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If E-learning is so good, why can’t we prove it? Geoff Norman, PhD
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Advantages of e-learning Portable Accessible any time Active learning Individualized Engaging Motivational AND Sophisticated (e.g. VR, animation)
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Evidence of (in)effectiveness
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Effect of Learning Technology (Internet Learning) in Health Sciences (Cook et al, JAMA 2008; 300: 1181-1196) 2190 studies 214 appropriate 130 No Intervention76 Non-InternetControl
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No Intervention
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Alternative Intervention p=.04 ns ns ns
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Is there something missing?
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Which would you rather do? Go to the symphony Go to World Cup game Attend F1 GP race Watch “Chicago” on stage Attend my lecture Listen to it on iPod Watch it on TV Watch “Chicago” movie Watch it on YouTube
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Why isn’t it a lot better? “E-learning” is too broad and non-specific Good and bad practices Some advantages of conventional teaching are lost “just in time” “just when needed” Some of the technological advantages may be disadvantages Mayer multimedia Visual reality
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Advantages of real teaching “Teaching as the transformation of knowledge”L.Shulman The role of the teacher is to transform knowledge as provided in the resources to a form useful to students
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Disadvantages of E-learning Mayer and Multimedia learning The case of VR
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Mayer Studies of Instructional design Most things we do in e-learning presentations detract from learning
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The Redundancy Principle Presenting words in both text and audio narration can hurt learning
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Effect of Redundancy
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Better Learning Without Background Music
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Animation vs. Static Mayer, Hegarty Mayer & Campbell, 2005
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What about Virtual Reality?
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Background Virtual reality offers opportunity to present 3-D images in multiple orientations Promise to improve learning of spatial anatomy
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Experiment 1 Learning spatial anatomy (wrist bones) ‘Key views’ (paper equivalent) vs Multiple views (virtual reality?) Experimental control over learning time, computer exposure, etc.
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KV Instructional Materials – Key Views
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MVMV Instructional Materials – Multiple Views
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Study 1 – KV vs. MV First year students ( n = 87) Two groups –Multiple View 36 orientations 36 orientations 0 / 180 deg. +/- 10 deg.) Key Views 2 Orientations 3 learn / test cycles Three learn / test cycles
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Results
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Conclusions No significant gain from multiple views
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Concerns Is this lack of superiority for multiple views a consequence of the particular task Wrist is essentially a plane of bones Third dimension is of no consequence Need a more three-dimensional object The BRAIN!!!
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Purpose How do learner and instruction characteristics influence spatial learning of brain anatomy? Design 120 subjects, randomized single blind study Setting 40 minutes on computer workstations Subject Characteristics Spatial ability, gender, handedness, computer use, programme of study, previous neuroanatomy exposure Instruction Characteristic Brain surface anatomy model in 4 views, KV) or 30° increments (24 views, MV) Active (subject-directed) or passive (timed) instruction (AKV, PKV, AMV, PMV) Study 2
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MV Instructional Materials – Multiple Views
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Intervention Learning phase is 12 minutes total for all 4 groups 27 different anatomical structures labelled Passive Key Views (PKV) 2 minutes for each of the four key views first pass, followed by 60 seconds each second pass Multiple Views (PMV) 30 seconds for each of the 24 views Active For AKV and AMV learner determines length of time on each image
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Outcome Measure of brain surface anatomy knowledge Post-test 30 created MCQs Half of the questions using key views, half from rotated views
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Results
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What about “real life”? Compare VR to KV to a plastic model
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Study 3 “Real” Virtual Reality vs. Two views Vs. Real Reality (plastic pelvis)
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3 groups n = 20 undergrad 20 nominal questions Test on real skeletal pelvis
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Is it because they can touch it (haptics)? The “lazy susan” study
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Is it because they’re tested in 3-D? Would the data reverse if they were tested on computer? “transfer appropriate processing”
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Conclusions E-learning has advantages and disadvantages May be more cost-effective May not be a panacea
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