designing engaging learning experiences in digital environments

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Designing Engaging Learning Experiences in Digital Environments A/Prof Abelardo Pardo (@abelardopardo) Faculty of Engineering and IT slideshare.net/abelardo_pardo San Andreas flickr.com Biosciences Education Forum — BEAN 11 December 2017

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Page 1: Designing Engaging  Learning Experiences in Digital Environments

Designing Engaging Learning Experiences in Digital Environments

A/Prof Abelardo Pardo (@abelardopardo)Faculty of Engineering and IT slideshare.net/abelardo_pardo

San Andreas flickr.com

Biosciences Education Forum — BEAN 11 December 2017

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Abelardo Pardo Designing Engaging Learning Experiences in Digital Environments 2

Aftab Uzzam

an flickr.com

Design Problem

Student View

Our Brain

In Digital

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Aftab Uzzam

an flickr.com

OurBrain

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Tim Pierce flickr.com

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table

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How does our brain work?Rosario Lizana flickr.com

Psychology

Neuroscience

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Philhearing flickr.com

Gawronski, B., & Creighton, L. A. (2013). Dual Process Theories. In D. E. Carlston (Ed.), The Oxford handbook of social cognition (pp. 282-312). New York, NY: Oxford University Press.

Carsten Tolkm

it flickr.com

RationalAutomatic

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table

reply

handle

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define

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pia_ _

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Dual Process Theory

System 1: fast, intuitive, implicit (automatic),

subconscious

System 2: slower, deliberative, explicit

(controlled), conscious

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System 2 is lazy

Jörg Kanngießer flickr.com

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Aftab Uzzam

an flickr.com

StudentView

Our Brain

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Simple information transfer is not working

Mazur, E. (2009). Farewell, lecture. Science, 323(5910), 50-51.

Krugazor flickr.com

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Juan tan Kwon flickr.com

Unprecedented amount of learning opportunities: resources, spaces, formats, devices, etc.

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Hungarian Snow

flickr.com

More complex decisions

Unlimited Choices

• Recorded lectures

• Lecture notes

• Collections of previous questions, answers, etc

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Beware of technology pushing us away from rational thinking

Jen R flickr.com

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totemisottapa flickr.com

Continuous Decision Making while Learning

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Students’ metacognitive judgements affect their

achievements

Dunlosky, J., & Thiede, K. W. (2013). Four cornerstones of calibration research: Why understanding students' judgments can improve their achievement. Learning and Instruction, 24, 58-61. doi:10.1016/j.learninstruc.2012.05.002

HackN

Y.org flickr.com

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Overconfidence produces underachievement

Dunlosky, J., & Rawson, K. A. (2012). Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention. Learning and Instruction, 22(4), 271-280. doi:10.1016/j.learninstruc.2011.08.003

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Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: beliefs, techniques, and illusions. Annu Rev Psychol, 64, 417-444. doi:10.1146/annurev-psych-113011-143823

• Understand human memory and learning

• Know useful techniques to study

• Know how to monitor

• Understand existing biases

Israeli Defense Forces flickr.com

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5 Low-effect Learning StrategiesAlan Levine flickr.com

Images for text Summaries Highlighting RereadingKeyword

mnemonic

Dunlosky, J. (2013). Strengthening the Student Toolbox. Study Strategies to Boost Learning. American Educator, 37(3), 12-21.

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Martin Fisch flickr.com

Elaborative interrogation

Self-explanationInterleaved

practiceDistributed

practice

Practice

Dunlosky, J. (2013). Strengthening the Student Toolbox. Study Strategies to Boost Learning. American Educator, 37(3), 12-21.

5 Effective Learning Strategies

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Aftab Uzzam

an flickr.com

DesignProblem

Student View

Our Brain

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Janson Hew

s flickr.com

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“… teaching in higher education will necessarily shift the balance of its efforts towards a greater investment in design as a way of coping with otherwise intolerable

pressures on staff and resources”

Goodyear, P. (2015). Teaching as Design. HERDSA Review of Higher Education, 2, 27-50.

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“There is no such thing as a neutral design”

Jeremy Brooks flickr.com

Thaler, R. H., & Sunstein, C. R. (2008). Nudge. Great Britain: Yale University Press.

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Abelardo Pardo Designing Engaging Learning Experiences in Digital Environments 26Thaler, R. H., & Sunstein, C. R. (2008). Nudge. Great Britain: Yale University Press.

“People make good choices in contexts in which they have experience, good information, and prompt feedback”

Derek Bruff flickr.com

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Tom H

awk flickr.com

• Approach the design as if you were a choice architect

• Help students to make the right decisions

• Every small detail counts!

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Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom ASHEERIC Higher Education Report No. 1. Washington, DC, USA: George Washington University.

Active Learning

Any instructional method that engages students in the learning process

Active learning requires students to do meaningful learning activities and think about what they are doing

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Active Learning Works

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Kugel, P. (1993). How professors develop as teachers. Studies in Higher Education, 18, 315-328. doi:10.1080/03075079312331382241

Self

Course Topic

Student as receptive

Student as active

Student as independent

Ed Yourdon flickr.com

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Abelardo Pardo Designing Engaging Learning Experiences in Digital Environments 311. Dual Role — Dual Mind

Judge CoachD

omai

n

of K

now

ledg

eM

enta

lity

Roger M

omm

aerts

1

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Sam Abraham

flickr.com

Frontier between physical and virtual spaces is blurring

2. Multiple Spaces2

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3. Sense of Purpose (Why?)

After this lecture/weekstudents should be able to …

CC

SU N

Z 2013 flickr.com

3

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training p a h flickr.com

Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: beliefs, techniques, and illusions. Annu Rev Psychol, 64, 417-444. doi:10.1146/annurev-psych-113011-143823

4. Promote Practice4

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hijukal flickr.com

Think outside of the box

5. Maximise Power of Face-to-Face5

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Aftab Uzzam

an flickr.com

Design Problem

Student View

Our Brain

InDigital

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Widen the design space

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-NAC

H- flickr.com

In L

ectu

reTu

toria

l/Ass

ignm

ents

Revised Bloom’s Taxonomy

Pohl, M. (2000). Learning to think thinking to learn: Models and strategies to develop a classroom culture of thinking. Hawker Brownlow Education.

Cognitive Skills

Remembering

Understanding

ApplyingAnalysing

Evaluating

Creating

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-NAC

H- flickr.com

Understanding

ApplyingAnalysing

Evaluating

Creating

Prep

are

Lect

ure/

Tuto

rial

Revised Bloom’s Taxonomy

Pohl, M. (2000). Learning to think thinking to learn: Models and strategies to develop a classroom culture of thinking. Hawker Brownlow Education.

Cognitive Skills

Remembering

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Available: bit.ly/elec1601 (Only Australian Universities)1

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3

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Explain the context, discuss expectations

2

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1

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1

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1

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2

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4

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Practice

4

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Preparation: Summative assessment

4

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In-class Activities5

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Schell, J. (2012). Can you flip large classes? https://blog.peerinstruction.net/2012/04/06/can-you-flip-large-classes/

Used in Large Classes

5

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1. Use the theatre areas (five)

2. Assign an identifier to each area

3. Assign a digital gate to each area

4. Show input values: students raise hand if output is 1

5. Acknowledge the fastest area in the theatre

6. Repeat from step 3 changing the assignments

Outcome: Understand How Digital Gates Work5

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2

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Abelardo Pardo Designing Engaging Learning Experiences in Digital Environments 54Hattie, J. A. (1999). Influences on student learning. Inaugural professorial address, University of Auckland, New Zealand

If You Could Choose One…

• More than 500 meta-analyses of student achievements

• 100 factors with potential influence

• Feedback in top five

• (74 meta-analyses) Most effective form: video, audio, computer-assisted instructional feedback, and/or related goals

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Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. doi:10.3102/003465430298487

Tom

Feedback Levels1. Task Level (understanding, performance)

2. Process Level (what to do to understand, perform)

3. Self-regulation level (detecting and directing effort)

4. Self level (personal evaluation and affect)

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Krause, K.-L., Hartley, R., James, R., & McInnis, C. (2005). The First Year Experience in Australian Universities: Findings from a decade of National Studies. University of Melbourne: Centre for the Study of Higher Education.

Eleaf flickr.com

The feedback question gets systematically lower values in student surveys

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Students are less likely to engage in pre-class activities if they are not interactive, do not provide formative feedback, and not coherently linked with

the face-to-face activities

O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95. doi:10.1016/j.iheduc.2015.02.002

Dan Klim

ke flickr.com

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Pardo, A. (2017). A feedback model for data-rich learning experiences. Assessment & Evaluation in Higher Education, 1-11. doi:10.1080/02602938.2017.1356905

Faruk Ateş flickr.com

“Feedback is a process to positively influence how students engage with their work in a learning experience so that they can

improve its overall quality with respect to an appropriate reference and increase their self-evaluative capacity”

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ontasklearning.org

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AutomaticEmail

2. Proc

ess L

evel

(wha

t to do t

o und

erstan

d)

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Helpful feedback

Effect size (Cohen’s d) = 0.49 Medium positive effect

Midterm Scores

Effect size (Cohen’s d) = 0.21 Small positive effect

Pardo, A., Jovanović, J., Dawson, S., Gašević, D., & Mirriahi, N. (In press). Using Learning Analytics to Scale the Provision of Personalised Feedback. British Journal of Educational Technology. doi:10.1111/bjet.12592

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• Support instructors to manage personalised feedback processes

• Simple rule-base knowledge encoding

• Provide appropriate view of data sources

• Scale to large and highly diverse cohorts

• Open-source project

• Pilots in 2017 finished

• Contact us if interested

ontasklearning.org

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Drew

Leavy

• Rethink student engagement

• There is no neutral design — choice architect

• Dual mind — role, multiple spaces,sense of purpose, promote practice, value of face-to-face

• The power of feedback

Conclusions

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Designing Engaging Learning Experiences in Digital Environments

A/Prof Abelardo Pardo (@abelardopardo)Faculty of Engineering and IT slideshare.net/abelardo_pardo

Biosciences Education Forum — BEAN 11 December 2017

San Andreas flickr.com