Michael h Copyright 2014 © Moodle - CC SA Myths in your Moodle Michael

Michael About me

Michael

Michael Myths?

Michael Drinking less than 6 to 8 glasses of water a day can cause the brain to shrink

Michael Drinking less than 6 to 8 glasses of water a day can cause the brain to shrink Howard- Jones (2014) 16%29% 11%25% 5% 10%

Michael We mostly only use 10% of our brain

Michael We mostly only use 10% of our brain Howard- Jones (2014) 46%48% 53%50% 59% 50%

Michael Individuals learn better when they receive information in their preferred learning style

Michael 96%93% 96%97% Individuals learn better when they receive information in their preferred learning style 65%

Michael Reviews of educational literature and controlled laboratory studies fail to support this approach to teaching. Howard-Jones (2014)

Michael Reviews of educational literature and controlled laboratory studies fail to support this approach to teaching. Howard-Jones (2014) Lacking evidence

Michael … The present results suggest that people ’ s intuitions about their learning styles may be incorrectly attributed. Kr ä tzig & Arbuthnott (2006)

Michael … The present results suggest that people ’ s intuitions about their learning styles may be incorrectly attributed. Kr ä tzig & Arbuthnott (2006) We want it to be true

Michael The literature fails to provide adequate support for applying learning-style assessments in school settings. Pashler et al (2009)

Michael The literature fails to provide adequate support for applying learning-style assessments in school settings. Pashler et al (2009) Doesn’t help in practice

Michael

Michael Michael de Raadt

Michael Michael de Raadt Design content-appropriate forms of instruction Consider multiple modalities when relevant

Michael Digital-native students are more tech savvy than their digital-immigrant teachers

Michael Digital-native students are more tech savvy than their digital-immigrant teachers 29%

Michael Teachers ’ age and technology skill could not be identified as the cause of the disconnect between students ’ use of technology... Wang et al (2014)

Michael Teachers ’ age and technology skill could not be identified as the cause of the disconnect between students ’ use of technology... Wang et al (2014) Can’t find difference

Michael Recent research has shown flaws in the argument that there is an identifiable generation, or even a single type of highly adept technology user. Bennett & Maton (2010)

Michael Recent research has shown flaws in the argument that there is an identifiable generation, or even a single type of highly adept technology user. Bennett & Maton (2010) Generation skill inconsistent

Michael Michael de Raadt Provide appropriate teacher training Be confident – teachers use teaching technology more than students

Michael MOOCs will replace current teaching practices

Michael MOOCs will replace current teaching practices 5%

Michael … The highest completion rate achieved was 19.2% … The majority of MOOCs had completion rates of less than 10%. Jordan (2013)

Michael … The highest completion rate achieved was 19.2% … The majority of MOOCs had completion rates of less than 10%. Jordan (2013) Not retaining students

Michael Less than 38% of respondents agree that “ MOOCs offer a viable model for the effective delivery of online instruction, ” down from 53% in US Campus Computing survey (2014)

Michael Less than 38% of respondents agree that “ MOOCs offer a viable model for the effective delivery of online instruction, ” down from 53% in US Campus Computing survey (2014) Not viable at tertiary level

Michael Michael de Raadt “MOOC mania” is over MOOCs will have a place in online education when used appropriately

Michael Problem-based learning is more effective than “transmission" models.

Michael Problem-based learning is more effective than “transmission" models. 79%

Michael Requiring students to discover what they need to learn results in 45% less learning than demonstrating how to solve problems. The most vulnerable students are harmed the most. Clark (2009)

Michael Requiring students to discover what they need to learn results in 45% less learning than demonstrating how to solve problems. The most vulnerable students are harmed the most. Clark (2009) Less effective, harms strugglers

Michael One minute of explicit training can be more effective than months of implicit training. Biederman & Shiffrar (1987)

Michael One minute of explicit training can be more effective than months of implicit training. Biederman & Shiffrar (1987) Explicit instruction more effective

Michael Michael de Raadt Constructivism ≠ unguided learning Use scaffolding Explicit instruction before exploration

Michael Humans are responsible for global warming

Michael Stephen Hawking is a robot

Michael Aliens built the pyramids

Michael References Howard-Jones, P. A. (2014). Neuroscience and education: myths and messages. Nature Reviews Neuroscience. Coffield, F, Moseley, D, Hall, E, & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. UK: Learning and Skills Research Centre. Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009): Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9(3): Krätzig, G. P., & Arbuthnott, K. D. (2006). Perceptual learning style and learning proficiency: A test of the hypothesis. Journal of Educational Psychology, 98(1), 238. Wang, S. K., Hsu, H. Y., Campbell, T., Coster, D. C., & Longhurst, M. (2014). An investigation of middle school science teachers and students use of technology inside and outside of classrooms: considering whether digital natives are more technology savvy than their teachers. Educational Technology Research and Development, 62(6), Bennett, S., & Maton, K. (2010). Beyond the ‘digital natives’ debate: Towards a more nuanced understanding of students' technology experiences. Journal of computer assisted learning, 26(5), Clark, R. E. (2009). How much and what type of guidance is optimal for learning from instruction. Constructivist theory applied to instruction: Success or failure,

Michael References Biederman, I, & Shiffrar, M.M. (1987). Sexing Day-Old Chicks: A Case Study and Expert Systems Analysis of a Difficult Perceptual-Learning Task. Journal of Experimental Psychology: Learning, Memory and Cognition, 13(4), US Campus Computing survey (2014) computing-2014 Jordan, K. (2013) MOOC completion rates: The data. Retrieved from Whitmer, J. (2013). Logging On to Improve Achievement: Evaluating the Relationship between Use of the Learning Management System, Student Characteristics, and Academic Achievement in a Hybrid Large Enrollment Undergraduate Course (Doctor of Education Dissertation), University of California. Retrieved from pdf Beer, C., Tickner, R., & Jones, D. (2014). Three paths for learning analytics and beyond: moving from rhetoric to reality. In Proceedings ascilite Dunedin 2014 (pp ). Dawson, S. (2014) Keynote presentation, ascilite2014. Retrieved from Lonn, S., Aguilar, S. J., & Teasley, S. D. (2014). Investigating student motivation in the context of a learning analytics intervention during a summer bridge program. Computers in Human Behavior.

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