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From Silver Bullets to First Principles: Effectively Leveraging Technology in Higher Education

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Peter Doolittle

Higher education, writ large, has a tendency to look for and accept silver bullets, uber-easy and uber-effective solutions to complex and wicked problems, without the necessary scrutiny. Unfortunately, this silver bullet search has taken our collective eyes off more sound approaches to innovative applications of technology. These sound approaches, however, need to be grounded in "first principles" of learning, those foundational and evidenced-based findings that can guide our development of effective instructional environments. What are these first principles, and how can they lead us through the sea of emerging technologies and learner attributes (MOOCs, millennials, multitasking, e-portfolios, flipping, gamification, tablets, social media) to the advancement of learning? Technology can play a pivotal role in fostering student learning. IT/IDT professionals need to take a stand for and against emerging educational approaches based on their knowledge, skills, and expertise, as well as the extant research on learning and technology. There's plenty of rhetoric and noise in today's higher education systems; it's time to move forward proactively in creating instructional environments that focus on student learning, leveraging technologies toward that end through first principles. OUTCOMES: Learn 3 first principles of learning * Learn a cognitive strategy for applying the first principles * Apply cognitive research in the examination of current silver bullets

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From Silver Bullets to First Principles Effectively Leveraging Technology in Higher Education Peter E. Doolittle Assistant Provost for Teaching and Learning Executive Director, Center for Instructional Development and Educational Research Professor, Educational Psychology Virginia Tech
Anticipation Guide 1. Teaching involves presenting students with material and holding students accountable for learning the material. 2. Technology allows teachers to teach more powerfully, more efficiently, and with less effort. 3. In online teaching/learning, students connect with peers, near and far, to construct knowledge. Yes? No? What would you change?
Introductory Frame So¡­ a philosopher, a monk, and a researcher walk into my mind¡­ David Stearns Matthieu Ricard Jessica Chittum balance responsibility student development
3 Questions to Avoid Silver Bullets 1. 2. 3.
Part 1
A Change in Perspective https://www.youtube.com/watch?v=Weq_sHxghcg
Introductory Frame technological determinism social determinism David Stearns, U of Washington social-shaping of technology techno-optimism ? techno-pessimism ?
Introductory Frame technological determinism social determinism David Stearns, U of Washington social-shaping of technology techno-optimism ? techno-pessimism ? SCOT Responsibility technology is neither good nor bad, but using it makes it so MOOCs v1.0
Introductory Frame technological determinism social determinism David Stearns, U of Washington social-shaping of technology techno-optimism ? techno-pessimism ? SCOT Responsibility technology is neither good nor bad, but using it makes it so MOOCs v1.0 In 50 years there will only be 10 institutions in the world delivering education, and Udacity has a shot at being one of them. - Sebastian Thrun (Udacity) We found that the majority of MOOCs scored poorly on most [learning] principles¡­[but] highly on organization and presentation of course material¡­although most MOOCs are well- packaged, their [learning] quality is low.
Hype, Hope, Rhetoric & Research technological trigger peak of inflated expectations Gartner Hype Cycle trough of disillusionment slope of enlightenment plateau of productivity
Hype, Hope, Rhetoric & Research peak of inflated expectations Gartner Hype Cycle slope of enlightenment plateau of productivity techno-optimism rhetoric-based hype techno-pragmatism research-based theory
Silver Bullet: ePortfolios Google Trends 2007 2009 2011 20132005 2015 techno-optimism rhetoric-based
Silver Bullets: ePortfolios Bryant, L., & Chittum, J. (2013). ePortfolio effectiveness: A(n ill-fated) search for empirical support. International Journal of ePortfolio, 3(2),189-198. Chittum, J., Woodyard, J., & Bryant, L. (2015). Article Type N % Descriptive (examples, do/don¡¯t) 92 42 Affective (opinions, perceptions) 63 29 Outcomes (learning, motivation) 36 17 Technology (user interface, platform) 18 8 Assessment (use of rubrics/tools) 8 4 Total 217 1996-2014
Silver Bullet: ePortfolios Google Trends 2007 2009 2011 20132005 2015 techno-optimism rhetoric-based Frequency of ePortfolio Pubs
Silver Bullet: Others Google Trends 2007 2009 2011 20132005 2015 techno-optimism rhetoric-based
3 Questions to Avoid Silver Bullets 1. Where¡¯s the research?
Part 2
The Need for Clarity https://www.youtube.com/watch?v=VSdxqIBfEAw
Silver Bullets: ePortfolios Bryant, L., & Chittum, J. (2013). ePortfolio effectiveness: A(n ill-fated) search for empirical support. International Journal of ePortfolio, 3(2),189-198. Chittum, J., Woodyard, J., & Bryant, L. (2015). Article Type N % Descriptive (examples, do/don¡¯t) 92 42 Affective (opinions, perceptions) 63 29 Outcomes (learning, motivation) 36 17 Technology (user interface, platform) 18 8 Assessment (use of rubrics/tools) 8 4 Total 217 1996-2014
Rest Tired Awake Dream Snore Bed Eat Slumber Sound Comfort Wake Night (Word Activity)
Learning & Meaning 1. Knowledge/meaning is constructed during experience and reconstructed during recall. 2. Knowledge is organized. 3. When specifics are lost, meaning remains. 4. Cognitive strategies are used to function more effectively. 5. We can assess the effectiveness of our thinking.
What we process we learn. Cognitively Socially Behaviorally Affectively awareness control
Segmentation The Effects of Segmentation and Personalization on Superficial and Comprehensive Strategy Instruction Authors: Doolittle. P. (2010) Design: 3 min multimedia tutorial or 2.5 hour multimedia tutorial over 4 days Topic: Historical Inquiry Variables: Segmentation Reduces cognitive load, facilitate processing Publication: Journal of Educational Multimedia and Hypermedia, 19(2), 5-21
Segmentation The Effects of Segmentation and Personalization on Superficial and Comprehensive Strategy Instruction Non-Segmented Segmented 12 10 8 6 4 2 0 Recall Application
Segmentation Multimedia Learning and Individual Differences: Mediating the Effects of Working Memory Capacity with Segmentation Authors: Lusk, D., Evans, A., Jeffery, T. Palmer, K. Wikstrom, C., & Doolittle, P. (2009) Design: 11 min multimedia tutorial Topic: Historical Inquiry Variables: Segmentation Low/High Working Memory Capacity Publication: British Journal of Educational Technology, 40(4), 636-651
Working Memory Capacity ? Crucible of Thought ? Stores Immediate Experiences ? Access Long-Term Memory ? Processes Experience and Memory ? Maintains Current Goal for Processing ? (especially in the presence of distraction)
Working Memory Capacity ? Storage + Processing = Attentional Control ? Positive impacts include: ? Fluid Intelligence ? LTM Activation ? Attentional Control ? Reading/Language Comprehension ? Reasoning ? Storytelling
Working Memory Capacity (3 + 7) / 2 = 5 ? Cow (8 - 3) + 1 = 7 ? Star Recall the words out loud, in order. Operation Span Task (explain directions)
Working Memory Capacity (9 - 6) / 3 = 2 ? Grass (5 + 3) - 6 = 2 ? Phone Recall the words out loud, in order.
Working Memory Capacity (7 + 2) + 1 = 9 ? White (3 + 4) + 2 = 9 ? Cement Recall the words out loud, in order. (2 - 0) / 2 = 2 ? Pony
Working Memory Capacity (9 - 2) - 2 = 4 ? System (1 + 7) / 4 = 2 ? Explore Recall the words out loud, in order. (2 + 1) * 3 = 9 ? Lips (6 - 4) * 3 = 8 ? Wired (5 + 5) - 6 = 4 ? Spring
Segmentation Multimedia Learning and Individual Differences: Mediating the Effects of Working Memory Capacity with Segmentation Authors: Lusk, D., Evans, A., Jeffery, T. Palmer, K. Wikstrom, C., & Doolittle, P. (2009) Design: 11 min multimedia tutorial Topic: Historical Inquiry Variables: Segmentation Low/High Working Memory Capacity Publication: British Journal of Educational Technology, 40(4), 636-651
Segmentation Multimedia Learning and Individual Differences: Mediating the Effects of Working Memory Capacity with Segmentation Non-Segmented Segmented 12 10 8 6 4 2 0 Recall Application
Segmentation Multimedia Learning and Individual Differences: Mediating the Effects of Working Memory Capacity with Segmentation Non-Segmented Segmented 12 10 8 6 4 2 0 High WMC Low WMC Application
Segmentation Effect of Segmentation and Learner Disposition on Learning in a Multimedia Instructional Environment Authors: Doolittle, P., Bryant, L., & Chittum, J. (2014) Design: 9 min multimedia tutorial Topic: Historical Inquiry Variables: Segmentation 1, 7, 14, & 28 segments Publication: British Journal of Educational Technology
Segmentation Effect of Segmentation and Learner Disposition on Learning in a Multimedia Instructional Environment 12 10 8 6 4 2 0 1 7 14 28 Application Recall
Segmentation Effect of Active Segmentation and Processing on Learning in a Multimedia Instructional Environment Authors: Doolittle, P. (2015) Design: 9 min multimedia tutorial Topic: Historical Inquiry Variables: Segmentation Recognition Processing vs Recall Processing Publication: Submitted
Segmentation Effect of Active Segmentation and Processing on Learning in a Multimedia Instructional Environment 12 10 8 6 4 2 0 Non- Segmented Segmented Segmented w/Recognition Processing Application Segmented w/Recall Processing
3 Questions to Avoid Silver Bullets 1. Where¡¯s the research? 2. Where¡¯s the processing?
When Hype & Research Collide Multitasking
Multitasking: The Myth ? Tapscott, 1998 ? Frand, 2000 ? ¡°multitasking way of life¡± ? Prensky , 2001 ? ¡°digital natives accustomed to the twitch-speed, multitasking ¡° Watson, C. E., Terry, K.,& Doolittle, P. (2012). Please read while texting and driving. In J. Groccia (Ed.), To improve the academy (vol. 31) (pp. 295-310). Bolton, MA: Anchor.
Was Any Research Available? ¡°The greater the number of objects to which our consciousness is simultaneously extended, the smaller is the intensity with which it is able to consider each.¡± Hamilton, Mansel, & Veitch 1861
Students, Professionals, Multitasking Group A Basic Math + Challenging Video 10 8 6 4 2 Group B Applied Math + Challenging Video Students Professionals 24 year olds 50 year olds Negangard, Ozlanski, Pyzoha, & Doolittle (2015)
Students, Faculty, Multitasking Group A Challenging Video 10 8 6 4 2 Group B Survey + Challenging Video Students Faculty 19 year olds 44 year olds 500+ 150+ Doolittle, Woodyard, & Chittum (2015)
3 Questions to Avoid Silver Bullets 1. Where¡¯s the research? 2. Where¡¯s the processing?
Part 3
The Need to Plan https://www.youtube.com/watch?v=CQUyPYitbJQ
Learning, Teaching, Assessment Assessment for Free Active Learning Engaged Students Hands On Minds On
Flipping: Design Beyond Video Before During Video Inquiry content The ¡°Flip¡± Moving from Teacher-Centered to Learner-Centered active learning Learning is not magic, it¡¯s by design. After Flipped Three opportunities for students to process¡­
3 Questions to Avoid Silver Bullets 1. Where¡¯s the research? 2. Where¡¯s the processing? 3. Where¡¯s the design? Flipping ? Learning Spaces ? Microcredentialing ? MOOCs Social Web ? Data Visualization ? Feedback ? Questions Faculty Development ? Learning at Scale ? Gaming Learning Analytics ? Apple TV ? 3D Modeling ? Personalizing Schoology ? VoiceThread ? Respondus ? MobLab ? Artstor 3 questions to ask at every session
The End So¡­ a philosopher, a monk, and a researcher walk into my mind¡­ David Stearns Matthieu Ricard Jessica Chittum the evils of blindly adopting & advocating the use of edu tech balance responsibility student development

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From Silver Bullets to First Principles: Effectively Leveraging Technology in Higher Education

  • 1. From Silver Bullets to First Principles Effectively Leveraging Technology in Higher Education Peter E. Doolittle Assistant Provost for Teaching and Learning Executive Director, Center for Instructional Development and Educational Research Professor, Educational Psychology Virginia Tech
  • 2. Anticipation Guide 1. Teaching involves presenting students with material and holding students accountable for learning the material. 2. Technology allows teachers to teach more powerfully, more efficiently, and with less effort. 3. In online teaching/learning, students connect with peers, near and far, to construct knowledge. Yes? No? What would you change?
  • 3. Introductory Frame So¡­ a philosopher, a monk, and a researcher walk into my mind¡­ David Stearns Matthieu Ricard Jessica Chittum balance responsibility student development
  • 4. 3 Questions to Avoid Silver Bullets 1. 2. 3.
  • 6. A Change in Perspective https://www.youtube.com/watch?v=Weq_sHxghcg
  • 7. Introductory Frame technological determinism social determinism David Stearns, U of Washington social-shaping of technology techno-optimism ? techno-pessimism ?
  • 8. Introductory Frame technological determinism social determinism David Stearns, U of Washington social-shaping of technology techno-optimism ? techno-pessimism ? SCOT Responsibility technology is neither good nor bad, but using it makes it so MOOCs v1.0
  • 9. Introductory Frame technological determinism social determinism David Stearns, U of Washington social-shaping of technology techno-optimism ? techno-pessimism ? SCOT Responsibility technology is neither good nor bad, but using it makes it so MOOCs v1.0 In 50 years there will only be 10 institutions in the world delivering education, and Udacity has a shot at being one of them. - Sebastian Thrun (Udacity) We found that the majority of MOOCs scored poorly on most [learning] principles¡­[but] highly on organization and presentation of course material¡­although most MOOCs are well- packaged, their [learning] quality is low.
  • 10. Hype, Hope, Rhetoric & Research technological trigger peak of inflated expectations Gartner Hype Cycle trough of disillusionment slope of enlightenment plateau of productivity
  • 11. Hype, Hope, Rhetoric & Research peak of inflated expectations Gartner Hype Cycle slope of enlightenment plateau of productivity techno-optimism rhetoric-based hype techno-pragmatism research-based theory
  • 12. Silver Bullet: ePortfolios Google Trends 2007 2009 2011 20132005 2015 techno-optimism rhetoric-based
  • 13. Silver Bullets: ePortfolios Bryant, L., & Chittum, J. (2013). ePortfolio effectiveness: A(n ill-fated) search for empirical support. International Journal of ePortfolio, 3(2),189-198. Chittum, J., Woodyard, J., & Bryant, L. (2015). Article Type N % Descriptive (examples, do/don¡¯t) 92 42 Affective (opinions, perceptions) 63 29 Outcomes (learning, motivation) 36 17 Technology (user interface, platform) 18 8 Assessment (use of rubrics/tools) 8 4 Total 217 1996-2014
  • 14. Silver Bullet: ePortfolios Google Trends 2007 2009 2011 20132005 2015 techno-optimism rhetoric-based Frequency of ePortfolio Pubs
  • 15. Silver Bullet: Others Google Trends 2007 2009 2011 20132005 2015 techno-optimism rhetoric-based
  • 16. 3 Questions to Avoid Silver Bullets 1. Where¡¯s the research?
  • 18. The Need for Clarity https://www.youtube.com/watch?v=VSdxqIBfEAw
  • 19. Silver Bullets: ePortfolios Bryant, L., & Chittum, J. (2013). ePortfolio effectiveness: A(n ill-fated) search for empirical support. International Journal of ePortfolio, 3(2),189-198. Chittum, J., Woodyard, J., & Bryant, L. (2015). Article Type N % Descriptive (examples, do/don¡¯t) 92 42 Affective (opinions, perceptions) 63 29 Outcomes (learning, motivation) 36 17 Technology (user interface, platform) 18 8 Assessment (use of rubrics/tools) 8 4 Total 217 1996-2014
  • 21. Learning & Meaning 1. Knowledge/meaning is constructed during experience and reconstructed during recall. 2. Knowledge is organized. 3. When specifics are lost, meaning remains. 4. Cognitive strategies are used to function more effectively. 5. We can assess the effectiveness of our thinking.
  • 22. What we process we learn. Cognitively Socially Behaviorally Affectively awareness control
  • 23. Segmentation The Effects of Segmentation and Personalization on Superficial and Comprehensive Strategy Instruction Authors: Doolittle. P. (2010) Design: 3 min multimedia tutorial or 2.5 hour multimedia tutorial over 4 days Topic: Historical Inquiry Variables: Segmentation Reduces cognitive load, facilitate processing Publication: Journal of Educational Multimedia and Hypermedia, 19(2), 5-21
  • 24. Segmentation The Effects of Segmentation and Personalization on Superficial and Comprehensive Strategy Instruction Non-Segmented Segmented 12 10 8 6 4 2 0 Recall Application
  • 25. Segmentation Multimedia Learning and Individual Differences: Mediating the Effects of Working Memory Capacity with Segmentation Authors: Lusk, D., Evans, A., Jeffery, T. Palmer, K. Wikstrom, C., & Doolittle, P. (2009) Design: 11 min multimedia tutorial Topic: Historical Inquiry Variables: Segmentation Low/High Working Memory Capacity Publication: British Journal of Educational Technology, 40(4), 636-651
  • 26. Working Memory Capacity ? Crucible of Thought ? Stores Immediate Experiences ? Access Long-Term Memory ? Processes Experience and Memory ? Maintains Current Goal for Processing ? (especially in the presence of distraction)
  • 27. Working Memory Capacity ? Storage + Processing = Attentional Control ? Positive impacts include: ? Fluid Intelligence ? LTM Activation ? Attentional Control ? Reading/Language Comprehension ? Reasoning ? Storytelling
  • 28. Working Memory Capacity (3 + 7) / 2 = 5 ? Cow (8 - 3) + 1 = 7 ? Star Recall the words out loud, in order. Operation Span Task (explain directions)
  • 29. Working Memory Capacity (9 - 6) / 3 = 2 ? Grass (5 + 3) - 6 = 2 ? Phone Recall the words out loud, in order.
  • 30. Working Memory Capacity (7 + 2) + 1 = 9 ? White (3 + 4) + 2 = 9 ? Cement Recall the words out loud, in order. (2 - 0) / 2 = 2 ? Pony
  • 31. Working Memory Capacity (9 - 2) - 2 = 4 ? System (1 + 7) / 4 = 2 ? Explore Recall the words out loud, in order. (2 + 1) * 3 = 9 ? Lips (6 - 4) * 3 = 8 ? Wired (5 + 5) - 6 = 4 ? Spring
  • 32. Segmentation Multimedia Learning and Individual Differences: Mediating the Effects of Working Memory Capacity with Segmentation Authors: Lusk, D., Evans, A., Jeffery, T. Palmer, K. Wikstrom, C., & Doolittle, P. (2009) Design: 11 min multimedia tutorial Topic: Historical Inquiry Variables: Segmentation Low/High Working Memory Capacity Publication: British Journal of Educational Technology, 40(4), 636-651
  • 33. Segmentation Multimedia Learning and Individual Differences: Mediating the Effects of Working Memory Capacity with Segmentation Non-Segmented Segmented 12 10 8 6 4 2 0 Recall Application
  • 34. Segmentation Multimedia Learning and Individual Differences: Mediating the Effects of Working Memory Capacity with Segmentation Non-Segmented Segmented 12 10 8 6 4 2 0 High WMC Low WMC Application
  • 35. Segmentation Effect of Segmentation and Learner Disposition on Learning in a Multimedia Instructional Environment Authors: Doolittle, P., Bryant, L., & Chittum, J. (2014) Design: 9 min multimedia tutorial Topic: Historical Inquiry Variables: Segmentation 1, 7, 14, & 28 segments Publication: British Journal of Educational Technology
  • 36. Segmentation Effect of Segmentation and Learner Disposition on Learning in a Multimedia Instructional Environment 12 10 8 6 4 2 0 1 7 14 28 Application Recall
  • 37. Segmentation Effect of Active Segmentation and Processing on Learning in a Multimedia Instructional Environment Authors: Doolittle, P. (2015) Design: 9 min multimedia tutorial Topic: Historical Inquiry Variables: Segmentation Recognition Processing vs Recall Processing Publication: Submitted
  • 38. Segmentation Effect of Active Segmentation and Processing on Learning in a Multimedia Instructional Environment 12 10 8 6 4 2 0 Non- Segmented Segmented Segmented w/Recognition Processing Application Segmented w/Recall Processing
  • 39. 3 Questions to Avoid Silver Bullets 1. Where¡¯s the research? 2. Where¡¯s the processing?
  • 40. When Hype & Research Collide Multitasking
  • 41. Multitasking: The Myth ? Tapscott, 1998 ? Frand, 2000 ? ¡°multitasking way of life¡± ? Prensky , 2001 ? ¡°digital natives accustomed to the twitch-speed, multitasking ¡° Watson, C. E., Terry, K.,& Doolittle, P. (2012). Please read while texting and driving. In J. Groccia (Ed.), To improve the academy (vol. 31) (pp. 295-310). Bolton, MA: Anchor.
  • 42. Was Any Research Available? ¡°The greater the number of objects to which our consciousness is simultaneously extended, the smaller is the intensity with which it is able to consider each.¡± Hamilton, Mansel, & Veitch 1861
  • 43. Students, Professionals, Multitasking Group A Basic Math + Challenging Video 10 8 6 4 2 Group B Applied Math + Challenging Video Students Professionals 24 year olds 50 year olds Negangard, Ozlanski, Pyzoha, & Doolittle (2015)
  • 44. Students, Faculty, Multitasking Group A Challenging Video 10 8 6 4 2 Group B Survey + Challenging Video Students Faculty 19 year olds 44 year olds 500+ 150+ Doolittle, Woodyard, & Chittum (2015)
  • 45. 3 Questions to Avoid Silver Bullets 1. Where¡¯s the research? 2. Where¡¯s the processing?
  • 47. The Need to Plan https://www.youtube.com/watch?v=CQUyPYitbJQ
  • 48. Learning, Teaching, Assessment Assessment for Free Active Learning Engaged Students Hands On Minds On
  • 49. Flipping: Design Beyond Video Before During Video Inquiry content The ¡°Flip¡± Moving from Teacher-Centered to Learner-Centered active learning Learning is not magic, it¡¯s by design. After Flipped Three opportunities for students to process¡­
  • 50. 3 Questions to Avoid Silver Bullets 1. Where¡¯s the research? 2. Where¡¯s the processing? 3. Where¡¯s the design? Flipping ? Learning Spaces ? Microcredentialing ? MOOCs Social Web ? Data Visualization ? Feedback ? Questions Faculty Development ? Learning at Scale ? Gaming Learning Analytics ? Apple TV ? 3D Modeling ? Personalizing Schoology ? VoiceThread ? Respondus ? MobLab ? Artstor 3 questions to ask at every session
  • 51. The End So¡­ a philosopher, a monk, and a researcher walk into my mind¡­ David Stearns Matthieu Ricard Jessica Chittum the evils of blindly adopting & advocating the use of edu tech balance responsibility student development