge-digital-badge-usage-nittany-ai

library badges

What Are Digital Badges

badge system overview

http://www.personal.psu.edu/bxb11/blogs/brett_bixler_e-portfolio/2012/07/badges-at-penn-state.html

http://www.personal.psu.edu/bxb11/blogs/brett_bixler_e-portfolio/assets_c/2012/07/BadgusToBackpack-thumb-400×300-326489.jpg

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Stony Brook

https://www.stonybrook.edu/commcms/spd/badges/index.php

Chancellor Zimpher Announces SUNY Effort to Expand Micro Credentials for Students

October 29, 2015

https://www.suny.edu/suny-news/press-releases/october-2015/10-29-15-micro-credentials/chancellor-zimpher-announces-suny-effort-to-expand-micro-credentials-for-students.html

Kaltura promo: https://learn.esc.edu/media/Ken+Lindblom%2C+Dean+of+the+School+of+Professional+Development%2C+Stony+Brook+University/1_wxhe9l4h

SUNY Micro-Credentialing Task Force Report and Recommendations: http://www.system.suny.edu/media/suny/content-assets/documents/faculty-senate/plenary/Microcredentialing-Report-Final-DRAFT—9-18-17.pdf

page 4, page 12-21

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Pearson Digital Library for Education

https://www.pearson.com/us/higher-education/products-services-teaching/course-content/digital-library/education.html

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Millennial demand drives higher ed badging expansion

You don’t need a whole degree to learn to fly or fix a drone
Matt Zalaznick August 19, 2016

https://www.universitybusiness.com/article/millennial-demand-drives-higher-ed-badging-expansion

Fields in which most badges have been issued:  

  • Business
  • Technology
  • Education
  • Health care

94%: Institutions offering alternative credentials

1 in 5: Colleges and universities that issue badges

Nearly 2/3: Institutions that cited alternative credentials as an important strategy for the future.

-Source: “Demographic Shifts in Educational Demand and the Rise of Alternative Credentials,” University Professional and Continuing Education Association and Pearson, 2016

Library FYE ROI and HIP

Emerging Library Trends in FYE

From FYE to ROI to HIP, librarians are seeing new acronyms emerge in their campus administrations’ initiatives. How can today’s academic libraries position themselves to improve student success and retention, using high-impact practices (HIPs) to demonstrate a return-on-investment (ROI)? Many libraries struggle to define and implement their services in a way that meets these shifting expectations.

Wednesday,  June 13, 2018 2:00 PM Eastern 1:00 PM Central12:00 PM Mountain 11:00 AM Pacific

To register: https://goo.gl/EhzBRi

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more on ROI in this IMS blog
http://blog.stcloudstate.edu/ims?s=return+on+investment

MnSCU multicampus grant

SUBSCRIBE FOR THE YOUTUBE CHANNEL WITH ALL VIDEOS BELOW

https://www.youtube.com/channel/UCr6jv43PYW-FQDlSbxFQg9g

June 20:

June 18:
https://www.facebook.com/InforMediaServices/posts/1572411372869354

June 13 work in the lab:

Facebook Live: June 13, 2018: https://www.facebook.com/InforMediaServices/videos/1562686293841862/

#chemistry #grant w Dr. Kannan Sivaprakasam

Posted by Plamen Miltenoff on Friday, June 1, 2018

#NorthHennepinCommunityCollege students working on projects from the multicampus grant

Posted by InforMedia Services on Wednesday, June 6, 2018

PurposeGames

https://www.purposegames.com/

Purpose Games is a free service for creating and or playing simple educational games. The service currently gives users the ability to create seven types of games. Those game types are image quizzes, text quizzes, matching games, fill-in-the-blank games, multiple choice games, shape games, and slide games.

https://www.freetech4teachers.com/2018/05/purpose-games-create-and-play.html

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more on games in education in this IMS blog
http://blog.stcloudstate.edu/ims?s=gaming

survive in Fortnite if old and slow

How to survive in Fortnite if you’re old and slow

https://www.theguardian.com/games/2018/may/29/fortnite-rules-of-survival-tips-games

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

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more on fortnite n this IMS blog
http://blog.stcloudstate.edu/ims?s=fortnite

Google Expeditions AR

Google Expeditions Updated With New Augmented Reality Content

Wednesday, May 30, 2018

https://www.freetech4teachers.com/2018/05/google-expeditions-updated-with-new.html

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.

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more on GOogle Expeditions in this IMS blog
http://blog.stcloudstate.edu/ims?s=google+expeditions

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