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lkryder

Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping - 0 views

www.sciencemag.org.libproxy.albany.edu/...772.full

retrieval practice learning studying concept mapping

shared by lkryder on 10 Jun 14 - No Cached
  • Our findings support the theory that retrieval practice enhances learning by retrieval-specific mechanisms rather than by elaborative study processes. Retrieval practice is an effective tool to promote conceptual learning about science.
  • lkryder on 10 Jun 14
     
    Results of study on quizzing vs concept mapping - new information about "practice retrieval" and learning
  • lkryder on 10 Jun 14
     
    This is the study that explores the results of "practice retrieval" by administering quizzes after new information is introduced, and how that compares to student results of those who used concept mapping instead.
lkryder

Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 0 views

www.nytimes.com/...21memory.html

tests quizzes assessment brain based learning constructivism knowledge studying nytimes

shared by lkryder on 10 Jun 14 - No Cached
  • students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.
  • the illusion that they know material better than they do.
  • “I think that learning is all about retrieving, all about reconstructing our knowledge,” said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. “I think that we’re tapping into something fundamental about how the mind works when we talk about retrieval.”
  • ...7 more annotations...
  • These other methods not only are popular, the researchers reported; they also seem to give students
  • But when they were evaluated a week later, the students in the testing group did much better than the concept mappers. They even did better when they were evaluated not with a short-answer test but with a test requiring them to draw a concept map from memory.
  • The final group took a “retrieval practice” test. Without the passage in front of them, they wrote what they remembered in a free-form essay for 10 minutes. Then they reread the passage and took another retrieval practice test.
  • we are organizing it and creating cues and connections that our brains later recognize.
  • But “when we use our memories by retrieving things, we change our access” to that information, Dr. Bjork said. “What we recall becomes more recallable in the future. In a sense you are practicing what you are going to need to do later.”
  • The Purdue study supports findings of a recent spate of research showing learning benefits from testing, including benefits when students get questions wrong.
  • Howard Gardner, an education professor at Harvard who advocates constructivism — the idea that children should discover their own approach to learning, emphasizing reasoning over memorization — said in an e-mail that the results “throw down the gauntlet to those progressive educators, myself included.” “Educators who embrace seemingly more active approaches, like concept mapping,” he continued, “are challenged to devise outcome measures that can demonstrate the superiority of such constructivist approaches.”
    • lkryder
      lkryder on 10 Jun 14
       
      I am impressed by the constructivist community realizing what a powerful study this is. I think this is an indication of what we will start to see as brain based learning studies increasingly show us what is happening biologically when we learn.
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to find access to the study in the library database
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to locate the study in the library database
Victoria Keller

Process vs. Content: Teaching "How" vs. "What" | Autism, Asperger's & Beyond - 0 views

blogs.psychcentral.com/...s-content-teaching-how-vs-what

teaching content process

shared by Victoria Keller on 08 Jul 12 - No Cached
  • Victoria Keller on 08 Jul 12
     
    Yapko, D. (2010). Process vs. Content: Teaching "How" vs. "What". Psych Central. Retrieved on July 8, 2012, from http://blogs.psychcentral.com/autism-aspergers/2010/10/process-vs-content-teaching-how-vs-what/
alexandra m. pickett

Transformation via Online Learning - 4 views

afernandez3334.edublogs.org

shared by alexandra m. pickett on 13 Jun 14 - No Cached
  • original target audience,
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      who is your target?
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      Nontraditional, commuter, reentry are terms assigned to my target student population, which I refer to as adult learners. Adult learners are difficult to categorize, as the determinants are often arbitrary. Their demographic variables cut across a wide swath of the population.  Ross Gordon (2011) refers to a set of shared characteristics which include: delayed entry or reentry to college, employment, and family and community responsibilities. They are also primarily part-time students. The group is typically described to be between the ages of 25-64.  Reference  Ross-Gordon, J. (2011). Research on adult learners: supporting the needs of a student population that longer nontraditional. Association of American Colleges and Universities.  (Previously bookmarked in Diigo)
  • adult online students
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      what assumptions are you making about this population?
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      I am assuming that adult online learners meet the six assumptions of Knowles' Andragogy learning theory. Traditional college students are often still formulating self-concepts and are involved in much more socialization on campus. Adult students are usually not seeking the social component and are driven by the immediate application of acquired skills and knowledge to life outside of the classroom.  The University of Central Florida (UCF) drilled down into the age demographics of their adult student population and extrapolated generational data. Hartmann et al. (2005) reported results of a survey of nearly 1,500 online learners at UCF that shed light on generational differences in attitudes and expectations among students born during 1946- 1964 (the cohort authors nicknamed 'Baby Boomers'), students born during 1965-1980('Generation X') and others born during 1981-1994 (the so-called 'NetGen' students). The results noted that there were substantial differences between the cohorts as far as learning engagement, interaction value, and whether they changed their approach to learning as a result of their online experience.  Hartmann, J., Patsy, M. & Chuck, D. (2005). Preparing the academy of today for the learner of tomorrow. In D. G. Oblinger & J. L. Oblinger (Eds.), Educating the Net Generation, pp. 6.1-6.15. Washington, DC: EDUCAUSE. Retrieved from http://www.educause.edu/research-and-publications/books/educating-net-generation/preparing-academy-today-learner-tomorrow  (Bookmarked in Diigo)
  • students who attend fully online
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      not sure what you mean. these numbers are fully online students.
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      Are these students that solely attend online classes?  Do they attend classes on campus as well?
  • ...8 more annotations...
  • traditional and non-traditional students i
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      This perspective/distinction is very interesting/curious to me. I don't distinguish. I guess you mean traditional age college students vs. older "adult" students. In my mind they are all adults and they are all online students. Just an observation of my own perspective. : )
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      The literature I have reviewed indicates that younger age college students may not like the lack of social interaction and find the online classroom's demands of extensive writing too laborious.  I have also found a distance difference between the two groups in my own experience. Of course this is a broad generalization and there are exceptions.  
  • If undergrads enroll in online courses and do not actively participate, this will impact the development of critical thinking skills and meaningful learning outcomes for all students
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      in my experience this "undergrad" or age variable is not significant. : )
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      I think the maturity of the student matters greatly as far as motivation and level of participation. This would impact lower level undergrad courses much more. However, your experience proves that andragogy is not always defined by age. 
  • Jun 12th, 2014
  • Aug17
  • Satisfied. I am thrilled that I persevered and was able to complete the course. My Moodle course is far from stellar but I am pretty happy with the results of my maiden voyage.
  • I know that I have learned that social presence and teaching presences are as important as cognitive presence. More to the point, I learned that as an online student my reluctance to focus on the social aspects of the online classroom may have inhibited community building.
    • alexandra m. pickett
      alexandra m. pickett on 30 Oct 19
       
      Hi Alicia! Nice blog! don't forget to self assess each post!
  • Morrison, D. (2014, February 28). Best methods and tools for online educators to give students helpful and meaningful feedback. Online Learning Insights. Retrieved from http://onlinelearninginsights.wordpress.com/2014/02/28/best-methods-and-tools-for-online-educators-to-give-students-helpful-and-meaningful-feedback/
Diana Cary

Keeping Competitive: Why Learner-Centred Education Makes Sense in a Global Economy - lc... - 0 views

www.usciences.edu/...20%20pleanry%20-Polk%20(2).pdf

learner-centered engaged

shared by Diana Cary on 07 Jul 13 - No Cached
  • The more engaged a person is with the content, the better the person learns it because (s)he adds his own meaning and associations to it
  • The more connections people have to a concept, the more likely that person will be able to retrieve it later and in another context
  • shifts the emphasis from what instructorsdo to what the studentsdo to learn
  • ...3 more annotations...
  • makes students responsible for learning
  • focuses not only on what students are learning but how they are learning
  • Instructors are now guides, facilitators, coaches and not just sages
alexandra m. pickett

Notes to Self - 1 views

tjbianchi.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • I think if I could focus on a few people’s posts, I could make more quality contributions. 
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      i am kinda torn about the small group thing. i hate taking choice away - it seems to me that you can self select your own small groups. why don't you just do that? scan all the posts and then decide who you want to engage and then just pick them to interact with. Read all interact with a select few. In the discussion for this module (2) i have it split into several discussions. i am wondering if splitting it by topic like that will feel different to you. Let me know. ok? I have toyed with the idea of reducing the number of posts required... and just doubling your score on them. what would you think about that? i have never had so many people in the course. It is designed for a more intimate number of students. I am trying to come up with ways make my work more efficient yet still intimate, personal and effective. Work in progress. i am learnking too. : )
    • Lisa Martin
      Lisa Martin on 12 Jun 12
       
      Alex - Seeing that module 2 was split into several discussions was a HUGE relief to me! It seems much less overwhelming and easier to be organized :-)
    • Tina Bianchi
      Tina Bianchi on 13 Jun 12
       
      Now that some more time has passed, I actually have done what you're suggesting here...reaking all and interacting with a select few. With this approach, it became more manageable. I haven't done my first post for module 2 yet (just finished the readings) but I do think the split into several discussions will make a huge difference. I can only imagine the work you have cut out by having read/rate ALL THESE POSTS! It seems overwhelming, and I am considering the implications of it as I think about designing my course. Thanks for the feedback!
  • We could still have been required to complete the same number of posts, but perhaps had fewer count toward our grade on this first run.  I
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      hmmm. i don't count them all. the first couple with my feedback are the grace period... "if i were to rate this it would be a ..."
    • Tina Bianchi
      Tina Bianchi on 13 Jun 12
       
      I understand what you're saying here...I don't know what I missed and where I missed it, but I "assumed" (there's that pesky word again!) that all posts, beginning with the initial introduction, would be rated. I did fewer posts than I should have considering this. There were a few (though admittedly not of high quality as they were early in the Module and I hadn't yet gotten the hang of things) that weren't scored, so what I thought my score would be for discussion in the first module was not even close to my actual score. Live and learn...
  • BOY, WAS I WRONG!
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      : ) welcome to social learning!
  • ...10 more annotations...
  • As we continue to interact with content and then share that learning with each other, we construct our own meanings and apply what we’re learning in a variety of contexts.
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      E U R E A K A !!! brilliant!! : )
  • is imperative that I stop thinking about how to transform my F2F materials to suit the online environment.
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      it is impossible to duplicate the f2f environment online. to try to do so is folly. you must reconceptualize. you have to leverage the options and mitigate the limitations of any environment in which you teach.
  • I hit “Publish” only to find half of my post showed up and no way to retrieve what was lost.  Therefore:
  • I am very interested in the hyper-content design. I like the idea that with this model, students determine the order of their own learning activities. In this model, there may be a few things that could be tricky; for example, setting up group activities might be left to the students to manage since they wouldn’t all be completing the same activities at the same time.
    • Lisa Martin
      Lisa Martin on 22 Jul 12
       
      I've been thinking the same things about this model. I think it's so hard for me to envision because of my lack of experience with it. I also have a hard time applying some of the things we've learned in this course to that design.
  • Whatever it takes.
  • Yet, as I continued reading I realized that my grasp of the content was continuing to evolve.  I feel that I have a deeper awareness of what teaching presence looks like, not only in an online course but also in a traditional classroom, as well.
  • Perhaps it’s time I move from measuring in coffee spoons to taking in the big picture.
    • Maria Guadron
      Maria Guadron on 27 Jul 12
       
      Love your "How To" section! Can't wait to see your screencasts.
  • Even though the course won’t start until January, I know it’ll be here before I know it.
  • has led to me a realization–the course I’ve created will never (and should never) be finished!  It makes sense.  I never teach the same lesson twice in exactly the same way, so it should go without saying that every time I look at this course and eventually start using it, I will continue to add, remove, and change what’s there.
alexandra m. pickett

Reflections on Online-Teaching and Learning - 0 views

mascjc82.edublogs.org

shared by alexandra m. pickett on 19 Jul 09 - Cached
  • teaching online can make you a better f2f teacher
    • alexandra m. pickett
      alexandra m. pickett on 19 Jul 09
       
      you might be interested in this: online teaching as a catalyst for classroom based transformation https://urresearch.rochester.edu/retrieve/6493/Catalyst+for+Classroom+Transformation.pdf : }
  • By pushing myself to interact better I can learn to teach interaction to my students.
  • I have learned that interaction is essential to teaching and learnng.  Learning is a social activity.  I feel I have been brave enough to include a discussion forum in each module of my course.  It was easy really to do.  the questions I have posed are big questions-they are not lower level thinking questions.  in order to elicit the rich content from my students in the discussion i need better instructions and to create that rubric-i will do.
  • ...7 more annotations...
  • can’t believe how far I’ve come.  So, I guess that’s the most suprising thing that i have learned.  I can do this tech. stuff.  well, another thing that strikes me as suprising is that this course has helped me to become a better f2f teacher.  i can no longer hide behind my fear for interaction in the f2f class.
    • alexandra m. pickett
      alexandra m. pickett on 11 Aug 09
    • alexandra m. pickett
      alexandra m. pickett on 11 Aug 09
       
      jess: you not only can do it. you did do it! yay!!
  • i suppose i can.  
  • I am proud of myself and patient with myself.
  • As I grow as a teacher, there is no doubt, that I will be rocky road.
  • I know that I have learned, for god’s sake I created an online course! 
  • change the world!
    • alexandra m. pickett
      alexandra m. pickett on 17 Aug 09
       
      one person at a time! : )
  • I felt scared and now I feel empowered. 
Francia Reed

American psychological Association (APA) (1997). Learner-centered psychological prinici... - 0 views

www.apa.org/...learner-centered.pdf

shared by Francia Reed on 26 May 11 - No Cached
  • Francia Reed on 26 May 11
     
    American psychological Association (APA) (1997). Learner-centered psychological priniciples: A framework for school reform and redesign. Retrieved from online at: http://www.apa.org/ed/governance/bea/learner-centered.pdf
  • alexandra m. pickett on 26 May 11
     
    nicely done! francia!
ian august

University of the future is here | The Australian - 0 views

www.theaustralian.com.au/...story-e6frgcjx-1226066713881

online learning experts

shared by ian august on 04 Jun 11 - No Cached
  • Marc Prensky
  • What many educators often forget is that reading and writing, although they have enjoyed primacy for hundreds of years, are very artificial ways to communicate, store and retrieve information," he says.
  • Prensky argues that only 10 per cent to 20 per cent of people in any society are highly literate and points out that YouTube already hosts more video content than was produced in the entire history of broadcast television, including millions of how-to videos that show, not tell.
  • ...2 more annotations...
  • Australian internet expert, Matthew Allen from Curtin University vigorously disagrees."We have to get over the myth that mobile phones have eaten the brains of our children and talk productively about using new communications tools."There is an untapped reservoir of interest and enthusiasm, and if you can find the right tasks [that] empower students, it's like reaching a [teaching] tipping point," Allen says.
  • The future role of formal education may be to help us navigate through this information in a really useful way
ian august

Minter, M.. (2011). - 1 views

Minter, M.. (2011). Learner-Centered (LCI) Vs. Teacher-Centered (TCI) Instruction: A Classroom Management Perspective. American Journal of Business Education, 4(5), 55-62. Retrieved June 29, 2011,...

learner-centered

started by ian august on 30 Jun 11 no follow-up yet
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