preliminary flashcard design

Flashcard Program Design

August 1 Rev

The Rubric

• Feedback• Sequencing and Spacing• Motivating and Engaging • Manages Cognitive Load• Learning Level Appropriate• Maximizes Academic Learning Time (ALT)

My Version of the List

July 29, 2010 Rev

Feedback

• Feedback is immediate • Feedback supplies correct response • Elaborative feedback is available for low

certitude responses • Data is available to track progress• Outcomes match learning goals

Sequencing and Spacing

• Sequencing reflects a scheduled framework (e.g., Leitner system)

• Factoid presentation is discrete in space and time

• Cramproof (At least one intersession interval of between one and thirty days)

Motivating and Engaging

• Design is engaging (visually, acoustically, tactilely and mentally)

• Design makes real-world connections to learning outcomes

• Design builds learner confidence (error free)• Design has a reward system

Manages Cognitive Load

• Design delivers information on both verbal and non-verbal input channels

• Design avoids cognitive overload • Design can be modified to accommodate

individual user profiles • Design enables learner to efficiently "chunk"

facts by connecting and sequencing information.

Learning Level Appropriate

• Design incorporates learner's prior knowledge • Design incorporates learner's goals• Design can be tuned to low prior-knowledge

students (response-contingent feedback) • Design can be tuned to high prior-knowledge

students (topic-contingent feedback) • Removed: Design facilitates open content (institutional bias)

Maximizes Academic Learning Time (ALT)

• Design is lean • Design is efficient

FeedbackSequencing and Spacing




Maximizes Academic

Learning Time

ImmediateFramework Visually

Multi-Channel Presentation

Incorporates Prior Knowledge

Lean

Correct Response

Space/Time Discrete

AcousticallyUser

Accommodations Available

Goal Specific Time Efficient

Elaborative Cramproof Tactilely Avoids Overload Tunable

Progress Data Mentally Chunking

Outcomes Match Goals

Real-World Connections

Error Free

Reward System

Rubric

Design

• http://www.multiplication.com/flashgames/SpaceRace.htm





Maximizes Academic

Learning Time

Immediate Framework VisuallyMulti-Channel Presentation


Lean

Correct Response

Space/Time Discrete

AcousticallyUser







Error Free

Reward System

Space Race Rubric

?

The Epiphany

The EpiphanyThe Epiphany

The EpiphanyMatch the Colors

The EpiphanyMatch the Reward

Include Chunking

The FortThe Wooten House Hot Chocolate HouseBig Blue The MBA House

Include Chunking

James Jonathan JordanJoshua Jacob

The EpiphanyHalo File Matches

Timing: Program Opens Every Morning

Leitner-Programmed Timing


Help (Ctrl1) flashes misplaces


Help (Ctrl2) flashes one house full


Help (Ctrl3) shows it all


Game Choices

The EpiphanyMatch the Mini-Reward

Help flashes misplaces





Maximizes Academic

Learning Time




Lean

Correct Response

Space/Time Discrete

AcousticallyUser







Error Free

Reward System

Rubric

The Epiphany

The Rubric

• Feedback• Sequencing and Spacing• Motivating and Engaging • Manages Cognitive Load• Learning Level Appropriate• Maximizes Academic Learning Time (ALT)

My Version of the List

July 29, 2010 Rev

Feedback

• Feedback is immediate • Feedback supplies correct response • Elaborative feedback is available for low

certitude responses • Data is available to track progress• Outcomes match learning goals

Sequencing and Spacing


• Factoid presentation is discrete in space and time

• Cramproof (At least one intersession interval of between one and thirty days)


• Design delivers information on both verbal and non-verbal input channels

• Design avoids cognitive overload • Design can be modified to accommodate

individual user profiles • Design enables learner to efficiently "chunk"

facts by connecting and sequencing information.


• Design incorporates learner's prior knowledge • Design incorporates learner's goals• Design can be tuned to low prior-knowledge

students (response-contingent feedback) • Design can be tuned to high prior-knowledge

students (topic-contingent feedback) • Removed: Design facilitates open content (institutional bias)

Maximizes Academic Learning Time (ALT)

• Design is lean • Design is efficient





Maximizes Academic

Learning Time




Lean

Correct Response

Space/Time Discrete

AcousticallyUser







Error Free

Reward System

Rubric

List by Committee

22 July 2010 Rev

Providing Feedback

• After each response, feedback is immediate. • Includes knowledge-of-correct-response feedback (e.g.,

including response accuracy verification, providing correct answers, etc.)

• Elaborative feedback is available for low certitude responses • Periodic feedback relates tracked data to learner goals (e.g.,

learning/achievement is definable (either by designer or user, i.e. five correct iterations)

• Results of learning session are related to learner goals.

Scheduling Sequence and Spacing


• Presentation of each item is discrete and spaced. • Design provides for at least one intersession interval

of anywhere between one and thirty days (no "cramming").

• . •


• Design captures learners' interest (e.g., use simple unexpected events like a loud whistle or an upside-down word in a visual, etc.).

• Design stimulates learners' inquiry (e.g., give mentally stimulating problems that engage a deeper level of curiosity, etc.).

• Design maintains learners' attention (e.g., utilize variation). • Design makes learning outcomes relevant to students (e.g., connect

content to learner goals, interests, learning styles, etc.). • Design builds learner confidence (e.g., providing examples of acceptable

achievement). • Design promotes student satisfaction (e.g., provides recognition and

evidence of success, practical application, etc.).

Managing Cognitive Load• Design takes advantage of verbal (text, narration,

etc.) and non-verbal (photographs, illustrations, diagrams, etc.) input channels

• Design avoids cognitive overload (e.g., text in close spatial proximity to visuals to avoid split attention cognitive load concerns).

• Design acknowledges and adapts to limitations of audience (i.e. universal design and accessibility)

• Design enables learner to efficiently "chunk" facts by identifying, connecting (grouping), and sequencing information.

Determining Prior Knowledge• Design determines learner's prior knowledge and goals (e.g.,

pre-assessment, iterations of a Leitner system, etc.) • Design facilitates open content (e.g., user-generated content,

sharing of content and results, user-user or user-population comparisons of results, etc.)

• Design provides low prior-knowledge students with response-contingent feedback (e.g., system explains reasons for correct/incorrect responses)

• Design provides high prior-knowledge students with topic-contingent feedback (e.g., system directs learners to find the correct response or a path to additional information).

Maximizing Academic Learning Time (ALT)

• Design ensures all instructional activities support desired learning outcomes.

• Design ensures waiting and transitional time is minimized.

preliminary flashcard design

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