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

2. WHY HSC Study Lab?
Meeting a demonstrated need

3. 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
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4. 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),
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5. 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
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6. WHAT is HSC Study Lab?
Using multimedia to reach students

7. Demonstration
OFFICE | FACULTY | DEPARTMENT

8. HOW was it designed?
Founded on education research

9. 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 ): Cambridge University Press.
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10. 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
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11. 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,
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12. WHAT is next?
Limitations, improvements, future development

13. 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
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