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Design for the Mind: ���What Cognitive Science Tells Us ���About Teaching with Technology
MICHELLE MILLER
DIRECTOR, FIRST YEAR LEARNING INITIATIVEPROFESSOR, DEPARTMENT OF PSYCHOLOGICAL SCIENCES
NORTHERN ARIZONA UNIVERSITY
AUTHOR, MINDS ONLINE: TEACHING EFFECTIVELY WITH TECHNOLOGY.
Contemporary theories emphasize: ���������• Goal relevance and memory
• What is memory for?• Working memory/multistore concept• 7 +- 1?
• Relationship between working memory, encoding and attention
Change Blindness���
www.viscog.comDaniel J. Simons
http://nivea.psycho.univ-paris5.fr/#CBJ.K. O’Regan
See also: Rensink, O’Regan, & Clark, 1997Simons & Ambinder, 2005
Testing is an especially effective form of practice���
���Especially when spacing and interleaving are used, quizzes provide the best results
for time invested
Karpicke, J. D., Butler, A.C., & Roediger, H. L. (2009). Metacognitive strategies in student learning: Do students practice retrieval when they study on their own? Memory, 17, 471-479.
• Rereading was ranked as the #1 strategy by 55%• Self-testing was ranked as #1 strategy by 1.2%• Only 18% preferred to self-test vs. re-studying a
chapter they just read
According to a 2009 survey of college students:
Take-aways:
• Don’t think of memory like a holding tank – rather, a set of mechanisms for taking in and getting back goal-relevant information
• Attention drives memory; without attention, little will be remembered
• Retrieval practice (testing, quizzing) is particularly powerful for building memory
What Technology Buys Us:
1. More opportuni.es to take advantage of the tes.ng effect
2. More op.ons for spacing and interleaving prac.ce
What Technology Buys Us:
1. More opportuni.es to take advantage of the tes.ng effect
2. More op.ons for spacing and interleaving prac.ce
3. More op.ons for aligning material with individual learners’ exis.ng knowledge, goals
Resource for teaching students ���about multitasking and learning
Interested in adap.ng AIen.on MaIers! for use in your own course? Email Michelle Miller to get started.
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If a card has an odd number on one side, it has an animal on the other side.
Choose ALL of the cards you would need to turn over in order to verify that the rule is being followed. Choose ONLY the cards that would help you verify the rule.
Flip Card 1 Flip Card 2 Flip Card 3 Flip Card 4
Try Another Rule
!1.! ! 2.! 3.! 4.!!!!
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If a card has an odd number on one side, it has an animal on the other side.
Choose ALL of the cards you would need to turn over in order to verify that the rule is being followed. Choose ONLY the cards that would help you verify the rule.
Back
!1.! ! 2.! 3.! 4.!!!!
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7
If a card has an odd number on one side, it has an animal on the other side.
Choose ALL of the cards you would need to turn over in order to verify that the rule is being followed. Choose ONLY the cards that would help you verify the rule.
Back
!1.! ! 2.! 3.! 4.!!!!
!
7
2
4
If a card has an odd number on one side, it has an animal on the other side.
Choose ALL of the cards you would need to turn over in order to verify that the rule is being followed. Choose ONLY the cards that would help you verify the rule.
Back
!1.! ! 2.! 3.! 4.!!!!
!
7
2
3
If a card has an odd number on one side, it has an animal on the other side.
Choose ALL of the cards you would need to turn over in order to verify that the rule is being followed. Choose ONLY the cards that would help you verify the rule.
Back
If a person is drinking alcohol, he/she is over 21.
Choose ALL of the cards you would need to turn over in order to verify that the rule is being followed. Choose ONLY the cards that would help you verify the rule.
Finish
Flip Card 1 Flip Card 2 Flip Card 3 Flip Card 4
If a person is drinking alcohol, he/she is over 21.
Choose ALL of the cards you would need to turn over in order to verify that the rule is being followed. Choose ONLY the cards that would help you verify the rule.
1.# # 2.# 3.# 4.##
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17
Juice
Age 30
Age 19
Back
If a person is drinking alcohol, he/she is over 21.
Choose ALL of the cards you would need to turn over in order to verify that the rule is being followed. Choose ONLY the cards that would help you verify the rule.
1.# # 2.# 3.# 4.##
!
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Beer
20
Age 30
Age 19
Back
If a person is drinking alcohol, he/she is over 21.
Choose ALL of the cards you would need to turn over in order to verify that the rule is being followed. Choose ONLY the cards that would help you verify the rule.
1.# # 2.# 3.# 4.##
!
!
Beer
Juice
Red Bull
Age 19
Back
If a person is drinking alcohol, he/she is over 21.
Choose ALL of the cards you would need to turn over in order to verify that the rule is being followed. Choose ONLY the cards that would help you verify the rule.
1.# # 2.# 3.# 4.##
!
!
Beer
Juice
Age 30
Margarita
Back
Other major challenges in reinforcing thinking skills:
1. Creating effective transfer is notoriously difficult
Other major challenges in reinforcing thinking skills:
1. Creating effective transfer is notoriously difficult2. Thinking skills don’t just fall out of content knowledge
When you focus on structural elements, you’re more successful – and more likely
to transfer what you’ve prac.ced.
Critical Thinking���What gets in the way?
1. Failing to foreground deep structure 2. Failing to realize cri.cal thinking is needed (cuing) 3. Effort 4. Mo.va.ons to maintain illogical beliefs
What helps?
• Focus on structural elements• Practice identifying when to apply• Focus on why (why an answer is right or
wrong, why you believe one thing or another)
Take-aways:
• Reasoning is context dependent and doesn’t flow from content knowledge alone
• Success depends on identifying structural elements of problems
• Students need abundant practice across examples with common structural elements, but varying surface elements
What Technology Buys Us:
1. More ways to require and reinforce prac.ce 2. More systema.c presenta.on of problems
What Technology Buys Us:
1. More ways to require and reinforce prac.ce 2. More systema.c presenta.on of problems 3. More opportunity for reflec.on, delibera.on
Closing thoughts: ������
What’s next as we seek a more evidence-based approach to teaching with
technology?
• Learning that lives outside of courses• Expert collaborations: subject matter + design• Flipping the textbook?• ABS: Anything but Slideshows
Thank you – and keep up the good work!
[email protected]@MDMillerPHD
www.facebook.com/MichelleDMillerPhD
© Jenny Solomon | Dreams.me Stock Photos
References and recommended reading���Memory and attention
Ambrose, S., Bridges, M., DiPietro, M., and Lovett, M. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass.
Atkinson, R.C. and Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In The Psychology of Learning and Motivation: Advances in Research and Theory, Volume 2, edited by K. W. Spence and J. T. Spence, 89-105. New York: Academic Press.
Baddeley, A. D. (1998). Human Memory: Theory and Practice. Boston: Allyn & Bacon.Chabris, C., and Simon, D. (2010). The Invisible Gorilla: And Other Ways Our Intuitions Deceive Us. New York: Crown.Chickering, A., and Ehrmann, S. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, October, pp. 3-6.Cowan, N.(2010). The magical mystery four: How is working memory capacity limited, and why? Current Directions in Psychological
Science, 19, 51-57. Dickey, M.D. (2005). Engaging by design: How engagement strategies in popular computer and video games can inform
instructional design. Educational Technology Research and Development, 53, 67-83.Mayer, R. (2009 ). Multimedia learning (2nd ed.). Cambridge, England: Cambridge University Press.Miller, M.D., Brauer, E., and Shaber, J. (2011). Getting to Carnegie Hall: Novel timed homework practice to develop basic circuit
analysis skills. Paper presented by E. Brauer, Annual Conference & Exposition, American Society for Engineering Education. Miller, M.D. (2009) What the science of cognition tells us about instructional technology. Change: The Magazine of Higher Learning,
41, 71-74 Miller, M.D. (2011). What college teachers should know about memory: A perspective from cognitive psychology. College Teaching,
59, 117-122. Simons, D.J., & Ambinder, M.S. (2005). Change blindness: Theory and consequences. Current Directions in Psychological Science, 14,
44-48.Nickerson, R.S., & Adams, M.J. (1979). Long-term memory for a common object. Cognitive Psychology, 11, 287-307.Willingham, D. (2009). Why Don’t Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and What It
Means for the Classroom. San Francisco: Jossey-Bass.
References and recommended reading���Higher thought processes
• Bransford, J. D., Brown, A. L., & Cocking, R. C. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
• Butler, A. C., Godbole, N., & Marsh, E. J. (2013). Explanation feedback is better than correct answer feedback for promoting transfer of learning. Journal of Educational Psychology, 105(2), 290-298. doi:10.1037/a0031026
• Carpenter, S. K. (2012). Testing enhances the transfer of learning. Current Directions in Psychological Science (Sage Publications Inc.), 21(5), 279-283. doi:10.1177/0963721412452728
• Cheng, P.W., & Holyoak, K.J. (1985). Pragmatic reasoning schemas. Cognitive Psychology, 17, 391-416. • Dennen, V.P. (2000). Task structuring for on-line problem based learning: A case study. Educational Technology & Society, 3(3),
329-336. • Halpern, D.F. (1998). Teaching critical thinking for transfer across domains: Dispositions, skills, structure training, and
metacognitive monitoring. American Psychologist, 53(4), 449-455. • Hennessey, B. A., & Amabile, T. M. (2010). Creativity. Annual Review of Psychology, 61, 569-598. doi:10.1146/annurev.psych.
093008.100416
• Lilienfeld, S.O. (2005). The 10 commandments of helping students distinguish science from pseudoscience in psychology. APS Observer, 18. Retrieved from http://www.psychologicalscience.org
• Pellegrino, J. W., & Hilton, M. L. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press.
• Şendağ, S., & Ferhan Odabaşı, H. H. (2009). Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills. Computers & Education, 53(1), 132-141. doi:10.1016/j.compedu.2009.01.008
• Szabo, Z., & Schwartz, J. (2011). Learning methods for teacher education: The use of online discussions to improve critical thinking. Technology, Pedagogy and Education, 20(1), 79-94.
• Van Gelder, T. (2007). The rationale for Rationale™. Law, Probability & Risk, 6(1-4), 23-42. doi:10.1093/lpr/mgm032 • Wason, P.C. (1966). Reasoning. In B.M. Foss (Ed.), New horizons in psychology (pp. 135–151). Harmondsworth, United Kingdom:
Penguin.