Milt Hakel, Bowling Green State University MHakel@bgnet.bgsu

1. Combining Science of Learning Principles and Electronic Portfolio Technology to Foster Durable Learning Milt Hakel, Bowling Green State University MHakel@bgnet.bgsu.edu Ali Jafari, Indiana Univ. Purdue Univ. at Indianapolis Jafari@iupui.edu

2. Overview • The Challenge: Creating Durable Learning • Focus on Own Course, Project, or Activity • Four Science of Learning Principles • E-portfolio Technology • Group Interaction • Reporting the Headlines

3. The Challenge • How can we better foster durable learning ? • Durable learning lasts beyond: • The end of the course • The end of the week • The end of this session

4. Initial Discussion • Introduce yourself to the others at your table • Name and job title • A course, project, or activity on which you are currently working

5. Science of Learning • An emerging field • Dependable findings • Key publication: How People Learn: Brain, Mind, Experience and School • Fragmented literatures • Scattered applications, little replication

6. A great beginning…. • Learner-centered • Knowledge-centered • Assessment-centered • Community-centered

7. The Goal: Better Learning • How can we apply and extend new knowledge of how people learn, think, and remember? • How can we promote engagement in learning? • How can we foster durable learning and effective academic performance?

8. The first and only instructional goal: Teach for long-term retention and transfer Useful Hints for Better Learning

9. Principles of Transfer • Effort and Practice • Desirable Difficulties • Multiple Representations • Mental Models Useful Hints for Better Learning

10. Learning from Feedback • Kluger & DeNisi’s (1996) meta-analysis • Experimental vs. control, studies back to 1917 • Feedback yields poorer performance in 1/3 of cases • Keep the focus on the task to be learned and motivation to perform it Effort and Practice

11. Practice at Retrieval • Generate responses, with minimal cues, repeatedly, over time, with varied applications. • Recall becomes more fluent, more likely to occur across contexts and knowledge domains. Effort and Practice

12. Varied Conditions at Learning • Makes learning more effortful (and often less enjoyable). • Also results in better learning (long-term retrieval). Desirable Difficulties

13. Re-Representing • Learners take information presented in one format (e.g., words) • Translate it to another format (e.g., a schematic diagram) Multiple Representations

15. Past Learning • What and how much gets learned in any situation depends heavily on prior knowledge and experience. Mental Models

16. Mental Models

17. Present at the Creation • It is clear that knowledge and learning are constructed by learners. • Our task as teachers is to be present at the creation of learning by the learner. Mental Models

18. Connecting the Principles John Bransford, www.pt3.org/VQ/html/bransford.html

19. FFalcon.with.BGSU.edu

20. MHakel.with.BGSU.edu

21. Principles • Encourage Effort and Practice • Introduce Desirable Difficulties • Request Multiple Representations • Build upon Mental Models Learning goes beyond knowing to being able to do what one knows

22. How will you transfer these principles of learning to your own course, project, or activity?

23. Group Interaction • Talk about your assigned principle • Pick one of the courses, projects, or activities described in the initial discussion at your table • Discuss how to apply that principle to the course, project, or activity • Formulate brief headlines

24. Learning goes beyond knowing to being able to do what one knows

25. Wrapping Up • Brief report of headlines from each group • General discussion