research

‘The Dangers of Fluent Lectures’ — from insidehighered.com by Colleen Flaherty
A study says smooth-talking professors can lull students into thinking they’ve learned more than they actually have — potentially at the expense of active learning.

Excerpt:

The paper also provides important insight into why active learning hasn’t taken deeper root in academe, despite the many studies that have previously identified its effectiveness as compared to more passive approaches (namely the lecture). In a word: students. That is, while professors are often seen as the biggest impediments to innovative teaching, the study describes an “inherent student bias against active learning that can limit its effectiveness and may hinder the wide adoption of these methods.”

Compared with students in traditional lectures, students in active classes perceived that they learned less, while in reality they learned more. Students also rated the quality of instruction in passive lectures more highly, and expressed a preference to have “all of their physics classes taught this way,” despite their lower test scores.
…
In some ways, he said, “the study confirms what we have suspected anecdotally for a long time — that students feel more comfortable in a lecture environment and believe that they are learning more because of the expectations they have for a college learning environment.” But, in fact, he said, they’re “actually learning more in the environments where they are actively engaged in building knowledge about key concepts.”

From DSC:
The part about the students feeling more comfortable in a lecture environment and believing that they are learning more reminded me of this research/paper (which the graphics below reference and link to as well), where they mention the practices of highlighting and re-reading some text. Students feel like they are really learning the content more thoroughly when they are doing these things (and this is what I did in college as well). But the evidence shows that the utility of these methods is low. Instead, practice testing — which involves retrieval practice, as well as distributed practice and interleaved practice produce stronger results.

So what students feel and what’s actually occurring can be different…as Colleen’s article from insidehighered.com points out.

That said — and as the article asserted as well — is that some lecturing is fine to do:

At the same time, Eyler stressed that existing literature shows that some limited lecturing is “definitely OK,” as “students need to know content in order to engage in higher order thinking.”

Addendum on 9/14/19:

Just because students perceive you to be a better teacher doesn't mean they are necessarily learning more.

"Meta-analysis of faculty's teaching effectiveness: Student evaluation of teaching ratings & student learning are not related" https://t.co/GKblnrddqu
#higherEd

— Dr. Alec Couros (@courosa) September 14, 2019

From retrievalpractice.org regarding the “Make it Stick” book, this link includes:

Discussion questions for each chapter
Sketchnotes for each chapter
Additional readings and research articles

5 research-backed strategies to make something stick [edutopia.org]

On 07/22/2019, in education, higher education, instructional design, learning, learning ecosystem, learning theories, memory, pedagogy, research, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, youth, by Daniel Christian

The process of forgetting starts as soon as learning finishes. Here are 5 research-backed strategies you can use when you absolutely need to make something stick. A video I edited for @edutopia. pic.twitter.com/iYhk2sr9Uk

— stephen merrill (@smerrill777) July 21, 2019

Research Posters Are a Staple of Academic Conferences. Could a New Design Speed Discovery? — from edsurge.com by Jeff Young

Excerpts:

Scholars around the world share their latest research findings with a decidedly low-tech ritual: printing a 48-inch by 36-inch poster densely packed with charts, graphs and blocks of text describing their research hypothesis, methods and findings. Then they stand with the poster in an exhibit hall for an hour, surrounded by rows of other researchers presenting similar posters, while hundreds of colleagues from around the world walk by trying to skim the displays.
…
Not only does the exercise deflate the morale of the scholars sharing posters, the ritual is incredibly inefficient at communicating science, Morrison argues.
…
Morrison says he has a solution: A better design for those posters, plus a dash of tech.

To make up for all the nuance and detail lost in this approach, the template includes a QR code that viewers can scan to get to the full research paper.

From DSC:
Wouldn’t this be great if more journal articles would do the same thing? That is, give us the key findings, conclusions (with some backbone to them), and recommendations right away! Abstracts don’t go far enough, and often scholars/specialists are talking amongst themselves…not to the world. They could have a far greater reach/impact with this kind of approach.

(The QR code doesn’t make as much sense if one is already reading the full journal article…but the other items make a great deal of sense!)

Four research-based strategies every teacher should be using [Gonzalez]

On 06/10/2019, in adjunct faculty, assessment, colleges, community colleges, education, faculty, higher education, ideas, learning theories, memory, metacognition / metacognitive skills, online learning, pedagogy, research, student-related, teachers, teaching & learning, by Daniel Christian

Four research-based strategies every teacher should be using — from cultofpedagogy.com by Jennifer Gonzalez

Excerpt (emphasis DSC):

[Per Jennifer] Cognitive scientist Pooja Agarwal and K-12 teacher Patrice Bain have collaborated on a new book, Powerful Teaching: Unleash the Science of Learning. In the book, they go into detail about what it looks like when we actually apply four research-based “Power Tools” in the classroom: retrieval practice, spaced practice, interleaving, and feedback-driven metacognition—which is one we haven’t covered at all on this podcast. Today I’m going to talk with Pooja and Patrice about these strategies, the research behind why they work, and some ways you can start using them right away in your instruction.

Instead of assigning homework to give students practice with course material, give mini-quizzes at the start of each class that ask 3-5 questions about the prior day’s learning. These should either receive no grades or be given a very low point value, because the goal of these is to reinforce the learning, not measure or grade student work.

In her social studies classroom, Bain used to assign homework most nights, and found that not only was she spending up to two hours a night grading it, it also was doing nothing to help students retain information.

4 Essentials for Learning Space Redesign — from CampusTechnology.com by David Raths
There’s a lot more to creating active learning spaces than bringing in new furniture and moving seats around.

“Belief in Learning Styles Myth May Be Detrimental” [APA] + 5 other items on the lack of support for learning styles

On 06/03/2019, in active learning, adjunct faculty, assessment, blended learning, colleges, community colleges, corporate universities / corporate training, Daniel S. Christian, education, education reform, higher education, ideas, K-12 related, law schools, learning, learning ecosystem, learning preferences, learning theories, lifelong learning, love of learning, more voice more choice more control, motivation, multimedia, online learning, passions, pedagogy, personalized/customized learning, psychology, research, society, student-related, teachers, teaching & learning, teaching online, training / L&D, universities, youth, by Daniel Christian

Belief in Learning Styles Myth May Be Detrimental — from apa.org
Many people believe learning styles predict academic and career success, study finds

Excerpts:

WASHINGTON — Many people, including educators, believe learning styles are set at birth and predict both academic and career success even though there is no scientific evidence to support this common myth, according to new research published by the American Psychological Association.
…
Previous surveys in the United States and other industrialized countries across the world have shown that 80% to 95% of people believe in learning styles. It’s difficult to say how that myth became so widespread, Nancekivell said.

Also see:

Maybe They’re Born With It, or Maybe It’s Experience: Toward a Deeper Understanding of the Learning Style Myth — from apa.org by Shaylene E. Nancekivell, Priti Shah, and Susan A. Gelman
.
Learning Styles are NOT an Effective Guide for Learning Design — from debunker.club
Excerpt:
The strength of evidence against the use of learning styles is very strong. To put it simply, using learning styles to design or deploy learning is not likely to lead to improved learning effectiveness. While it may be true that learners have different learning preferences, those preference are not likely to be a good guide for learning. The bottom line is that when we design learning, there are far better heuristics to use than learning styles.
.
Learning styles: Worth our time? — from Cathy Moore
.
Learning Styles Debunked: There is No Evidence Supporting Auditory and Visual Learning, Psychologists Say — from psychologicalscience.org
.
Learning Styles FAQ — by Daniel Willingham
Excerpt:
How can you not believe that that people learn differently? Isn’t it obvious?
People do learn differently, but I think it is very important to say exactly how they learn differently, and focus our attention on those differences that really matter. If learning styles were obviously right it would be easy to observe evidence for them in experiments. Yet there is no supporting evidence. There are differences among kids that both seem obvious to us and for which evidence is easily obtained in experiments, e.g., that people differ in their interests, that students vary in how much they think of schoolwork as part of their identity (“I’m the kind of kid who works hard in school”) and that kids differ in what they already know at the start of a lesson. All three of these have sizable, easily observed effects on learning. I think that often when people believe that they observe obvious evidence for learning styles, they are mistaking it for ability.

From DSC:
While I’ve heard and read through the years that there isn’t support for learning styles — and I’ve come to adopt that perspective as well due to what I’ve read, such as the items listed above — I do think that each of us has our learning preferences (as the debunker club mentioned as well). That is, how we prefer to learn about a new subject:

Some people like to read the manual.
Others never pick up the manual…they prefer to use the trial and error / hands-on method.
Some people prefer to listen to audio books.
Others prefer to watch videos.
Others like to read about a new topic.
Others like to study in a very quiet place — while others prefer some background noise.
Some people love to learn in a 100% online-based mode…some people hate it, and that delivery method doesn’t work as well for them.

Along these lines…in my mind, offering learning in multiple media and in multiple ways maximizes the enjoyment of learning by a group of people. And now that we’re all into lifelong learning, the enjoyment of learning has notched waaay up in importance in my book. The more we enjoy learning, the more we enjoy life (and vice versa).

In fact, I’m getting closer to the point of putting enjoyment of learning over grades in terms of importance. Grades are a way to compare people/school systems/colleges/universities/etcetera…they are the currency of our current systems…and they are used to “incentivize” students. But such systems and methods often produce game players, not learners.

Recommended books from RetrievalPractice.org
Check out our recommended books and reports that describe research on the science of learning and provide practical tips for classroom teaching.

.

…plus several others

MIT has just announced a $1 billion plan to create a new college for AI – MIT Technology Review

On 03/23/2019, in 21st century, Artificial Intelligence/Agents/LLMs/and Related, computer science, ethics, innovation, intelligent systems, morals/values, platforms, programming, research, United States, universities, by Daniel Christian

MIT has just announced a $1 billion plan to create a new college for AI — from technologyreview.com

Excerpt:

One of the birthplaces of artificial intelligence, MIT, has announced a bold plan to reshape its academic program around the technology. With $1 billion in funding, MIT will create a new college that combines AI, machine learning, and data science with other academic disciplines. It is the largest financial investment in AI by any US academic institution to date.

From this page:

The College will:

reorient MIT to bring the power of computing and AI to all fields of study at MIT, allowing the future of computing and AI to be shaped by insights from all other disciplines;
create 50 new faculty positions that will be located both within the College and jointly with other departments across MIT — nearly doubling MIT’s academic capability in computing and AI;
give MIT’s five schools a shared structure for collaborative education, research, and innovation in computing and AI;
educate students in every discipline to responsibly use and develop AI and computing technologies to help make a better world; and
transform education and research in public policy and ethical considerations relevant to computing and AI.

Memory has some similarities to a Google search algorithm…

On 03/13/2019, in attention, Daniel S. Christian, education, Google, learning, learning theories, memory, metacognition / metacognitive skills, multimedia, research, by Daniel Christian

6 key trends to 21st century teaching — from edsurge.com

Excerpt:

It’s popular these days to complain that college teaching hasn’t changed in hundreds of years. And sure, it’s possible to find some professors on any campus holding yellowed lecture notes, or clinging to dusty chalk. But the reality is that the internet and digital technologies have already brought profound changes to instructional styles and tools in higher education.

So what are the new teaching approaches catching on at today’s campuses? And what are the broader cultural changes around college teaching?

We set out to answer those questions over the past year, with a series of articles and interviews exploring what teaching in the 21st century looks like. Some show the nuances of the challenges of teaching with technology by telling stories of innovative professors, including how a water agency official who teaches an online community college course got started in creating open educational resources when her class was incorporated into a zero-cost textbook degree program. Others dive into research on the culture of teaching, like a talk with an anthropologist studying how professors react to (and sometimes resist) research on teaching practices.

Tiny microbots fold like origami to travel through the human body [Torbet]

On 01/24/2019, in biology, emerging technologies, Europe, health, nursing, research, robotics, science, by Daniel Christian

Tiny microbots fold like origami to travel through the human body — from digitaltrends.com by Georgina Torbet

Excerpt:

Tiny robots modeled after bacteria could be used to deliver drugs to hard to reach areas of the human body. Scientists at École polytechnique fédérale de Lausanne (EPFL) and the Swiss Federal Institute of Technology in Zurich (ETH Zurich) have developed what they call elastic microbots that can change shape depending on their environment.

The Lesson You Never Got Taught in School: How to Learn! — from bigthink.com by Simon Oxenham (from 2/15/13)
Psychological Science in the Public Interest evaluated ten techniques for improving learning, ranging from mnemonics to highlighting and came to some surprising conclusions.

Excerpts:

Practice Testing (Rating = High)
This is where things get interesting; testing is often seen as a necessary evil of education. Traditionally, testing consists of rare but massively important ‘high stakes’ assessments. There is however, an extensive literature demonstrating the benefits of testing for learning – but importantly, it does not seem necessary that testing is in the format of ‘high stakes’ assessments. All testing including ‘low stakes’ practice testing seems to result in benefits. Unlike many of the other techniques mentioned, the benefits of practice testing are not modest – studies have found that a practice test can double free recall!

Distributed Practice (Rating = High)
Have you ever wondered whether it is best to do your studying in large chunks or divide your studying over a period of time? Research has found that the optimal level of distribution of sessions for learning is 10-20% of the length of time that something needs to be remembered. So if you want to remember something for a year you should study at least every month, if you want to remember something for five years you should space your learning every six to twelve months. If you want to remember something for a week you should space your learning 12-24 hours apart. It does seem however that the distributed-practice effect may work best when processing information deeply – so for best results you might want to try a distributed practice and self-testing combo.

Also see:

Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology
John Dunlosky, Katherine A. Rawson, Elizabeth J. Marsh, Mitchell J. Nathan, Daniel T. Willingham
First Published January 8, 2013 | Research Article
https://doi.org/10.1177/1529100612453266

Study smart — from apa.org by Lea Winerman; as recommended by Daniel Willingham here
Make the most of your study time with these drawn-from-the-research tips.

Per Willingham (emphasis DSC):

Rereading is a terribly ineffective strategy. The best strategy–by far — is to self-test — which is the 9th most popular strategy out of 11 in this study. Self-testing leads to better memory even compared to concept mapping (Karpicke & Blunt, 2011).

Three Takeaways from Becoming An Effective Learner:

Boser says that the idea that people have different learning styles, such as visual learning or verbal learning, has little scientific evidence to support it.
According to Boser, teachers and parents should praise their kids’ ability and effort, instead of telling them they’re smart. “When we tell people they are smart, we give them… a ‘fixed mindset,’” says Boser.
If you are learning piano – or anything, really – the best way to learn is to practice different composers’ work. “Mixing up your practices is far more effective,” says Boser.

Cumulative exams aren’t the same as spacing and interleaving. Here’s why. — from retrievalpractice.org

Excerpts (emphasis DSC):

Our recommendations to make cumulative exams more powerful with small tweaks for you and your students:

Cumulative exams are good, but encourage even more spacing and discourage cramming with cumulative mini-quizzes throughout the semester, not just as an end-of-semester exam.
Be sure that cumulative mini-quizzes, activities, and exams include similar concepts that require careful discrimination from students, not simply related topics.
Make sure you are using spacing and interleaving as learning strategies and instructional strategies throughout the semester, not simply as part of assessments and cumulative exams.

Bottom line: Just because an exam is cumulative does not mean it automatically involves spacing or interleaving. Be mindful of relationships across exam content, as well as whether students are spacing their study throughout the semester or simply cramming before an exam – cumulative or otherwise.

From DSC:
We, like The Learning Scientists encourages us to do and even provides their own posters, should have posters with these tips on them throughout every single school and library in the country. The posters each have a different practice such as:

Spaced practice
Retrieval practice
Elaboration
Interleaving
Concrete examples
Dual coding

That said, I could see how all of that information could/would be overwhelming to some students and/or the more technical terms could bore them or fly over their heads. So perhaps we could boil down the information to feature excerpts from the top sections only that put the concepts into easier to digest words such as:

Practice bringing information to mind
Switch between ideas while you study
Combine words and visuals
Etc.

From DSC:
Not too long ago, I really enjoyed watching a program on PBS regarding America’s 100 most-loved books, entitled, “The Great American Read.”

Watch “The Grand Finale”

While that’s not the show I’m talking about, it got me to thinking of one similar to it — something educational, yet entertaining. But also, something more.

The program that came to my mind would be a program that’s focused on significant topics and issues within American society — offered up in a debate/presentation style format.

For example, you could have different individuals, groups, or organizations discuss the pros and cons of an issue or topic. The show would provide contact information for helpful resources, groups, organizations, legislators, etc. These contacts would be for learning more about a subject or getting involved with finding a solution for that problem.

For example, how about this for a potential topic: Grades or no grades?

What are the pros and cons of using an A-F grading system?
What are the benefits and issues/drawbacks with using grades?
How are we truly using grades Do we use them to rank and compare individuals, schools, school systems, communities? Do we use them to “weed people out” of a program?
With our current systems, what “product” do we get? Do we produce game-players or people who enjoy learning? (Apologies for some of my bias showing up here! But my son has become a major game-player and, likely, so did I at his age.)
How do grades jibe with Individualized Education Programs (IEPs)? On one hand…how do you keep someone moving forward, staying positive, and trying to keep learning/school enjoyable yet on the other hand, how do you have those grades mean something to those who obtain data to rank school systems, communities, colleges, programs, etc.?
How do grades impact one’s desire to learn throughout one’s lifetime?

…

Such debates could be watched by students and then they could have their own debates on subjects that they propose.

Or the show could have journalists debate college or high school teams. The format could sometimes involve professors and deans debating against researchers. Or practitioners/teachers debating against researchers/cognitive psychologists.

Such a show could be entertaining, yet highly applicable and educational. We would probably all learn something. And perhaps have our eyes opened up to a new perspective on an issue.

Or better yet, we might actually resolve some more issues and then move on to address other ones!

Guide to how artificial intelligence can change the world – Part 3 — from intelligenthq.com by Maria Fonseca and Paula Newton
This is part 3 of a Guide in 4 parts about Artificial Intelligence. The guide covers some of its basic concepts, history and present applications, possible developments in the future, and also its challenges as opportunities.

Excerpt:

Artificial intelligence is considered to be anything that gives machines intelligence which allows them to reason in the way that humans can. Machine learning is an element of artificial intelligence which is when machines are programmed to learn. This is brought about through the development of algorithms that work to find patterns, trends and insights from data that is input into them to help with decision making. Deep learning is in turn an element of machine learning. This is a particularly innovative and advanced area of artificial intelligence which seeks to try and get machines to both learn and think like people.

Also see:

LinkedIn’s 2018 U.S. emerging jobs report — from economicgraph.linkedin.com

Excerpt (emphasis DSC):

Our biggest takeaways from this year’s Emerging Jobs Report:

Artificial Intelligence (AI) is here to stay. No, this doesn’t mean robots are coming for your job, but we are likely to see continued growth in fields and functions related to AI. This year, six out of the 15 emerging jobs are related in some way to AI, and our research shows that skills related to AI are starting to infiltrate every industry, not just tech. In fact, AI skills are among the fastest-growing skills on LinkedIn, and globally saw a 190% increase from 2015 to 2017.

Learning Ecosystems

I wish journal articles would leverage some of the ideas from this new, straightforward, efficient science poster template!!! [Christian]

Memory has some similarities to a Google search algorithm…

Tiny microbots fold like origami to travel through the human body [Torbet]

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