preliminary flashcard design
DESCRIPTION
TRANSCRIPT
Flashcard Program Design
August 1 Rev
The Rubric
• Feedback• Sequencing and Spacing• Motivating and Engaging • Manages Cognitive Load• Learning Level Appropriate• Maximizes Academic Learning Time (ALT)
My Version of the List
July 29, 2010 Rev
Feedback
• Feedback is immediate • Feedback supplies correct response • Elaborative feedback is available for low
certitude responses • Data is available to track progress• Outcomes match learning goals
Sequencing and Spacing
• Sequencing reflects a scheduled framework (e.g., Leitner system)
• Factoid presentation is discrete in space and time
• Cramproof (At least one intersession interval of between one and thirty days)
Motivating and Engaging
• Design is engaging (visually, acoustically, tactilely and mentally)
• Design makes real-world connections to learning outcomes
• Design builds learner confidence (error free)• Design has a reward system
Manages Cognitive Load
• Design delivers information on both verbal and non-verbal input channels
• Design avoids cognitive overload • Design can be modified to accommodate
individual user profiles • Design enables learner to efficiently "chunk"
facts by connecting and sequencing information.
Learning Level Appropriate
• Design incorporates learner's prior knowledge • Design incorporates learner's goals• Design can be tuned to low prior-knowledge
students (response-contingent feedback) • Design can be tuned to high prior-knowledge
students (topic-contingent feedback) • Removed: Design facilitates open content (institutional bias)
Maximizes Academic Learning Time (ALT)
• Design is lean • Design is efficient
FeedbackSequencing and Spacing
Motivating and Engaging
Manages Cognitive Load
Learning Level Appropriate
Maximizes Academic
Learning Time
ImmediateFramework Visually
Multi-Channel Presentation
Incorporates Prior Knowledge
Lean
Correct Response
Space/Time Discrete
AcousticallyUser
Accommodations Available
Goal Specific Time Efficient
Elaborative Cramproof Tactilely Avoids Overload Tunable
Progress Data Mentally Chunking
Outcomes Match Goals
Real-World Connections
Error Free
Reward System
Rubric
Design
• http://www.multiplication.com/flashgames/SpaceRace.htm
FeedbackSequencing and Spacing
Motivating and Engaging
Manages Cognitive Load
Learning Level Appropriate
Maximizes Academic
Learning Time
Immediate Framework VisuallyMulti-Channel Presentation
Incorporates Prior Knowledge
Lean
Correct Response
Space/Time Discrete
AcousticallyUser
Accommodations Available
Goal Specific Time Efficient
Elaborative Cramproof Tactilely Avoids Overload Tunable
Progress Data Mentally Chunking
Outcomes Match Goals
Real-World Connections
Error Free
Reward System
Space Race Rubric
?
The Epiphany
The EpiphanyThe Epiphany
The EpiphanyMatch the Colors
The EpiphanyMatch the Reward
Motivating and Engaging
• Design is engaging (visually, acoustically, tactilely and mentally)
• Design makes real-world connections to learning outcomes
• Design builds learner confidence (error free)• Design has a reward system
Include Chunking
The FortThe Wooten House Hot Chocolate HouseBig Blue The MBA House
Include Chunking
James Jonathan JordanJoshua Jacob
The EpiphanyHalo File Matches
Timing: Program Opens Every Morning
Leitner-Programmed Timing
The FortThe Wooten House Hot Chocolate HouseBig Blue The MBA House
Help (Ctrl1) flashes misplaces
The FortThe Wooten House Hot Chocolate HouseBig Blue The MBA House
Help (Ctrl2) flashes one house full
The FortThe Wooten House Hot Chocolate HouseBig Blue The MBA House
Help (Ctrl3) shows it all
The FortThe Wooten House Hot Chocolate HouseBig Blue The MBA House
Game Choices
The EpiphanyMatch the Mini-Reward
Help flashes misplaces
FeedbackSequencing and Spacing
Motivating and Engaging
Manages Cognitive Load
Learning Level Appropriate
Maximizes Academic
Learning Time
ImmediateFramework Visually
Multi-Channel Presentation
Incorporates Prior Knowledge
Lean
Correct Response
Space/Time Discrete
AcousticallyUser
Accommodations Available
Goal Specific Time Efficient
Elaborative Cramproof Tactilely Avoids Overload Tunable
Progress Data Mentally Chunking
Outcomes Match Goals
Real-World Connections
Error Free
Reward System
Rubric
FeedbackSequencing and Spacing
Motivating and Engaging
Manages Cognitive Load
Learning Level Appropriate
Maximizes Academic
Learning Time
ImmediateFramework Visually
Multi-Channel Presentation
Incorporates Prior Knowledge
Lean
Correct Response
Space/Time Discrete
AcousticallyUser
Accommodations Available
Goal Specific Time Efficient
Elaborative Cramproof Tactilely Avoids Overload Tunable
Progress Data Mentally Chunking
Outcomes Match Goals
Real-World Connections
Error Free
Reward System
Rubric
The Epiphany
The Epiphany
The Epiphany
The Epiphany
The Epiphany
The Epiphany
The Epiphany
The Epiphany
The Rubric
• Feedback• Sequencing and Spacing• Motivating and Engaging • Manages Cognitive Load• Learning Level Appropriate• Maximizes Academic Learning Time (ALT)
My Version of the List
July 29, 2010 Rev
Feedback
• Feedback is immediate • Feedback supplies correct response • Elaborative feedback is available for low
certitude responses • Data is available to track progress• Outcomes match learning goals
Sequencing and Spacing
• Sequencing reflects a scheduled framework (e.g., Leitner system)
• Factoid presentation is discrete in space and time
• Cramproof (At least one intersession interval of between one and thirty days)
Motivating and Engaging
• Design is engaging (visually, acoustically, tactilely and mentally)
• Design makes real-world connections to learning outcomes
• Design builds learner confidence (error free)• Design has a reward system
Manages Cognitive Load
• Design delivers information on both verbal and non-verbal input channels
• Design avoids cognitive overload • Design can be modified to accommodate
individual user profiles • Design enables learner to efficiently "chunk"
facts by connecting and sequencing information.
Learning Level Appropriate
• Design incorporates learner's prior knowledge • Design incorporates learner's goals• Design can be tuned to low prior-knowledge
students (response-contingent feedback) • Design can be tuned to high prior-knowledge
students (topic-contingent feedback) • Removed: Design facilitates open content (institutional bias)
Maximizes Academic Learning Time (ALT)
• Design is lean • Design is efficient
FeedbackSequencing and Spacing
Motivating and Engaging
Manages Cognitive Load
Learning Level Appropriate
Maximizes Academic
Learning Time
ImmediateFramework Visually
Multi-Channel Presentation
Incorporates Prior Knowledge
Lean
Correct Response
Space/Time Discrete
AcousticallyUser
Accommodations Available
Goal Specific Time Efficient
Elaborative Cramproof Tactilely Avoids Overload Tunable
Progress Data Mentally Chunking
Outcomes Match Goals
Real-World Connections
Error Free
Reward System
Rubric
List by Committee
22 July 2010 Rev
Providing Feedback
• After each response, feedback is immediate. • Includes knowledge-of-correct-response feedback (e.g.,
including response accuracy verification, providing correct answers, etc.)
• Elaborative feedback is available for low certitude responses • Periodic feedback relates tracked data to learner goals (e.g.,
learning/achievement is definable (either by designer or user, i.e. five correct iterations)
• Results of learning session are related to learner goals.
Scheduling Sequence and Spacing
• Sequencing reflects a scheduled framework (e.g., Leitner system)
• Presentation of each item is discrete and spaced. • Design provides for at least one intersession interval
of anywhere between one and thirty days (no "cramming").
• . •
Motivating and Engaging
• Design captures learners' interest (e.g., use simple unexpected events like a loud whistle or an upside-down word in a visual, etc.).
• Design stimulates learners' inquiry (e.g., give mentally stimulating problems that engage a deeper level of curiosity, etc.).
• Design maintains learners' attention (e.g., utilize variation). • Design makes learning outcomes relevant to students (e.g., connect
content to learner goals, interests, learning styles, etc.). • Design builds learner confidence (e.g., providing examples of acceptable
achievement). • Design promotes student satisfaction (e.g., provides recognition and
evidence of success, practical application, etc.).
Managing Cognitive Load• Design takes advantage of verbal (text, narration,
etc.) and non-verbal (photographs, illustrations, diagrams, etc.) input channels
• Design avoids cognitive overload (e.g., text in close spatial proximity to visuals to avoid split attention cognitive load concerns).
• Design acknowledges and adapts to limitations of audience (i.e. universal design and accessibility)
• Design enables learner to efficiently "chunk" facts by identifying, connecting (grouping), and sequencing information.
Determining Prior Knowledge• Design determines learner's prior knowledge and goals (e.g.,
pre-assessment, iterations of a Leitner system, etc.) • Design facilitates open content (e.g., user-generated content,
sharing of content and results, user-user or user-population comparisons of results, etc.)
• Design provides low prior-knowledge students with response-contingent feedback (e.g., system explains reasons for correct/incorrect responses)
• Design provides high prior-knowledge students with topic-contingent feedback (e.g., system directs learners to find the correct response or a path to additional information).
Maximizing Academic Learning Time (ALT)
• Design ensures all instructional activities support desired learning outcomes.
• Design ensures waiting and transitional time is minimized.