learner expertise and mathematics different order thinking skills by dr. thomas chiu & dr. ida...

Learner Expertise and Mathematics Different Order Thinking Skills in Multimedia Learning

SpeakersDr Thomas Chiu, Lecturer, Division of Information and Technology studiesDr Ida Mok, Associate professor, Division of Mathematics and Science Education

RespondentsProfessor Stanislas Dehaene, Chair of Experimental Psychology, Collège de France; Director of INSERM Unit Cognitive NeuroimagingProfessor Carlo Semenza, full Professor of Neuropsychology,Cognitive Neuroscience Centre, University of Padova

(30 mins)

Thinking skill

Multimedia design

Learner expertise

The related work / paper

1. Digital teaching Resources Award Scheme 2010/11. 2. Chiu, T.K.F. (2015) Effect of prior knowledge and respond time on

learning in a mobile learning environment. Mobile learning: theories and applications. Springer

3. Chiu, T.K.F., & Churchill, D. (2015a). Exploring the Characteristics of an Optimal Design of Digital Materials for Concept Learning in Mathematics: Multimedia Learning and Variation Theory. Computers & Education, 82, 280-29.

4. Chiu, T.K.F., & Churchill, D. (2015b). Design of Learning Objects for Concept Learning: Effects of Multimedia Learning Principles and an Instructional Approach. Interactive Learning Environment, DOI: 10.1080/10494820.2015.1006237.

5. Expertise Reversal Effect and Mathematics Different Order Thinking Skills in Multimedia Learning

Sources: google images

Expertise reversal

effect

WORKING MEMORY

Pictorial Model

Verbal Model

Pictures

Wordsintegrating

LONG-TERM MEMORY

selecting images

selecting words

organizing images

organizing words

SENSORY MEMORY

Ears

Eyes

Prior Knowledge

Prior Knowledge

MULTIMEDIA PRESENTATION

Images

Sounds

Cognitive theory of multimedia learning

Mayer, R. E. (2009). Multimedia learning. New York, NY: Cambridge Press.

essential generative

Extraneous processing

Same screen (Extraneous processing)

We are a group of six. We are teaching staff in the education faculty of the university of Hong Kong. Our office is located in HOC building.

From left to the right, we are Natalie, Jackie, Iris, Simone, Raymond and Tracy. Natalie dressed in blue teaches learning design; Jacky in the grey sweater teaches learning objects;

Same screen (Extraneous processing)

Iris dressed in pink teaches library and information management (LIM); Simone in white teaches organizational learning; Raymond in the blue polo shirt with grey hair teaches IT in Mathematics; and Tracy dressed in a red shirt with blond hair teaches elearning strategies.

All of us have been working in the faculty for at least 5 years. We enjoy the working environment. We love to share our knowledge with students.

7

Coherence (Extraneous processing)

We are a group of six. We are teaching staff in the education faculty of the university of Hong Kong. Our office is located in HOC building.

From left to the right, we are Natalie, Jackie, Iris, Simone, Raymond and Tracy. Natalie dressed in blue teaches learning design; Jacky in the grey sweater teaches learning objects; Iris dressed in pink teaches library and information management (LIM); Simone in white teaches organizational learning; Raymond in the blue polo shirt with grey hair teaches IT in Mathematics; and Tracy dressed in a red shirt with blond hair teaches elearning strategies.

All of us have been working in the faculty for at least 5 years. We enjoy the working environment. We love to share our knowledge with students.

Natalie(learning design)

Jackie(learning objects)

Iris(LIM)

Simone(organisational learning)

Raymond(IT in math)

Tracy(elearning strategies)

From left to the right, we are Natalie, Jackie, Iris, Simone, Raymond and Tracy. Natalie dressed in blue teaches learning design; Jacky in the grey sweater teaches learning objects; Iris dressed in pink teaches library and information management (LIM); Simone in white teaches organizational learning; Raymond in the blue polo shirt with grey hair teaches IT in Mathematics; and Tracy dressed in a red shirt with blond hair teaches elearning strategies.

Redundancy (Extraneous processing)

Signaling (Extraneous processing)

We are teaching staff in the education faculty of the university of Hong Kong. Our office is located in RMS building. All of us have been working in the faculty for at least 5 years.

Iris(LIM)

Natalie(learning design)

Jackie(learning objects)

Simone(organisational learning)

Raymond(IT in math)

Tracy(elearning strategies)

Learner expertise and multimedia design

(Kalyuga, 2014; Mayer, 2001, 2009).

Expertise reversal effect

Weak students

Strong students

Some more examplesWhen buying a new TV…

“skipping” steps in mathematics == 3

An example from Kalyuga, Chandler, & Sweller, 2000

Review on Expertise reversal effect in multimedia learning• multimedia learning designs that are more effective for novice

learners but may have a negative impact when used by advanced learners (Kalyuga, 2014, Mayer, 2001, 2009).

• another form of the redundancy principle of Kalyuga and Sweller (2014) and the coherence principle of Mayer (2009).

• How? • Remembering : effective for both novice and advanced learners• Understanding: effective for novice learners, but not advanced.

The big question is…

Remembering understanding Other higher order thinking skills

Expertise reversal effect

?

Analyzing?

1. Digital teaching Resources Award Scheme 2. Chiu, T.K.F. (2015), Chiu, T.K.F., & Churchill, D. (2015); Chiu, T.K.F., & Churchill, D.

(2015).

Moderated regression with simple slope analyses• Model 1, only prior knowledge and aid use• Model 2, the interaction term prior knowledge X aid use

remembering understanding Analyzing

Interaction no yes ?

Bettering performance

Advanced Novice with aid;Advanced without aid

?

Results

?

Moderated regression with simple slope analyses• Model 1, only prior knowledge and aid use • Model 2, the interaction term prior knowledge X aid use

remembering understanding Analyzing

Interaction no yes no

Bettering performance

Advanced Novice with aid;Advanced without aid

With aid

Results

A simple experiment (1)

Advanced group: my current students or someone know me very well.

Novice group: the rest

Teaching module”• Data, analytics and

learning• Multimedia learning• Research method• Learning and Teaching

with IT

Design 1 Design 2

A simple experiment (2)

Design 1 Design 2

What do I look like in suits?

Do I teach Chinese?

What topic is my next research project?

Teaching module”• Data, analytics and

learning• Multimedia learning• Research method• Learning and Teaching

with IT

Design 1 Design 2

Plausible explanation In mathematics, the ability to

(1) follow procedure with understanding (know how);◦ condition-action rules typically◦ More-structured

(2) symbolize mathematical concepts and their relationship with each other (connections and relations)

◦ relational and dynamic internal representations◦ less-structured.

A higher order thinking skill requires a more complete and complicated internal representation

Chiu 2015; Cohen, 1994; Ogden, Pyzdrowski, & Shambaugh, 2014; Springer, Stanne, & Donovan, 1999.

What happened?Thinking skill Plausible explanation

remembering • Only graph and equation• Easier cognitive processing

understanding • Visual aid is redundant/irrelevant for advanced

analyzing • Become less-structured• The aid may become relevant• The aid is essential material for the process of selecting

WORKING MEMORY

Pictorial Model

Verbal Model

Pictures

Wordsintegrating

LONG-TERM MEMORY

selecting images

selecting words

organizing images

organizing words

SENSORY MEMORY

Ears

Eyes

Prior Knowledge

Prior Knowledge

MULTIMEDIA PRESENTATION

Images

Sounds

Cognitive theory of multimedia learning

Mayer, R. E. (2009). Multimedia learning. New York, NY: Cambridge Press.

Essential

Extraneous processing

Without aid With aid

remembering

The use of learner cognitive capacity

extraneousessentialgenerative

Without aid With aid

understanding

weaker

Without aid With aid

stronger

extraneousessentialgenerative

Without aid With aid

analyzing

Weaker stronger

extraneousessentialgenerative

Implications• less-structured tasks would cause heavier essential processing.• Designs that are ineffective for advanced students in more-structured

tasks may become effective for them in less-structure tasks

• Expertise reversal effect may not occur in higher order thinking skills

Learning and Teaching (1) consider the order of thinking skills when tailoring to

learners of different expertise levels Present/use images (graph and formula) and words

(equation and description) use order thinking skills to identify multimedia designs

For example, for the remembering skill, providing images and words only (without explanations); for the analysing skill, additional aids that help the process of selecting messages.

Thinking skill/ outcomes

Multimedia design

Learner expertise

Learning and Teaching (2) Lesson 1-> Lesson 2 -> Lesson 3 -> Lesson 4 (present materials from lesson 1-3, not only activate prior knowledge)

subtopic 1 subtopic 2 subtopic 3

subtopic 4

subtopic 5

subtopic 6

Learning and Teaching (3) TPCK MPCK How to choose video(s) for Flipped learning Learning materials and textbooks, particularly in

digital versions.

Ongoing projects / Ways forward Online learning

FTDF (~80,000), applying multimedia learning to online learning

Language learning FRF (~30,000), exploring the effects in other mathematics topics and

language as well as student groups

Higher order thinking skills / 21st century skills QEF (~4 millions), a multimedia learning platform (to be revised)

Neroscience?

Sources: google images