1. Using neuroscience research to influence teaching: Could ‘spaced learning’ work in higher education?
Paul Hubbard

2. Educational neuroscience is an emerging field
Background
Educational neuroscience is an emerging field
Neuroeducation in general – and specifically spaced learning

3. Blighted by neuromyths….
Also Mozart myth
Braingym etc

5. So why ‘spaced learning’?
Not a new concept – but linked to overcoming the forgetting curve

6. But does have some science to back it up….
Common knowledge that we learn more if we space learning over time - repetition
Exploited by apps our students already use
Based on understanding of memory formation
Strengthening of connections of nerve cells in the brain
Switch on of genes to form stronger connections
Consolidation of learning at key points in memory formation

7. Memory formation
Spaced learning aims to quickly consolidate short term information into long term storage
Immediate
(msec)
Short
(sec)
Medium
(minutes)
Long
(days,years)
Forget

8. How can this be achieved through teaching?
Evidence shows bursts of stimulus interspaced with gaps stimulates connections between cells
Gene activation multistage stage process – importance of reviewing early (same day)
Sleep well! – Mostly consolidation

9. Why look into this method?

10. Methodology Trial in school in Whitley Bay Students aged 13-15
Session 1 (20 Minutes) Provide a rapid presentation of a new topic
Trial in school in Whitley Bay
Students aged 13-15
Subsequent study with 24 hour gaps
Break (10 Minutes) Students engage in completely different activity – eg modelling clay
Session 2 (20 Minutes) Actively recall key concepts from the presentation
Break (10 Minutes) Students engage in completely different activity – eg modelling clay
Session 1 (20 Minutes) Apply knowledge through problem exercises

11. Strong claims….

12. Can this be applied to HE teaching - what I plan to do
Session 1 (20 Minutes) Provide a rapid lecture of a new topic
Cohort of over 300 MBBS students
Two blocks 150 students per time
See what student feedback is.
Break (10 Minutes) Students engage in completely different activity
50 Min Lecture slot
Session 2 (20 Minutes) Actively recall key concepts from the presentation – OMBEA quiz
Break (few hours) Students continue their day
Session 3 (50 min) Session to apply knowledge through problem exercises
50 Min Lecture slot

13. Application?
Could do done early in course to demonstrate to students the value of reviewing early?
Engage students in lectures that are more interactive and useful?
Cover key topic areas that are ‘threshold concepts’ that feed into and drive self directed learning?

14. Stages of consolidation of learning
Gap
Learning event
Review
Sleep!
Brief review
Idealistic!!
Interference risk
Consolidation
(Siesta/afternoon nap/power nap?)

15. Further information

16. References Kelly and Whatson (2013)
pdf
OU Innovating Pedagogy 2017