1 / 19

How Do They (or You) Know What They Know?

This workshop explores how students perceive their learning using multimedia tools and framing effects in decision-making scenarios. It discusses the impact of multimedia advantages and disadvantages on student recall and learning format. The session also delves into framing effects and how different scenarios can influence decision-making processes. Participants will gain insights into assessing their own learning process and decision-making skills. The importance of being aware of learning influences and biases is emphasized. Join us to uncover hidden influences on learning and decision-making processes!

fschroeder
Download Presentation

How Do They (or You) Know What They Know?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Observing and Assessing Workshop How Do They (or You) Know What They Know? Holly A. Taylor Tufts University Psychology Department

  2. They Don’t Know What Contributes to Their Learning: Multimedia Advantage • Learn procedures for assembling toys from • Picture • Text • Multimedia (Pictures + Text) (Brunyé, Taylor, & Rapp, 2003, 2004, in prepration)

  3. They Don’t Know What Contributes to Their Learning: Multimedia Advantage • Assessment of Learning • Recall Procedures • Verify Step Order • Recall Learning Format (Brunyé, Taylor, & Rapp, 2003, 2004, in prepration)

  4. They Don’t Know What Contributes to Their Learning: Multimedia Advantage • Recall Procedures • Recalled more after multimedia • Verify Step Order • Faster and more accurate verification after multimedia (Brunyé, Taylor, & Rapp, 2003, 2004, in prepration)

  5. They Don’t Know What Contributes to Their Learning: Multimedia Dis-Advantage? • Recall Learning Format • Misremembered multimedia as picture-only • “I only looked at the pictures” • “I didn’t need to read since the pictures were there.” (Brunyé, Taylor, & Rapp, 2003, 2004, in prepration)

  6. Take-Home Message • Students may not be aware of how they are learning. • Students may not be aware of where they are allocating their attention during learning.

  7. They Don’t Know What InfluencesTheir Thinking: Framing Effects • How fast were the cars going when they… • -smashed? • -collided? • -bumped? • -contacted? (Loftus & Palmer, 1974)

  8. They Don’t Know What InfluencesTheir Thinking: Framing Effects • stronger verb = faster speed • faster speed = greater likelihood of misremembering broken glass (Loftus & Palmer, 1974)

  9. Program A: Of 600 people, 200 will be saved. Program B: 1/3 chance that 600 people will be saved. 2/3 chance that 0 people will be saved. Program A: Of 600 people, 400 will die. Program B: 1/3 chance that 0 people will die 2/3 chance that 600 people will die. They Don’t Know What InfluencesTheir Thinking: Framing Effects (Tversky & Kahneman, 1981)

  10. They Don’t Know What InfluencesTheir Thinking: Framing Effects • Eruption! • Effects of framing scientific data on data-driven decisions. (Taylor, Renshaw, & Jensen, 1997)

  11. They Don’t Know What InfluencesTheir Thinking: Framing Effects (Taylor, Renshaw, & Jensen, 1997)

  12. They Don’t Know What InfluencesTheir Thinking: Framing Effects • Eruption! on computer increased awareness of both frames, thereby changing overall decisions. • “Well, if there’s an 80% chance of eruption, there’s a 20% chance of no eruption.” • Students unaware of this influence. (Taylor, Renshaw, & Jensen, 1997)

  13. Take-Home Message • People are unaware of how they use data in making decisions. • People are poor judges of how “good” their decisions are • More generally, poor judges of how a learning exercise impacts their decision making skill.

  14. If They Like it They Will Learn? • Automating math frees cognitive resources for understanding concepts • Study • Computer does math or student does. • Test within and across-domain dimensionless graph interpretation (Sinclair, Renshaw, & Taylor, 2004)

  15. If They Like it They Will Learn? • Automating math does not free cognitive resources for understanding concepts • Need basic skills • But, students love when computer does the math for them. (Sinclair, Renshaw, & Taylor, 2004)

  16. Take-Home Message • Engagement in an exercise does not guarantee learning. • Automation needs to be population appropriate • Automate only when it’s clear they could do it on their own.

  17. If They Don’t Know, Use Outside Observer • What happens when you tell a parent their son ate sugar? • Rate their son as significantly more hyperactive. • Exercise more control over their sons • criticize, look at, and talk to them more. (Hoover & Milich, 1994)

  18. Take-Home Message • Beliefs going into a learning situation affect interpretation • “But, I’m not good at math.” • “I just don’t understand maps.” • “Men are better with maps than women.”

  19. How Do They (or you) Know What They Know: Conclusions • Use student insight into their own learning with caution. • Consider fact that there are many, often unforseen, influences on self-assessments of learning. • “Unbiased” Observers may not be (unbiased, that is)

More Related