Joseph Williams – Bloomsburg Corporate Advisory Council Meeting
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Transcript of Joseph Williams – Bloomsburg Corporate Advisory Council Meeting
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Using Cognitive Science to improve E-learning
Joseph Jay WilliamsJoseph_williams AT berkeley DOT
eduwww.JosephJayWilliams.com
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Education Research Landscape
• Qualitative analyses• Quantitative studies & policy analysis• Cognitive Science: Experiments to assess
different instructional strategies• E-learning <--------> Cognitive Science
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Preview
• Learning: “Adding” vs. “Integrating” information.• Before: Ask questions to get Problem-based
learning.• During: Request Explanations & Comparisons.• After: Use assessments as instructional tools via
the Testing Effect and Mixing Effect.• Increase motivation via a Growth Theory of
intelligence.• www.josephjaywilliams.com/education
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Learning: Adding information?
• Bucket model of the mind
• “Instructionism”
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Learning for Transfer: Integrating information
• Adding a new webpage to the internet
BEFORE DURING AFTER
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Before: Start with Questions & Problems
• Problem Based Learning (Hmelo-Silver, 2006; Schwartz, 1998)
How do you…?Is it possible to…?
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During: Request explanations
• Prompt people to explain “Why?”• Go beyond memorizing, to understand
general principles (Williams & Lombrozo, 2010; 2012)
Why is that a good solution?Why is it true that…?Why is it a mistake to…?
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During: Request comparisons• Single example or case study• Compare multiple examples to grasp core
principle (Gentner et al, 2003; Star & Rittle-Johnson, 2010)
What are the similarities between these?How are they different?
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• The “Testing Effect” (Roediger & Karpicke, 2006)
After: Use Assessments as Instructional Tools
Immediate test: Study+Study ~= Study+TestAfter hours, days, weeks: Study+Study < Study+Test
Learners claim: Study+Study > Study+Test 9
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After: Efficient Assessments use Mixing Effect
• Mixing Effect (Rohrer, 2009)
• Ten Benefits of Testing (Roediger et al, 2012)
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Increasing motivation
• Change their beliefs about intelligence (Dweck, 2006; Paunesku, Romero et al, 2012)
• Do you agree that…– Your intelligence is something very basic about you that you
can’t change very much. (Fixed Theory).– No matter how much intelligence you have, you can always
change it quite a bit. (Growth Theory).• Emphasizing Growth theory: Work harder &
learn from mistakes.• 2 lessons on Growth Theory boosts student GPA.
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Review• Learning: “Adding” vs. “Integrating” information.• Before: Ask questions to get Problem-based
learning.• During: Request Explanations & Comparisons.• After: Use assessments as instructional tools via
the Testing Effect and Mixing Effect.• Increase motivation via a Growth Theory of
intelligence.• www.josephjaywilliams.com/education• Joseph_Williams A T berkeley D O T edu
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