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Developing Online Materials
that Acknowledge the
Science of Learning
Jason Neiffer, M.Sci., ABD
Tech-savvy teacher-in-Residence, nCCE
Doctoral candidate, The University of Montana
Curriculum Director, Montana Digital Academy
Paperless handouts
http://ncce2014.ncceconnect.org
Image	
  by	
  Mar+n	
  Cisneros	
  
What do we want teachers to
do with technology?
What do we want teachers to
do with THEIR TOOLSET?
CONTEXT: Why the
science of learning?
Thought	
  Leaders,	
  LLC	
  
Allan	
  
BrewBooks	
  
MYTHS
Students learn less (or more)
in online environments
Good?
BAD?
D.	
  Clark	
  (2012)	
  
Tech-enhanced learning is more
motivating than more átraditional
environmentsà
Good?
BAD?
D.	
  Clark	
  (2012)	
  
Digital learning is better in tune
to a studentäs álearning styleà
• Willingham	
  (2010)	
  
Research	
  Founda+on	
  is	
  Weak	
  
• Gardiner	
  (2006)	
  (≠	
  disavow,	
  but…)	
  
Reconsidera+on	
  from	
  Advocates	
  
• R.	
  C.	
  Clark	
  and	
  Mayer	
  (2008)	
  
Student	
  Self-­‐Awareness	
  is	
  Low	
  
Digital learning is more
effective for ádigital nativesà
• Fryer	
  (2011)	
  
Na+ve	
  ≠	
  Literate	
  
• McKenzie	
  (2007)	
  
Claims	
  are	
  “Thinly	
  Supported”	
  
• Walsh	
  (2011)	
  
• Willingham	
  (2010)	
  
Mul+tasking	
  Claims	
  are	
  False	
  
Games and simulations are
more engaging and effective
Extra	
  Ketchup	
  
Yes! Yes!No!
No! No!
D.	
  Clark	
  (2012)	
  
I have this amazing toolbox, I
must use it!
Laffy4K	
  
Fact: Teachers must make
purposeful learning decisions, no
matter the environment.
THREE SIMPLE concepts to
IMPROVE DIGITAL MATERIALS
1.) BE mindful A STUDENTäS
COGNITIVE LOAD
Cognitive load theory
RetroArt	
  
• Sweller,	
  Ayres,	
  and	
  Kalyuga	
  (2011)	
  
Brain	
  has	
  limited	
  capacity	
  (3-­‐4	
  items)	
  
Exceeding	
  the	
  brain’s	
  capacity	
  leads	
  to	
  distrac+on	
  
Instruc+onal	
  environment	
  must	
  be	
  purposeful	
  
Eliminate	
  Unnecessary	
  Distrac+ons	
  from	
  Plaaorms	
  
Eliminate	
  Unnecessary	
  Distrac+ons	
  from	
  Plaaorms	
  
Simple,	
  clean	
  text	
  
Minimum	
  use	
  of	
  clipart	
  and	
  non-­‐content	
  images	
  
Choose	
  one	
  or	
  two	
  typefaces/styles	
  per	
  page	
  
Resource:	
  Non-­‐Designer’s	
  Design	
  Book	
  (Williams)	
  
Resource:	
  Presenta+on	
  Zen	
  (Reynolds)	
  
Eliminate	
  Unnecessary	
  Distrac+ons	
  from	
  Plaaorms	
  
Maintain	
  Consistency	
  with	
  All	
  Materials	
  
Maintain	
  Consistency	
  with	
  All	
  Materials	
  
Maintain	
  Consistency	
  with	
  All	
  Materials	
  
Force	
  system-­‐wide	
  theme	
  
Use	
  s+cky	
  blocks	
  to	
  place	
  consistent	
  content	
  in	
  courses	
  
Avoid	
  over-­‐designing	
  course	
  pages	
  
Lessen	
  the	
  Impact	
  of	
  the	
  “Scroll	
  of	
  Death”	
  
Lessen	
  the	
  Impact	
  of	
  the	
  “Scroll	
  of	
  Death”	
  
Don’t	
  store	
  content	
  on	
  main	
  page	
  
Close	
  off	
  unneeded	
  weeks	
  (past	
  and	
  future)	
  
Don’t	
  over-­‐design	
  the	
  main	
  page	
  
Lessen	
  the	
  Impact	
  of	
  the	
  “Scroll	
  of	
  Death”	
  
2.) Use YOUR PLATOFRMäS tools
to design thoughtful content
CHUNKING
Image:	
  Malamed	
  (2013)	
  	
  	
  	
  
“Book”	
  Module	
  in	
  Moodle	
  
Assignment	
  Module	
  in	
  Moodle	
  
Assignment	
  Module	
  (From	
  Kevin	
  Cleary,	
  MTDA)	
  
USE DIGITAL TOOLS to Provide
Corrective Feedback
Basic	
  Correc+ve	
  Feedback	
  in	
  the	
  “Lesson”	
  Module	
  
More	
  Detailed	
  Feedback	
  in	
  the	
  “Quiz”	
  Module	
  
3.) Design Classes that teach,
donät just provide resources
See-­‐ming	
  Lee	
  
Completion tracking/
access restriction
Access	
  Restric+on	
  
Ac+vity	
  Comple+on	
  
Teacher	
  should	
  craf	
  order	
  of	
  materials/lesson	
  
Student	
  should	
  craf	
  pace	
  
Alterna+ves	
  should	
  be	
  remedia+on,	
  or	
  for	
  advanced	
  students	
  
Additional reading
Examine your existing platformsÖ are they
providing enough functionality to use the
science of learning?!
Examine your existing materialsÖ are you
following these rules?
Ask your studentsÖ are your materials
providing enough guidance to be effective?
Jason Neiffer
Tech-Savvy Teacher-in-Residence, NCCE
Doctoral Candidate, the University of Montana (Go Griz!)
Curriculum Director, Montana Digital Academy
Twitter:
Techsavvyteach
ncce_edtech
Blog:
http://blog.ncce.org
Contact for Collaboration and Training:
http://www.neiffer.com
http://www.ncce.org

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