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Research Webinar: OERS and Cognitive Science
The document discusses improving online educational resources by applying cognitive science principles, focusing on enhancing motivation, learning strategies, and fostering collaboration between educators and scientists. It outlines methods to increase student engagement and efficacy in online learning, including growth mindset principles and the use of Socratic questioning techniques. Additionally, it presents a framework for collaboration through networks and criteria for evaluating educational resources.
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Research Webinar: OERS and Cognitive Science
- 1. Improving Online Educational Resources usingCognitive Science Joseph Jay Williams Office of Online Learning Stanford University September 2013
- 2. Improving Online EducationalResources using Cognitive Science (& Online Collaborations between Scientists and Educators) Joseph Jay Williams [email protected] www.josephjaywilliams.com/education Lytics Lab, Office of Online Learning, Graduate School of Education Stanford University Slides at tiny.cc/inacolwebinar Slides & Discussion at tiny.cc/inacolwebinar 2
- 3. What’s different aboutOnline Educational Resources? • A lot! • Align Scientists & Educators – Practical Improvements – Scientific Research • Refine Resources through Repeated Improvement • Facilitate Collaboration • Like Wikipedia? 3 Content Exercise
- 4. Overview • I. Applyingcognitive science to online learning – I-a: How to increase motivation? – I-b: Increase learning without changing materials? – I-c: Teaching Learning Strategies – I-d: Lessons for Growth Mindset + Learning Strategies • II. Online collaborations between Scientists & Educators – II-a: Learning, Education & Research Network (LEARN) – II-b: R.E.P.E.A.T. criteria for Research-Practice friendly resources 4
- 5. I. Reviewing &Synthesizing Cognitive Science Research • Williams, J.J. (2013). tiny.cc/improveonlinelearningImproving Learning in MOOCs by Applying Cognitive Science. Paper to be presented at the MOOCshop Workshop, International Conference on Artificial Intelligence in Education, Memphis, TN. • Harvey, A. G., Lee, J., Williams, J. J., Hollon, S., Walker, M., Thompson, M., & Smith, R. (in press). Improving outcome of psychosocial treatments by enhancing memory and learning. Perspectives in Psychological Science. • www.josephjaywilliams.com/education • Willingham, D. T. Why Don't Students Like School. Jossey-Bass (2010) • Willingham, D. T. (2012). When can you trust the experts: How to tell good science from bad in education. 5
- 6. I-a: How toincrease motivation? • Many ways to increase motivation… • Change students’ implicit beliefs about whether intelligence is fixed or malleable (Dweck, 2011; Yeager & Walton, 2012) 6
- 7. Implicit beliefs aboutIntelligence • On a scale from 1 to 10, how much do you agree that? • Your intelligence is something very basic about you that you can’t change very much. • No matter how much intelligence you have, you can always change it quite a bit. • Fixed Mindset vs. Growth Mindset (Dweck, 2006) – Self-fulfilling prophecy – Avoid uncomfortable challenges vs. Pursue Learning Opportunities – Avoid asking questions vs. Examining your mistakes 7
- 8. Research to linkScience and Practice • Experiment: Using Motivation Research to boost students’ learning of Math online on Khan Academy • Approach: • 1. Quantify outcomes in real-world resource • Math exercises at www.khanacademy.org • 2. Synthesize recommendations from research • Believing intelligence is malleable increases motivation • 3. Embed experiment to evaluate • Upcoming slides… 8
- 9. 1. Learning fromMath exercises on www.KhanAcademy.org • Typical Exercise 9 1. Number of Problems Completed 2. Percent Correct
- 10. 2. Synthesize ScientificFindings • Williams, J.J. (2013)Improving Learning in MOOCs by Applying Cognitive Science. Paper presented at the MOOCshop Workshop, International Conference on Artificial Intelligence in Education, Memphis, TN. • www.josephjaywilliams.com/education • Teaching Growth Mindset of intelligence • Research at Stanford by Dweck (2008) & Yeager & Walton (2011) 10
- 11. 3. Add motivationalmessages 11 Practice-as-usual Remember, the more you practice the smarter you become! Growth Mindset Message
- 12. 3. Embedded invivo Experiment 12 • Growth Mindset Message • "Remember, the more you practice the smarter you become.”, • "Mistakes help you learn. Think hard to learn from them.” • Practice-as-usual • Benefit of Growth Mindset Message? Jascha Sohl-Dickstein
- 13. Slides & Discussionat tiny.cc/inacolwebinar ‹#›
- 14. Practice-as-usualGrowth Mindset MessagePositiveMessage 3. Add Positive messages 14 Some of these problems are hard. Do your best!
- 15. Does any positivemessage work? 15 • Growth Mindset Message • "Remember, the more you practice the smarter you become.”, • "Mistakes help you learn. Think hard to learn from them.” • Positive Message • "Some of these problems are hard. Just do your best." • "This might be a tough problem, but we know you can do it.” • Practice-as-usual
- 16. Number of ProblemsAttempted Practice-as-usual Growth Mindset Message Positive Message Results to Analyze 16 Accuracy
- 17. Research to linkScience & Practice 1. Outcomes in Online Resources 2. Recommendations from Research 3. Experiments Khan Academy Math Exercises Malleability of Intelligence Ongoing Experiments ? ? ? 17
- 18. I-b: Increase learningwithout changing materials? • Promote reflection with Socratic questions • Questions before: Problem-Based Learning • Questions during: Prompt for explanations • Questions after: Use assessments for instruction 18
- 19. 19 Add object to bucket Integrate webpage with internet ContentExercise Learning: Add vs. Integrate Slides & Discussion at tiny.cc/inacolwebinar
- 20. Before: Start withQuestions & Problems • Problem Based Learning (Hmelo-Silver, 2006; Needham & Begg, 1998; Schwartz, 1998) 20 How do you…? Is it possible to…?
- 21. During: Request explanations •Fonseca & Chi, 2011 • Renkl, 1997 • McNamara, 2004 • Rittle-Johnson, 2006 • Williams & Lombrozo, 2010 21 Why…? How? What are you thinking? What next?
- 22. Explanation and Learning •Does explaining… – Provide a General boost to Learning Engagement – Selectively guide learners to look for patterns • The Subsumptive Constraints Theory: Interpret target of why-explanation in terms of a broader generalization (Williams & Lombrozo, 2010) • Discover general patterns (Williams & Lombrozo, 2010, Cognitive Science) • Use pre-existing knowledge (Williams & Lombrozo, 2013, Cog. Psych.) • May mistakenly overgeneralize by ignoring specific examples(Williams et al, 2013, JEP: General) 22
- 23. After: Use Assessmentsas Instructional Tools • “Testing Effect” & Ten Benefits of Testing (Roediger et al, 2011) 23 Right away: Study+Study ~= Study+Test Day/Week later: Study+Study < Study+Test Learners think: Study+Study > Study+Test
- 24. After: Achieve MixingEffect with assessments • Mixing Effect (Rohrer, 2009) 24
- 25. Applying Cognitive Science •Learning: Add vs. Integrate Knowledge (Instructionism vs. Constructivism) • Questions before: Problem-Based Learning • Questions during: Prompt for explanations • Questions after: Use assessments for instruction • Further resources: www.josephjaywilliams.com/education 25
- 26. I-c: Teaching LearningStrategies • Spend a lesson teaching a concept vs. general strategy? • Online: Iteratively refine excellent lessons • Online: Repeatedly reinforce habits & educational behaviors • Teach “What? Why? How?” self- questioning/explanation strategies 26
- 27. Add “Socratic” promptsto explain & reflect Clickable link. + Prompts embedded into hints. Click here to learn about the What? Why? How? strategy 27
- 28. Embedded Prompts betweenHint/Solution Steps 28
- 29. Self-questioning strategy: What?Why? How? 29
- 30. I-d: Lessons forGrowth Mindset + Learning Strategies • Learning Assistant: tiny.cc/learningassistant • Short 5 minute videos • Guided prompts • Growth Mindset • Self-Questioning strategy • Experiment: How do lessons influence grades? 30
- 31. II. Collaborations betweenScientists & Educators • How to gain best of both worlds? • Ask Questions, “Crowdsource” answers • The Internet removes barriers to communication & connects people 31
- 32. II-a: Learning, EducationAnd Research Network (LEARN) • www.learnnetwork.net • Creating a virtual community: • Educators, Researchers, Developers • Mailing List, & Member list • Discussion Forum – any teacher can ask a question, so can any researcher • Wiki of resources • Collaborate in improving online educational resources 32
- 33. II-b: R.E.P.E.A.T. Criteria:Research on Online Resources • Can you collaborate to help your students & improve online resources? • Yes, if Online Educational Resources are: – Realistic – Experimental – Product – Evaluated – Accessible – Theoretically motivated • REPEAT – iteratively improve through revision & collaboration • http://edlab.tc.columbia.edu/ • Organizations like iNACOL! 33
- 34. Review • I. Applyingcognitive science to online learning – I-a: How to increase motivation? – I-b: Increase learning without changing materials? – I-c: Teaching Learning Strategies – I-d: Lessons for Growth Mindset + Learning Strategies • II. Online collaborations between Scientists & Educators – II-a: Learning, Education & Research Network (LEARN) – II-b: R.E.P.E.A.T. criteria for Research-Practice friendly resources • Send advice & questions! [email protected] 34
- 35. Contact Info • JosephJay Williams • [email protected] • www.josephjaywilliams.com/education • Slides at http://tiny.cc/inacolwebinar
Editor's Notes
- #20 Bucket model of the mind“Instructionism”Integrating into webpage.EXAMPLES: Khan Academy. MOOC on power search.Learning to program, about product specifications, sales strategies, accounting procedures, management skills.
- #22 Normally, we absorb content.But actively processing should help, you have probably had the experience of understanding something better after explaining it to someone else, why a solution is correct – trying to teach is the best way to learn. Extensive evidence for this.Why? Why does explaining why help learning?How do you know when to ask learners for explanations?A question I’ve explored.Two views. General boost –pay attention & spend more time, more motivated. Or Selective. Drive people to discover principles.Many studies in real-world, hard to understand, so we did the first lab study with artificial materials. Image of robots. Explaining behavior.Learning about statistics concepts like variability.In lab or online, adult participants learn material.Asked a “why?” question. E.g. Explain category membership. Explain why someone behaved in a certain way. Explain the right answer.Control: Matched it for time. Choose any strategy, describe, write out or say aloud their thoughts.Measure learning. Why is that an X?Why does Y do…?Why is Z the right solution?
- #23 Not traditional, but ubiquitous