These are slides to support Jason Neiffer's Presentation, "Developing Online Materials that Acknowledge the Science of Learning in Moodle," presented at the 2013 MountainMoot in Helena, MT.

1. Developing Online Materials
that Acknowledge the Science
of Learning in Moodle
Jason Neiffer, M.Sci., ABD
Doctoral candidate, The University of Montana
Curriculum Director, Montana Digital Academy

2. Paperless handouts
workshophandouts.com/moodlescience

3. CONTEXT: Why the
science of learning?

5. Thought
Leaders,
LLC

6. Allan

8. BrewBooks

10. MYTHS

11. Students learn less (or more)
in online environments

12. Good?
BAD?
D.
Clark
(2012)

13. Online learning/digital learning is
more motivating than more
átraditional environmentsà

14. Good?
BAD?
D.
Clark
(2012)

15. Digital learning is better in tune
to a studentäs álearning styleà

16. • Willingham
(2010)
Research
FoundaDon
is
Weak
• Gardiner
(2006)
(≠
disavow,
but…)
ReconsideraDon
from
Advocates
• R.
C.
Clark
and
Mayer
(2008)
Student
Self-­‐Awareness
is
Low

17. Digital learning is more
effective for ádigital nativesà

18. • Fryer
(2011)
NaDve
≠
Literate
• McKenzie
(2007)
Claims
are
“Thinly
Supported”
• Walsh
(2011)
• Willingham
(2010)
MulDtasking
Claims
are
False

19. Games and simulations are
more engaging and effective

20. Extra
Ketchup

21. Yes! Yes!No!
No! No!
D.
Clark
(2012)

22. I have this amazing toolbox, I
must use it!

23. Laffy4K

24. Fact: Teachers must make
purposeful learning decisions, no
matter the environment.

25. THREE SIMPLE concepts to IMPROVE
COURSE DESIGN IN MOODLE

26. 1.) BE mindful A STUDENTäS
COGNITIVE LOAD

27. Cognitive load theory

28. RetroArt

29. • Sweller,
Ayres,
and
Kalyuga
(2011)
Brain
has
limited
capacity
(3-­‐4
items)
Exceeding
the
brain’s
capacity
leads
to
distracDon
InstrucDonal
environment
must
be
purposeful

30. Eliminate
Unnecessary
DistracDons
from
Moodle

31. Eliminate
Unnecessary
DistracDons
from
Moodle
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:
PresentaDon
Zen
(Reynolds)

32. Eliminate
Unnecessary
DistracDons
from
Moodle

33. Maintain
Course
Consistency
Program
Wide

34. Maintain
Course
Consistency
Program
Wide

35. Maintain
Course
Consistency
Program
Wide
Force
system-­‐wide
theme
Use
sDcky
blocks
to
place
consistent
content
in
courses
Avoid
over-­‐designing
course
pages

36. Lessen
the
Impact
of
the
“Scroll
of
Death”

37. 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

38. 2.) Use Moodleäs tools to
design thoughtful content

39. CHUNKING

40. Image:
Malamed
(2013)

43. Moodle
Book
Module
(from
the
University
of
Montana
Online)

44. Assignment
Module
(From
Kevin
Cleary,
MTDA)

45. Assignment
Module
(From
Kevin
Cleary,
MTDA)

46. USE MOODLE to Provide
Corrective Feedback

47. Basic
CorrecDve
Feedback
in
the
“Lesson”
Module

48. More
Detailed
Feedback
in
the
“Quiz”
Module

49. 3.) Design Classes that teach,
donät just provide resources

50. See-­‐ming
Lee

52. Completion tracking/
access restriction

53. Access
RestricDon

54. AcDvity
CompleDon

56. Teacher
should
craf
order
of
materials/lesson
Student
should
craf
pace
AlternaDves
should
be
remediaDon,
or
for
advanced
students

57. Additional reading

59. Websites:
www.neiffer.com
www.techsavvyteacher.com
www.montanadigitalacademy.org
www.umt.edu
Email:
Neiffer(at)gmail.com
Twitter:
techsavvyteach
Google Plus:
gplus.to/techsavvyteacher