HSC learning online: A multimedia approach to improved learning outcomes ACCE 2016 Brisbane

WHY HSC Study Lab? Meeting a demonstrated need

WHY HSC Study Lab? The need for STEM “At the core of almost every agenda is a focus on STEM: science, technology, engineering and mathematics. It is the almost universal preoccupation now shaping economic plans. In other words, the economic plans are designed to support the focus on STEM, rather than limit it.” Australian Government Chief Scientist 2014 Access Macquarie Ltd

WHY HSC Study Lab? The need for STEM Assessing the need Decreasing student enrolments in STEM subjects Decreasing comparative performance in STEM subjects High dropout rates for tertiary STEM subjects after the first year A decrease in expert teachers – ‘out of field’ teaching is common Kennedy, J. P., Lyons, T., & Quinn, F. (2014). The continuing decline of science and mathematics enrolments in Australian high schools. Teaching Science, 60(2), 34-46. Access Macquarie Ltd

WHY HSC Study Lab? The need for STEM A unique solution Specifically targets NSW syllabus Delivered by expert teachers Combination of video, interactive content, and assessment activities A learning science approach to content delivery Access Macquarie Ltd

WHAT is HSC Study Lab? Using multimedia to reach students

Demonstration OFFICE | FACULTY | DEPARTMENT

HOW was it designed? Founded on education research

HOW was it designed Cognitive Theory of Multimedia Learning A multi-media approach to content dissemination has been shown to increase deeper learning (the commitment of new information to long term memory). This is known as the dual channel assumption of cognitive processing. This is how we target learner’s knowledge construction and meaningful learning of HSC content. Some of the mechanisms of how the multimedia principle will be applied refers to selection of multimedia artefacts. For example sequenced static images can be as effective as animations if diagrammatic elements need to be included. Similarly simpler drawings/schematics are more effective than realistic ones. Mayer, R. E. (2005). Cognitive Theory of Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 312-348): Cambridge University Press. Access Macquarie Ltd

HOW was it designed Cognitive Theory of Multimedia Learning Segmenting Navigation: watch – play – apply Video segments Spatial contiguity Pre-training Redundancy Audio/graphics/text (combine but avoid all 3) Personalisation Conversational language Individual progress tracking Access Macquarie Ltd

HOW was it designed Quality design Flexibility Course design Assessment Technology Background materials Rich multimedia Goal orientation Metacognition Progress reporting Individualisation Cashion, J., & Palmieri, P. (2002). 'The Secret Is the Teacher': The Learners View of Online Learning: ERIC. Ehlers, U.-D. (2004). Quality in e-learning from a learner’s perspective. European Journal for Distance and Open Learning, 1, 73-90. Access Macquarie Ltd

WHAT is next? Limitations, improvements, future development

QUESTIONS? WHAT is next? Limitations, improvements, future development National curriculum Authentic assessment Value added feedback School level personalisation Encapsulation Developing Business, Economics and Legal Studies Venturing beyond NSW QUESTIONS? Approximately 10,000 licenses 5000 users 1000 teachers 50% of NSW high schools and 1/10 of those have reached out for a school based subscription Access Macquarie Ltd