Archive of ‘educational technology’ category
per Gail Ruhland
Why Your Students Forgot Everything On Your PowerPoint Slides
By Mary Jo Madda (Columnist) Jan 19, 2015
why instructional design doesn’t typically work with students, or anyone’s learning for that matter, when you teach with PowerPoint—as well as how you can avoid it. It all begins with a little concept called “cognitive load.”
Cognitive load describes the capacity of our brain’s working memory (or WM) to hold and process new pieces of information. We’ve all got a limited amount of working memory, so when we have to handle information in more than one way, our load gets heavier, and progressively more challenging to manage.
In a classroom, a student’s cognitive load is greatly affected by the “extraneous” nature of information—in other words, the manner by which information is presented to them (Sweller, 2010). Every teacher instinctively knows there are better—and worse—ways to present information.
A study in Australia in the late 1990s (the 1999 Kalyuga study) compared the learning achievement of a group of college students who watched an educator’s presentation involving a visual text element and an audio text element (meaning there were words on a screen while the teacher also talked) with those who only listened to a lecture, minus the pesky PowerPoint slides.
It’s called the the redundancy effect. Verbal redundancy “arises from the concurrent presentation of text and verbatim speech,” increasing the risk of overloading working memory capacity—and so may have a negative effect on learning.
Researchers including John Sweller and Kimberly Leslie contend that it would be easier for students to learn the differences between herbivores and carnivores by closing their eyes and only listening to the teacher. But students who close their eyes during a lecture are likely to to called out for “failing to paying attention.”
Richard Mayer, a brain scientist at UC Santa Barbara and author of the book Multimedia Learning, offers the following prescription: Eliminate textual elements from presentations and instead talk through points, sharing images or graphs with students
a separate Australian investigation by Leslie et al. (2012), suggest that mixing visual cues with auditory explanations (in math and science classrooms, in particular) are essential and effective. In the Leslie study, a group of 4th grade students who knew nothing about magnetism and light learned significantly more when presented with both images and a teacher’s explanation than a separate group which received only auditory explanation.
- Limit yourself to one word per slide. If you’re defining words, try putting up the vocabulary word and an associated set of images—then challenge students to deduce the definition.
- Honor the “personalization principle,” which essentially says that engaging learners by delivering content in a conversational tone will increase learning. For example, Richard Mayer suggests using lots of “I’s” and “you’s” in your text, as students typically relate better to more informal language.
more on Power Point in this IMS blog
AI and Predictive Analytics in a Gamified Platform
Content-neutral mobile platform birthed out of Swinburne University of Technology in Australia
Quitch YouTube channel:
according to Quitch: instructors get only 3 week free trial
presence (VR different from other media), virtual pit, haptic devices and environment
4 min: what’s the point?…
VR is a paradox, no rules,
what should you do and what to avoid
Ketaki Shriram dissertation
Gerd Bruder observed the other German person confused between VR and real world.
Common Sense Media – when children can VR and for how long
Jackie Baily worked with children VR Sesame street Grover
impossible, counterproductive, rare/expensive, dangerous are the 4 reasons to use it. Not ubiquitous!
12 min. empathy
Tobin Asher “Becoming Homeless” blame the situation or the character (min 17)
June Lubchenko, 2013. NOAA. min 19. natural disasters, not trusting self-report, but actions.
Fio Micheli. counter productive to fly children to the coral in Italy, but VR makes it possible. learning efficacy. Motivation to learn. min 21.
min 26. MOOC – materials are for free. not replacing field trips, just making them more often.
min 27. spherical video to practice football with VR
min 29. Walmart – “academies” Mark Gill the nursing home simulation.
learning to drive.
freedom speech over all media but VR is specific, different. If you won’t do it in the real world, don’t do it in VR
min 33. what is the iPhone for VR.
min 37. disentization. how many times to do something to have effect. Kathy Mayhew and Mark Gill research
min 38. AR and psychology – not much resources. virtual person breaks physics – walks through chairs. Greg Weltch Central Florida – AR breaks physics study.
min 42. if his lab gives grants for art content creation. Immersive Journalism, storytelling syllabus. Mark Gill for our class, Bill Gorcica . Robert Wood Johnson Foundation, Gordon and Betty Moore Foundation, Mayday Foundation
more on VR in this IMS blog
How Do We Make Edtech More Effective? (Hint: It Has Nothing to Do With Technology)
By Jack Lynch Dec 1, 2018
more on edtech in this IMS blog
Sites in VR is a free Android and iOS app that provides a 1700 virtual reality views of significant landmarks around the world.
Contact us if you need for your class to view the information above with:
- Google Cardboard: https://vr.google.com/cardboard/
- Oculus Go: https://www.oculus.com/go/
- DayDream: https://vr.google.com/daydream/
more on VR in this IMS blog
Stephen Kelly, the Open Education and Innovation Program Coordinator shared great info on the Shark Innovation Grants.
Please have a link to the information regarding the grants: https://asanewsletter.org/2018/11/19/announcing-the-2019-innovation-funding-round/
Please have this recording with more details shared by Stephen today.
For more information, he can be reached at firstname.lastname@example.org.
InforMedia Services can help you brainstorm ideas, prepare them for the grant and execute them.
You're in the right place! Holly Clark's Flipgrid Feature: Empowering Gen Z debuts LIVE right here at 7:00 PM CT!Check…
Recording available here: https://vimeo.com/302720572/a2d799560f
#GridTip: Flipgrid + Screencastify
Screencastify is a tool that allows students and educators to personalize their learning experience through sharing their voice via a screen recording. The app is a Chrome extension, meaning the tool is always at the ready whenever you want to capture some magic!
More about Flipgrid in this IMS blog
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