{"id":410,"date":"2015-05-12T12:18:49","date_gmt":"2015-05-12T00:18:49","guid":{"rendered":"http:\/\/deborahfitchett.com\/blog\/?p=410"},"modified":"2015-05-12T12:18:49","modified_gmt":"2015-05-12T00:18:49","slug":"learning-sciences-the-impact-on-learning-technologies-theta2015","status":"publish","type":"post","link":"https:\/\/deborahfitchett.com\/blog\/2015\/05\/learning-sciences-the-impact-on-learning-technologies-theta2015\/","title":{"rendered":"Learning Sciences &#038; the Impact on Learning Technologies #theta2015"},"content":{"rendered":"<p><strong>Learning Sciences &#038; the Impact on Learning Technologies and Learning Activities<\/strong> (<a href=\"http:\/\/theta.edu.au\/program\/keynote-speakers\/keynote-2015-phillip-d-long\/\">abstract<\/a>)<br \/>\nPhil Long @radhertz<\/p>\n<p>Learning = acquisition of knowledge (dictionary); reflects permanent change in behaviour (psychologists). Tied up with context; it&#8217;s about retrieving knowledge to suit present needs.<\/p>\n<p>Summary: We&#8217;ve known a lot about learning processes for 50-100 years &#8211; just starting to get out of academic circles with advent of learning technology.<\/p>\n<ul>Overlearning &#8211; learning beyond mastery &#8211; extremely powerful way to impact long-term retention<\/li>\n<li>Variable\/interleaved vs consistent practice &#8211; studying in different environments outperformed studying in same environment. Studying artists mixed up outperformed studying artists sequentially.<\/li>\n<li>Mixing questions vs blocking questions: during practice blocking wins; on testing mixing wins. (However cramming for the test will often outperform &#8211; for that one exam, but not a week later.)<\/li>\n<li>Giving a series of tests outperforms giving study time (but annoys students and is a lot of work!<\/li>\n<\/ul>\n<p><em>We should build tools that make better learning practices part of the design.<\/em><\/p>\n<p>Metacognition &#8211; awareness\/understanding one&#8217;s own thought process.<br \/>\nRefers the Dunning-Kruger issue of people over-estimating their competence. Cleese sums up as &#8220;people who are so stupid they don&#8217;t know how stupid they are&#8221;. Conversely top performers underestimate how well they&#8217;re doing.<\/p>\n<p>Digital tools building in these findings:<\/p>\n<ul>\n<li>Cerego &#8211; creates a knowledge map of what you need to know, when you need to know, so it can provide it to you at the moment that will most help you learn it.<\/li>\n<li>Smart Sparrow &#8211; define how content will adapt to each student, optimise lesson flow, include simulations.<\/li>\n<li>And more: ITHAKA report <a href=\"http:\/\/www.sr.ithaka.org\/research-publications\/personalizing-post-secondary-education\">Personalizing Post-Secondary Education: An Overview of Adaptive Learning Solutions for Higher Education<\/a><\/li>\n<\/ul>\n<p>Learning Tools Interoperability &#8211; allowing multiple tools associated with courses to interact and link between each other. LTI apps on dedicated app store. But also and open source a federated store behing developed: <a href=\"http:\/\/github.com\/ucla\/casa-on-rails\">Casa<\/a>.<\/p>\n<p>Hoot.me tries to integrate learning into Facebook &#8211; people can sign up as a tutor. Can submit a drawing\/voiceover as a question. Maybe-creepy part is allows people to charge for tutoring.  Probably-creepy part is this can show up in LMS for professor to read and respond, which will show up on Facebook.<\/p>\n<p>How are we connecting where students are hanging out with where we&#8217;re teaching? [Should we? Don&#8217;t people sometimes need downtime?]<\/p>\n<p>Where do we stand on spectrum between adaptive tools and personalised learning tools.<br \/>\nWhy aren&#8217;t we proactively developing our own learning app store that represents good learning theory?<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Learning Sciences &#038; the Impact on Learning Technologies and Learning Activities (abstract) Phil Long @radhertz Learning = acquisition of knowledge (dictionary); reflects permanent change in behaviour (psychologists). Tied up with context; it&#8217;s about retrieving knowledge to suit present needs. Summary: We&#8217;ve known a lot about learning processes for 50-100 years &#8211; just starting to get [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[1],"tags":[253,246],"_links":{"self":[{"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/posts\/410"}],"collection":[{"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/comments?post=410"}],"version-history":[{"count":1,"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/posts\/410\/revisions"}],"predecessor-version":[{"id":411,"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/posts\/410\/revisions\/411"}],"wp:attachment":[{"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/media?parent=410"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/categories?post=410"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/tags?post=410"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}