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Tapping Cognitive Science to Optimize Online Learning

Tapping Cognitive Science to Optimize Online Learning. Carole Hamilton Cary Academy Cary, NC. Admin. Teachers. Student. Teachers. Learning Curve. Look under the Hood!. Cognitive Science Tells Us That Students Need To. Re-Learn Just Prior to Forgetting (Bjork 2011)

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Tapping Cognitive Science to Optimize Online Learning

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  1. Tapping Cognitive Science to Optimize Online Learning Carole Hamilton Cary Academy Cary, NC

  2. Admin Teachers Student Teachers Learning Curve

  3. Look under the Hood!

  4. Cognitive Science Tells Us That Students Need To • Re-Learn Just Prior to Forgetting (Bjork 2011) • Confront Misconceptions (Jackson, Dukerich, Hestenes, 2008) • Build Mental Analogies (Hofstadter, 2003) • Express and Defend Concepts (Jackson, Dukerich, Hestenes, 2008) • Deploy New Knowledge (Willingham, 2002)

  5. 1. Re-Learn Just Prior To Forgetting “As we forget…when things are presented again, we get a larger increase in storage strength. So…forgetting, rather than undoing learning, creates the opportunity to reach additional levels of learning.” Robert Bjork, 2011

  6. 2. Confront Misconceptions “Cognitive scientists have identified metaphors as a fundamental tool of human thought… [They] structure our experience and thereby make it meaningful. A major objective of teaching should therefore be to help students ‘straighten out’ their metaphors.” (Jackson, Dukerich, Hestenes, 2008)

  7. 3. Build Mental Analogies “Analogy…simply pervades every tiny nook and cranny of cognition, it shapes our every thinking moment. Not seeing that is like fish not perceiving water.” Douglas Hofstadter

  8. 4. Express and Defend Concepts “Since students systematically misunderstand most of what we tell them… the emphasis [must be] placed on student articulation of the concepts.” (Jackson, Dukerich, Hestenes, 2008)

  9. 5. Deploy New Knowledge “What turns the inflexible knowledge of a beginning student into the flexible knowledge of an expert seems to be a lot more knowledge, more examples, and more practice.” (Daniel T. Willingham)

  10. Projects Homework What’s left? Lectures Practice

  11. 4. Discuss and Defend Ideas = Intellectual Engagement

  12. 5. Deploy New Knowledge = Apply to New Settings

  13. How Does Online Learning Stack Up? Cognitive Science

  14. 1. Re-Learn Just Prior To Forgetting “As we forget…when things are presented again, we get a larger increase in storage strength. So…forgetting, rather than undoing learning, creates the opportunity to reach additional levels of learning.” Robert Bjork, 2011

  15. 2. Confront Misconceptions “Cognitive scientists have identified metaphors as a fundamental tool of human thought… [They] structure our experience and thereby make it meaningful. A major objective of teaching should therefore be to help students ‘straighten out’ their metaphors.” (Jackson, Dukerich, Hestenes, 2008)

  16. 3. Build Mental Analogies “Analogy…simply pervades every tiny nook and cranny of cognition, it shapes our every thinking moment. Not seeing that is like fish not perceiving water.” Douglas Hofstadter

  17. 4. Express and Defend Concepts “Since students systematically misunderstand most of what we tell them… the emphasis [must be] placed on student articulation of the concepts.” (Jackson, Dukerich, Hestenes, 2008)

  18. 5. Deploy New Knowledge “What turns the inflexible knowledge of a beginning student into the flexible knowledge of an expert seems to be a lot more knowledge, more examples, and more practice.” (Daniel T. Willingham)

  19. What Else Technology Can Offer • Adapt Dynamically toStudent Learning Rate and Style • Track Productive Time on Task • Assess Mastery ofMaterial • Reinforce Concepts, not Just Content

  20. References Bjork, Robert. “The Theory of Disuse and the Role of Forgetting in Memory.” http://gocognitive.net/interviews/theory-disuse-and-role-forgetting-human-memory Go Cognitive. 2011. Hofstadter, Douglas. “Analogy at the Core of Cognition.” http://prelectur.stanford.edu/lecturers/hofstadter/analogy.html 2001. Jackson, Jane, Dukerich, Larry, and Hestenes, David (2008). Modeling Instruction: An Effective Model for Science Education, Science Educator17(1): 10-17. http://www.nsela.org/images/stories/scienceeducator/17article7.pdf Willingham, Daniel T. “Inflexible Knowledge: The First Step to Expertise.” American Educator. Winter 2002. web1.caryacademy.org/facultywebs/carole_hamilton

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