Kathleen Ludewig OmolloUniversity of Michigan - Open.Michigan InitiativeAudience: University of Nairobi School of Public

HealthDownload slides: http://openmi.ch/uon-aug2013

Except where otherwise noted, this work is available under a Creative Commons Attribution 3.0 License.Copyright 2013 The Regents of the University of Michigan.

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Open Education - Designing the Learning Experience

Open Education for Collaboration, Flexibility, and

Global Visibility

Objective

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• Examine approaches to designing learning experiences that promote social-cognitive learning

Illustration is All Rights Reserved Susan E. Haviland, 2008. From the article: Minds on Fire, by John Seely Brown and Richard P. Adler, 2008, at http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20. The text of this article is shared under a Creative Commons Attribution 3.0 license. 3

Open Education Ecosystem

Validating learning

through OE

Validating learning

through OE

Certifi-cates

Certifi-cates

CreditsCredits

BadgesBadges

http://www.oer-europe.net/

http://www.fgv.br/fgvonline

https://p2pu.org/en/

Slide from: “Opening Up – Enabling Innovation and New Ways of Learning through Open Education in Africa”, CC BY, Igor Lesko, Open Courseware Consortium, elearning Africa 2013, http://www.slideshare.net/OCWConsortium/opening-up-enabling-innovation-and-new-ways-of-learning-through-open-education-in-africa. 4

Small Group Learning

• What conditions are necessary in order for small group discussions to be successful learning experiences?

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Small group learning should support cooperation &

collaboration

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Cooperation Collaboration

Task based work Roles change

Separate roles Undefined goals

Structured tasks Solutions negotiated by participants through communication

Specific end or goal Open-ended questions/problems

Close-ended questions/problems Can involve arguing, tension, etc. in the process

(Egbert, 2009)

Slide adapted from: “Empowering the Medical School Educator to Teach More Effectively”, CC BY Chris Chapman, University of Michigan, http://open.umich.edu/education/med/resources/teach-effectively/2012/.

Small group learning should encourage multiple perspectives.

7Slide adapted from: “Empowering the Medical School Educator to Teach More Effectively”, CC BY Chris Chapman, University of Michigan, http://open.umich.edu/education/med/resources/teach-effectively/2012/.

Small group decision making should be transparent.

8Slide adapted from: “Empowering the Medical School Educator to Teach More Effectively”, CC BY Chris Chapman, University of Michigan, http://open.umich.edu/education/med/resources/teach-effectively/2012/.

Type Description

Command Group leader or other trusted individual makes final decision.

Consult An external authority or expert in the field of interest evaluates the information generated by the group and makes the decision.

Vote Use when there are several good options to choose from. Do not use if some group members will not support the final vote.

Consensus Use with high stakes/complex issues or when everyone must support the final decision.

(Patterson, Grenny, McMillian, & Switzler, 2002)

Jonan DonaldsonOregon State University Ecampus

Digital literacies are built through digital portfolios.

Slide from: Building Digital Literacies through Digital Portfolios, Jonan DonaldsonOregon State University Ecampus, CC BY

Learning is an increase in knowledge.

“a change in what the learner knows, caused by a learning experience”“a change in what the learner knows, caused by a learning experience”

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Source: Mayer, R. E. (2011). Applying the science of learning. Boston, MA: Allyn & Bacon, p. 14.

Illustration is All Rights Reserved Susan E. Haviland, 2008. From the article: Minds on Fire, by John Seely Brown and Richard P. Adler, 2008, at http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20. The text of this article is shared under a Creative Commons Attribution 3.0 license. 11

Illustration is All Rights Reserved Susan E. Haviland, 2008. From the article: Minds on Fire, by John Seely Brown and Richard P. Adler, 2008, at http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20. The text of this article is shared under a Creative Commons Attribution 3.0 license. 12

Learning As Social Activity• Learning is not possession of a collection of

facts, it’s the expression of a capacity• Learning is recognized by a community of

experts in a network

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We recognize our understandings…

…by the way we use them in our social network

Learning analytics

Slide adapted from: “OERS, MOOCs, and the Future”, CC BY NC SA, Stephen Downes, May 25, 2013, http://www.slideshare.net/Downes/2013-05-25-couros-course2013.

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Illustration is All Rights Reserved Susan E. Haviland, 2008. From the article: Minds on Fire, by John Seely Brown and Richard P. Adler, 2008, at http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20. The text of this article is shared under a Creative Commons Attribution 3.0 license.

Instruction is intentional.

• “Manipulating what the learner experiences with the intention to cause a change in the learner’s knowledge”

• “Manipulating what the learner experiences with the intention to cause a change in the learner’s knowledge”

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Source: Mayer, R. E. (2011). Applying the science of learning. Boston, MA: Allyn & Bacon, p. 52.

Learning vs Instruction

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Source: Mayer, R. E. (2011). Applying the science of learning. Boston, MA: Allyn & Bacon, p. 52.

Slide from: “Empowering the Medical School Educator to Teach More Effectively”, CC BY, Chris Chapman, http://open.umich.edu/education/med/resources/teach-effectively/2012.

Memory retention is best at start and end of lecture.

17Sousa, D. A. (2006). How the brain learns (3rd Edition). Thousand Oaks, Ca: Corwin Press. Figure 3.4

Working Memory is the cognitive system that holds and processes new information.

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BabbageBaddeley’s model of working memory.

Wikipedia

Slide from: “PowerPoint Supported by the Science of Learning”, CC BY Barbara Eckstein, University of Michigan, http://www.slideshare.net/ummedicalschool/powerpoint-supported-by-the-science-of-learning-using-the-assertionevidence-model-to-make-your-point

Working Memory is the cognitive system that holds and processes new information.

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Controls Focus of Attention

Slide from: “PowerPoint Supported by the Science of Learning”, CC BY Barbara Eckstein, University of Michigan, http://www.slideshare.net/ummedicalschool/powerpoint-supported-by-the-science-of-learning-using-the-assertionevidence-model-to-make-your-point

BabbageBaddeley’s model of working memory.

Wikipedia

Working Memory is the cognitive system that holds and processes new information.

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Processes Language – Visual and Audio

Slide from: “PowerPoint Supported by the Science of Learning”, CC BY Barbara Eckstein, University of Michigan, http://www.slideshare.net/ummedicalschool/powerpoint-supported-by-the-science-of-learning-using-the-assertionevidence-model-to-make-your-point

BabbageBaddeley’s model of working memory.

Wikipedia

Working Memory is the cognitive system that holds and processes new information.

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Processes Images and Orients Person in Space

Slide from: “PowerPoint Supported by the Science of Learning”, CC BY Barbara Eckstein, University of Michigan, http://www.slideshare.net/ummedicalschool/powerpoint-supported-by-the-science-of-learning-using-the-assertionevidence-model-to-make-your-point

BabbageBaddeley’s model of working memory.

Wikipedia

Working Memory is the cognitive system that holds and processes new information.

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Moves Information to Long Term Memory

Slide from: “PowerPoint Supported by the Science of Learning”, CC BY Barbara Eckstein, University of Michigan, http://www.slideshare.net/ummedicalschool/powerpoint-supported-by-the-science-of-learning-using-the-assertionevidence-model-to-make-your-point

BabbageBaddeley’s model of working memory.

Wikipedia

Proven Instructional Principles for Multimedia

• Coherence: – Extraneous material not related to the focus of

the lesson overloads the processing channels and impedes learning

• Visual: unnecessary colors, complicated drawings, irrelevant pictures or on-screen text

• Auditory: background music or sound effects

24Slide adapted from: “Instructional Design Tips for Computer-Based E-Learning”, CC BY Cary Engleberg, University of Michigan, http://open.umich.edu/education/med/oernetwork/guides/instructional-design-tips/2010.

There are multiple ways in which a presentation can overload working memory.

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Words

Eyes

Ears

Visuo-Spatial Sketchpad

Phonological Loop

Slide from: “PowerPoint Supported by the Science of Learning”, CC BY Barbara Eckstein, University of Michigan, http://www.slideshare.net/ummedicalschool/powerpoint-supported-by-the-science-of-learning-using-the-assertionevidence-model-to-make-your-point

There are multiple ways in which a presentation can overload working memory.

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Eyes

Ears

Visuo-Spatial Sketchpad

Phonological Loop

Images

Slide from: “PowerPoint Supported by the Science of Learning”, CC BY Barbara Eckstein, University of Michigan, http://www.slideshare.net/ummedicalschool/powerpoint-supported-by-the-science-of-learning-using-the-assertionevidence-model-to-make-your-point

There are multiple ways in which a presentation can overload working memory.

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Words

Eyes

Ears

Visuo-Spatial Sketchpad

Phonological Loop

Images

Slide from: “PowerPoint Supported by the Science of Learning”, CC BY Barbara Eckstein, University of Michigan, http://www.slideshare.net/ummedicalschool/powerpoint-supported-by-the-science-of-learning-using-the-assertionevidence-model-to-make-your-point

Information received through images and sound can be processed and supports understanding and retention.

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Words

Eyes

Ears

Visuo-Spatial Sketchpad

Phonological Loop

Images

Slide from: “PowerPoint Supported by the Science of Learning”, CC BY Barbara Eckstein, University of Michigan, http://www.slideshare.net/ummedicalschool/powerpoint-supported-by-the-science-of-learning-using-the-assertionevidence-model-to-make-your-point

Proven Instructional Principles for Multimedia

• Signaling– Limited text, highlighting, or arrows to focus the

learners attention enhances learning

• Redundancy– Elimination of on-screen text of the narration with

the video or animation impairs learning

29Slide from: “Instructional Design Tips for Computer-Based E-Learning”, CC BY Cary Engleberg, University of Michigan, http://open.umich.edu/education/med/oernetwork/guides/instructional-design-tips/2010.

Proven Instructional Principles for Multimedia

• Spatial Contiguity– Placing text or labels next to the object they label

improves learning

• Temporal Contiguity– When narration and animation are present

simultaneously, learning is improved

30Slide from: “Instructional Design Tips for Computer-Based E-Learning”, CC BY Cary Engleberg, University of Michigan, http://open.umich.edu/education/med/oernetwork/guides/instructional-design-tips/2010.

Proven Instructional Principles for Multimedia

• Segmenting– Breaking up complex presentations into learner-

controlled segments improves learning• Pre-training

– Making learners aware of terms and definitions prior to explaining a process improves learning

• Modality– Pictures and voice are better assimilated than pictures

and printed words

31Slide from: “Instructional Design Tips for Computer-Based E-Learning”, CC BY Cary Engleberg, University of Michigan, http://open.umich.edu/education/med/oernetwork/guides/instructional-design-tips/2010.

Proven Instructional Principles for Multimedia

• Personalization– Narration should be directed personally at the

learner, using the pronouns “you” and “I” rather than a passive voice.

• Voice principle– A human, familiar voice in narrations enhances

learning

32Slide from: “Instructional Design Tips for Computer-Based E-Learning”, CC BY Cary Engleberg, University of Michigan, http://open.umich.edu/education/med/oernetwork/guides/instructional-design-tips/2010.

There are three conditions for writing a clear assertion-evidence slide.

1. The assertion sentence makes sense by itself.

2. The assertion sentence is clear and specific.

3. The visual reference directly illustrates or supports the assertion.

33Slide from: “PowerPoint Supported by the Science of Learning”, CC BY Barbara Eckstein, University of Michigan, http://www.slideshare.net/ummedicalschool/powerpoint-supported-by-the-science-of-learning-using-the-assertionevidence-model-to-make-your-point

Nursing’s culture of accountability continues to result in near perfect compliance.

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Assertion

Slide from: “PowerPoint Supported by the Science of Learning”, CC BY Barbara Eckstein, University of Michigan, http://www.slideshare.net/ummedicalschool/powerpoint-supported-by-the-science-of-learning-using-the-assertionevidence-model-to-make-your-point

Nursing’s culture of accountability continues to result in near perfect compliance.

Evidence

Slide from: “PowerPoint Supported by the Science of Learning”, CC BY Barbara Eckstein, University of Michigan, http://www.slideshare.net/ummedicalschool/powerpoint-supported-by-the-science-of-learning-using-the-assertionevidence-model-to-make-your-point

Students learn best when we stop trying to teach them and instead give them a framework in which to discover.

Slide from: Building Digital Literacies through Digital Portfolios, Jonan DonaldsonOregon State University Ecampus, CC BY

Questions?

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