Key Concepts

XMOOCs strengths

Can facilitate adaptive e-learning, beneficial for developing experts. With data, it can adapt to the individual's learning, mental effort, complex learning. Adaptive e-learning first involves measuring expertise and then delivering tasks based on this expertise

What is useful when assessing students' JOLs?

Can get an idea of the student experience, their motivation, engagement, enjoyment, instructor qualities (e.g., approachable, responsive).

Should upper 27% and lower 27% measures be similar or different?

Can't be similar; want difference to show discrimination; if both low (difficult item); if both high (easy item)

Community Service Learning

Combines traditional curricular learning objectives with community service to create a politically progressive learning experience that effects positive change.

elements of a learner centred syllabus

Community Power and control Evaluation and assessment

What are some bad MCQ formats?

Complex multiple choice, where a stem is followed by choices that are GROUPED for test-takers to choose (e.g. A and B).

Why does PBL/CBL work?

Constructivism -Building off from prior knowledge -Active learning -Cognitive conflict and different viewpoints -Real-world problems are relevant

If there was contamination among groups in an educational psychology study, how would this affect the results?

Contamination leads to smaller effect size (underrepresenting the effect), so they're probably not too concerned about studies with contamination

Situational factors affect the integrative course design framework. What are these?

Context of teaching/learning situation, nature of the subject, characteristics of the learners, characteristics of the teacher

collective intelligence is correlated with what? What does this suggest?

Correlated with the average social sensitivity of group members, the equality in distribution of conversational turn-taking, and the proportion of females in the group. Thus, it depends on composition of the group and on factors that emerge from the way group members interact

biserial correlation

Correlation between a student's score on an item with their total score; a measure of how an item predicts how well people are doing on the test

which learning modality is the most effective (blended learning, flipped classroom, traditional, online)

Blended learning. On the other hand, traditional and online are just as effective.

mechanisms behind interleaving

-Retrieval practice -Context interference -Schema building by being introduced to different topics (results in more connections being built)

Weaknesses of experimental approach

-less generalizable to classroom environment (shorter duration, material they learn is a small amount) -replication always needed -low ecological validity

Strengths to quasi-experimental approach

-preserves ecological validity -can counterbalance within subject design by having students switch at the midterm time

Why does CON work?

-there's effortfulness in the active learning process of constructivism. -You need to figure out and seek out information and figure out what is relevant, then you select and organize it. -An iterative process that is done with guidance. -Sets you up for life-long learning. -Helps to address higher levels of Bloom's taxonomy of learning (evaluate, think critically). -Makes students more independent learners

Measuring mental effort is important in designing an effective educational psychology study. How can it be measured?

1. Self-report 2. Response time 3. Heart rate/other physiological measures

How many group members are in CBL/PBL?

6-9

Traditional Model

A teacher moderates and regulates the flow of information and knowledge through a standard curriculum delivered in-person. Students are expected to continue developing their knowledge of a subject outside of school through homework exercises. This model is where students' time, place and pace of learning remain constant. It incorporates direct instruction

community service learning

A teaching strategy that invites students to identify, research, and address real community challenges, using knowledge and skills learned in the classroom

contractual syllabus

A written set of expectations for a course. It usually includes course policies, rules and regulations, required and optional texts and an assessment breakdown.

elaboration

Adding and extending meaning by connecting new information to existing knowledge.

Backward Design

An approach to instructional planning in which a teacher first determines the desired end result (i.e., learning outcomes, what knowledge and skills students should acquire) and then identifies appropriate assessments and instructional strategies.

cognitive and behavioural activity

An approach to teaching where instructors act as facilitators of active learning.

What instructional strategies apply CON?

CBL/PBL CSL

applications of constructivism

CBL/PBL TBL Kindergarten CSL

How can online learning be made more effective?

Can be made effective by having collaboration, reflection, giving learners control in their interactions, and providing guidance for group work (think more on cMOOCs)

blended learning

Combines in-person teaching and interaction with supplemental online educational elements.

Scaffolding

Decreasing levels of support for learning and problem-solving. The support could be clues, reminders, encouragement, breaking the problem down into steps, providing an example, or anything else that allows the student to grow in independence as a learner. Teachers and students make meaningful connections between what the teacher knows and what the students know and need in order to help the students learn more.

why does addressing sensitive topics work?

Generally, learner-centred

What other learning techniques are ineffective?

Imagery use for text learning, keyword mnemonic, summarization

Rank the efficacy of lecture capture, picture-in-picture, and voice over

Lecture capture > voice-over < picture-in-picture

lecture capture

Refers to recordings that are taken during a class and are then made available to students once class ends. . This can be in the form of a) audio from the lecture and class discussions, b) visual resources including slideshows and c) video of the classroom.

Quantitative Research

Research that studies many participants in a more formal and controlled way using objective measures such as experimentation, statistical analyses, tests, and structured observations.

Problem-based learning

Students are confronted with a problem (open-ended) that launches their inquiry as they collaborate to find solutions and learn valuable information and skills in the process. There is no facilitator direction, long cases, outside research needed, content of case unknown

Online learning model

Sudents learn in a fully virtual environment.

T/F: Spaced practice is better with a longer lag

T

collective intelligence

The ability of a group to exhibit a greater degree of intelligence by solving problems collaboratively compared to the intelligence of an individual member.

cognitive load

The amount of a person's cognitive resources needed to carry out a particular cognitive task.

What else might account for misconceptions in judgments of learning?

This can be a product of low-level priming and other factors that are unrelated to whether learning has been achieve. Also hindsight bias and foresight bias (overestimation).

Features of TBL

Three-step cycle: 1. Preparation, 2. in-class readiness assurance testing (individual and group), 3. Application-focused exercise. 4. 5-7 people 5. Heterogenous groups = more resourceful the group

How does CON inform teaching?

Through active learning and guided discovery

How does TBL apply CLT?

Very structured: Have prep work and need to apply it to RATs (i and t)

Sensitive topics

can elicit a distressed or emotional response amongst students and may be personally relevant or upsetting

mechanisms driving ineffectiveness of re-reading and highlighting

fluency effect

psychological constructivism

focuses on how individuals use information, resources, and even help from others to build and improve their mental models and problem-solving strategies

complementary effects

graphics + words boost comprehension

what does a super high biserial correlation suggest?

highest achieving students are mostly getting the item correct

expertise reversal effect

instruction that reduces cognitive load for the novice may increase cognitive load for the expert. Instructional techniques that are highly effective with inexperienced learners can lose their effectiveness and even have negative consequences when used with more experienced learners.

Bloom's Taxonomy levels

knowledge, comprehension, application, analysis, evaluation, creation

Rate lectures in behavioural and cognitive activity

low and low

off-loading

moving some processing from visual to auditory channels and vice versa

point biserial correlation for a distractor measure means what?

negative value means that Students who did well did not choose this item and students who did poorly chose that item. We don't want this to be positive.

What are some DVs/outcome variables of applied higher education studies?

objective test scores, perceived difficulty (to infer cognitive load as a mediator)

Chunking

organizing items into familiar, manageable units; often occurs automatically

distributed practice

practice in brief periods with rest intervals.

redundancy effect

presenting audio with text (e.g. saying something with subtitles)

worked examples

problems with completed solutions, provide us with an additional tool for implementing deliberate practice.

adaptive teaching

provides all students with challenging instruction and uses supports when needed, but removes these supports as students become able to handle more on their own

How does UDL apply CLT?

remove barriers to learning and attending to things like cognitive load

Mechanism behind practice-testing

retrieval practice

Mechanism behind spaced practice

retrieval practice

Guided/structured discovery

see scaffolding; promotes both behavioural and cognitive activity (selecting, organizing, and integrating knowledge)

Why should we incentivize participation in PI?

so that students are motivated to engage in an activity that will help them learn.

the discrimination coefficient (biserial correlation) depends on what?

the difficulty of items and quality of distractors

illusion of explanatory depth

the illusion that you understand something in detail when in fact you do not

extraneous cognitive load (avoidable or manageable)

the resources required to process stimuli irrelevant to the task (e.g. background music, funny pictures of kittens/babies) ->You want to decrease this and the distracting elements in the content you are presenting

hindsight bias

the tendency to believe, after learning an outcome, that one would have foreseen it

redundancy

unnecessary repetition: people learn best from graphics + narration > graphics + text

social constructivism

view learning as increasing our abilities to participate with others in activities that are meaningful in the culture

What timing of feedback is best?

Delayed > immediate and it does not matter what type it is (e.g. standard or answer-until-correct).

With a demonstration, what is better: observing, predicting, or discussing it?

Demonstration. Should actually have students involved in thinking about the demonstration through prediction before it and discussion after

growth mindset

Describes people who believe that their success depends on time and effort. People with a growth mindset feel their skills and intelligence can be improved with effort and persistence. Working on one's flaws, and the process—not the outcome—are the most important components

If assessing immediate recall, should should be in place before the test?

Distractor task to prevent maintenance rehearsal

If an item is too hard, what will the item analysis show?

Distractors chosen overwhelmingly. Maybe one of them is actually a plausible answer

If an item is too easy, what will the item analysis show?

Distractors not chosen frequently

Why is the visualizer/verbalizer hypothesis wrong?

Doesn't make sense because we process information through both modes to begin with. Even though there can be individual differences, we can still benefit from information presented in both ways. What we want to do is engage both so that we don't overload the limits of one single mode.

Practice-testing

Effective. Self-test and complete practice questions via flashcards, self-made tests (and even better with feedback)

spaced practice

Effective. The same amount of learning, spaced over time, can dramatically improve learning and retention.We lose ability to recall information over time (Ebbinghaus forgetting curve). You learn previous material and schedule practice sessions so that you don't forget newly learned information

retrieval practice

Effective. Where bringing information to mind increases learning and retention. Here, students do not have their notes in front of them but instead, they recall facts from memory. It prioritizes active over passive learning

What other learning techniques are moderately effective?

Elaborative explanation, self-explanation

strengths of online learning

Enabling students from different geographical areas to engage with an academic institution and other students online and learn flexibly, at their own pace, while working towards a degree or certificate.

Qualitative Research

Exploratory research that attempts to understand the meaning of events to the participants involved using such methods as case studies, interviews, ethnography, participant observation, and other approaches that focus on a few people in depth.

T/F: JOLs are an effective measure of teaching effectiveness

F

Case-based learning (CBL)

Facilitator direction involved, short cases, no outside research, content of case disclosed

xMOOCs

Follows a tutor-centric model, where there are traditional online lectures, exercises, some discussions, quizzes, and computer feedback

strengths of picture-in-picture

High media richness

spatial ability

High spatial learners learn more from well-designed instruction than do low spatial learner

Signaling

Highlight what is most important for the learner to know (e.g. takeaway, or making note of what's on a diagram). Bolding, underlining, etc.

zone of proximal development

In Vygotsky's theory, the range between children's present level of knowledge and their potential knowledge state if they receive proper guidance and instruction; the phase at which a child can master a task if given appropriate help and support.

Essential Processing

In cognitive load theory, cognitive processes that are required for making sense of material a person is trying to learn can overwhelm learner's cognitive capacity unless strategies are in place to handle it by learning theorist Robert Gagné as being involved in teaching and learning

Re-reading and highlighting

Ineffective. While these are the most popular study techniques, they are very ineffective, fostering only short-term learning. Students get trapped in the myth of fluency, where they feel fluent with the information in the short term, but cannot access it later

information processing theory

Information (words and pictures) goes through the senses through the eyes and ears -> sensory memory -> pay attention -> STM -> latches on to prior schema (beliefs about how things work) -> LTM

Direct Instruction

Informed by CLT, the teacher defines and teaches a concept, guides students through its application, and arranges for extended guided practice until mastery is achieved.

Summative Assessment

Intended to evaluate whether students met the course's LOs. These are high-stakes and administered at the end of an instructional unit in a course with a high point-value (e.g. midterms, final exams, final project)

How does CLT inform teaching practices?

Is more like direct instruction, super structured, reducing cognitive load, you save students time and increase efficiency. Assumes the brain is a finite machine and that you need to do things efficiently—you explicitly tell them what they are learning. -Can involve scaffolding by decreasing levels of support to make learners more independent

First stage of backward design

Learning outcomes. First, desired results are identified. This stage focuses on the larger ideas, enduring concepts, and skills that students should learn, considering both goals and curriculum expectations. The LOs are written as measureable with active verbs.

What kind of items could you put in a test for a study?

MCQ, but ensuring you stick with MCQ guidelines.

Compare the efficacy of MLMs versus textbooks and what the research shows.

MLMs > textbooks. 1. independent of students' ability or background level 2. Shown in immediate and delayed tests 3. Increased student attendance, higher engagement, and more than twice the learning

Weakness of CON?

May not be the greatest for a novice because people do need foundations and this can be overwhelming for novices. It just means they need more guidance and scaffolding is done well.

interleaving effect

Moderately effective. Interleave (switch up) different learning topics/problems within a course within a study session. Promotes organizational processing

Does the match between a student's preference regarding the format of learning have a relation with the performance when learning with a specific format? Explain why or why not

NO 1. Learners with a preference for visual materials do not necessarily perform better with visual learning materials 2. Prior studies supporting the connection between learning styles and performance fail criteria for validity 3. There are problems measuring learning styles 4. No significant empirical support for it 5. HOWEVER there is a myth, backed up by little, non-significant, little, and theoretically-lacking evidence This suggests that giving the students the option to choose their favourite format can even be counterproductive because it might lead them to selecting a format that is less effective for learning

compare collective with general intelligence

Not strongly correlated with the average or maximum individual intelligence of group members

Picture in Picture

Overlays an instructor's image and lecture slides. Presents the instructor's recorded image and voice, PowerPoint Slides, subtitles, and other flash animation features. Elaborate post-production is required. Most expensive but has the greatest media richness.

Pre-training Principle

People learn better from a multimedia lesson when they know the names and characteristics of the main concepts.

spatial contiguity

People learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.

temporal contiguity

People learn better when corresponding words and pictures are presented simultaneously rather than successively.

Coherence

People learn better when extraneous words, pictures and sounds are excluded rather than included.

Segmentation

People learn better when information is is broken up into user-paced pieces/nuggets rather than as a continuous unit

modality effect

People learn more deeply from graphics and narration than from graphics and on-screen text.

fixed minset

People who see their qualities as fixed traits that cannot change. With a fixed mindset, talent is enough to lead to success and effort to improve these talents isn't required: one is born with a certain amount of skill and intelligence that can't be improved upon.

How does fluency impair judgments of learning?

People will think they know more from a fluent mode of learning but when it comes to actual performance, they don't know as much, and will overestimate their performance. 1. Thinking they know more with Fluent versus disfluent instructors 2. Thinking that highlighting and re-reading are good study strategies 3. Thinking they learn more from redundant lectures (passive versus active (accompanied by disfluency) lectures))

frequency of distractor measure means what?

Percentage who endorsed the distractor

Voice-over

PowerPoint slides, supplemented with a voice-over explaining the information presented on the slides.

auditory learning style

Prefer to listen, discuss, memorize and debate in class. They learn best from audiobooks rather than print ones.

visual learning style

Prefer to use pictures, graphs and images to organize and communicate their thoughts and learn best from using flash cards

learning styles

Preferred ways of studying and learning, such as using pictures instead of text, working with other people versus alone, learning in structured or in unstructured situations, and so on.

Features of inclusive teaching

Promoting inclusion among -Climate -Curriculum -Idigeneity/identity -Assessment

How should we generally go about addressing sensitive topics in the classroom?

Providing a safe and open discussion space for various opinions where awareness can be raised for issues that are typically stigmatized

Four Ss of the problem presented in TBL

Significant problem: complex and meaningful so that it ensures all group members are involved Simultaneous reporting: commit, leaves no room for social loafing Same problem: answers will relate to one another, students will be more interested especially if their team's answer is wrong. Single Answer:

inquiry-based learning

Students are encouraged to take part in group work to learn from their peers and participate in forms of guided learning, which is delivered by an instructor. This form of learning enhances comprehension—rather than memorizing facts and taking notes, students are now encouraged to discuss ideas among their peers to share their thoughts and to respectfully challenge, test, and redefine ideas. This form of learning also allows students to take ownership of their learning and increases their engagement with the content.

Why is it good to clearly articulate the learning outcomes in a course?

Students have a more favourable approach to their courses when they clearly understand the learning outcomes and are typically best able to comprehend learning outcomes when they are explained in conjunction with course work (for example, a certain assignment will help lead to a certain learning outcome).

Flipped Classroom

Students learn lessons at home with the help of videos or other instructional materials and spend their valuable classroom time doing assignments with help from their instructor (traditional model is reversed)

Quasi-experimental studies:

Studies that fit most of the criteria for true experiments, with the important exception that the participants are not assigned to groups at random. Instead, existing groups such as classes or schools participate in the experiments.

dual coding theory

Suggests that information is stored in long-term memory as either visual images or verbal units, or both.

T/F: active learning incorporates cognitive and behavioural activity

T

T/F: 3 group members is better than 2

T; Triads are heterogenous in the relevant skills they bring to the task

Direction Instruction

Teachers use explicit teaching techniques to teach a specific skill to their students. This type of instruction is teacher-directed, where a teacher typically stands at the front of a room and presents information. Teachers match their instruction to the task to enhance students' understanding of a topic. This technique depends on strict lesson plans with little room for variation. It does not include active learning activities such as discussions, workshops or case studies.

how does CLT relate to the information processing theory?

Teaching in a way that is the most efficient way for students to use their limited cognitive information (segmentation, signalling, etc.). You teach them in a direct way and scaffold things.

Third stage of backward design

Teaching methods and learning activities. The third and final step focuses on designing activities to achieve learning goals. Recommended that active learning takes place, through debates, simulations, guided design, group problem-solving, case-studies, reflection

active learning

Teaching practices that give students opportunities (e.g., role-playing, problem-solving, polling, debates, group work, case studies and simulations) to work with concepts over and over, in a variety of ways and with opportunities for immediate feedback, so that knowledge can take hold in their own minds.

Germane cognitive load (desirable)

deep processing of information related to the task, including the application of prior knowledge to a new task or problem. You want to maximize/increase this by applying content to different contexts (transfer knowledge to a context different from which they learned so that they actually understood the concept underneath it). ->related to high-quality learning ->Instruction can support this process by asking students to explain the material to each other or to themselves, draw or chart their understandings, take useful notes,

intrinsic cognitive load (unavoidable)

the resources required by the task itself, regardless of other stimuli: in other words, the difficulty of the task itself. This is determined by element interactivity, your level of expertise. -> It cannot be eliminated but you want to optimize/manage it: challenging enough that students can work with it but not too easy or too difficult. It needs to be stimulating and should be effortful. If its beyond their level, then they won't know what incoming information to select.

visualizer-verbalizer hypothesis

there is cognitive style that expresses the degree to which people use visuospatial representations (images or diagrams) or words while solving problems

working memory

The brain system that provides temporary holding and processing of information to accomplish complex cognitive tasks such as language comprehension, learning, and reasoning; the information that you are focusing on at a given moment.

weaknesses of the flipped classroom

The creation of a digital divide, reliance on student preparation and trust and increased time spent in front of screens versus people or places.

Universal Design for Learning

The design of curriculum materials, instructional activities, and evaluation procedures that can meet the needs of learners with widely varying abilities and backgrounds

total group variable of item analysis means what?

The percentage of the class that got an item correct (i.e. the difficulty of an item). If too high/low, this can cause the DP to suffer. High = a lot of people are getting it right Low = not a lot of people are getting it correct ->Either difficult item ->Not a good item

transfer knowledge

The process of extending what you learn in one setting to another. The influence of previously learned material on new material; the productive (not reproductive) uses of cognitive tools and motivations.

interference

The process that occurs when remembering certain information is hampered by the presence of other information.

foresight bias

The tendency, when studying for a future exam, to be overconfident about performance on that exam.

Cognitive Load Theory

The total amount of effort we use in working memory has a limited capacity. Incoming information is either discarded or transferred to LTM, which holds our schema (kgnowledge, beliefs, etc.). Information is sorted into schemas and if it doesn't fit nicely with those, we adapt them into our schemas. Thus we need to de-load working memory to facilitate transfer to LTM. The goal is to make it easier for the information to be easily processed in working memory.

Evaluate the efficacy of SETs

There is evidence that student evaluations are not reliable reflections of instructor effectiveness. Ss 1. However, they are still important and valuable in learning about how students felt about and engaged with the class. They are necessary to gain insight into the student experience but they are not sufficient ways of knowing how good the teacher is Ws 1. Items relating to teaching effectiveness, course effectiveness, course organization etc. should be eliminated from student evaluations 2. Biased because of fluency effects and consequently, misleading; Students tend to overestimate their own knowledge; Fluent instructors are rated more highly > disfluent instructors

What can instructors do with an item analysis?

They can identify -what distractors are effective and ineffective (accordingly, modify those ineffective distractors) -what times are difficult/easy -whether the high achieving students are distinct from the low-achieving students

In PI, should you turn to a parter or turn to two other people?

Turn to two other people: 3 > 2; they are more heterogeneous in the skills they bring.

cMOOCs

Very constructivist-heavy. Follows a connectivism philosophy; people build contents and learners are the course; networking; participation is key; learners help other learners by openly expressing their ideas and challenges; autonomy, diversity, and openness, connectedness, and interactivity. A facilitator also conributes materials and presentations.

How does PI apply CLT?

Very structured: You've been given readings to do ahead of time and then you come to class and are asked questions by instructor; though you do turn to a peer, you do apply what you learned from your readings through those polls

dual channel (audio/visual)

We have a channel for auditory/verbal processing. of verbal words and another for visual/pictorial processing of pictures and written text. Though, the processing that takes place in each is limited and so we need to engage both

fluency effect

We prefer items that are more easily processed

Mayer's theory of how visual and verbal information is processed in our minds.

We select and organize words and pictures. These elements interact and are processed through verbal and pictorial modes in our minds. As these interact, they are integrated with our prior knowledge. facilitating transfer to our LTM.

Incidental Processing

When you're processing the instructional design

cognitive overload

Where processing demands (essential, incidental, representational holding) from a learning task exceed processing capacity of the cognitive system

distractor

Wrong answers offered as choices in a multiple-choice item.

Schema

a concept or framework that organizes and interprets information

intrinsic motivation

a desire to perform a behavior effectively for its own sake

extrinsic motivation

a desire to perform a behavior to receive promised rewards or avoid threatened punishment

If a student is learning something or doing a task as part of an Educaitonal psychology study, what could they do before doing the task?

a training phase to be familiar and actually understand what they are supposed to do.

If a lot of people choose a distractor, what does this mean?

a. Good distractor b. Plausible answer :0

what does a biserial correlation of < .20 suggest?

an item is not effective and does not discriminate well

Lower 27% measure means what?

% of students in the lower 27% on the overall test who got this item correct

Upper 27% measure means what?

% of students in the upper 27% on the overall test who got this item correct

List the ways with which the ECL of MLMs can be reduced

(SPSSMRST) Signaling Pre-training Segmentation Spatial ability effect Coherence Modality Redundancy Spatial Contiguity Temporal Contiguity]

Describe the community element of a learner-centred syllabus

-Accessibility of teacher (e.g. Celly anonymous texting) -Learning rationale -Collaboration -Teacher's role -Student's role

Benefits of TBL

-Active engagement, higher performance -Deeper understanding via application to real world -Development of problem-solving skills that facilitates critical thinking -Development of team-work and communication skills

What are some ethical considerations for Educaitonal psyc studies?

-All students may not get access to the same thing. -Informed consent must be given so that students know that they are in some intervention.

What are the different learning modalities?

-Blended learning -Flipped classroom -Traditional -Online

Why does UDL work?

-CLT: Guide curriculum toward reducing extraneous load, while optimizing germane and intrinsic load -Constructivism: Emphasizes actively interacting with materials and peer in multiply ways; Zone of proximal development and scaffolding -Allows all learners to reach their learning potential by promoting accessibility -Neuroscience: Acknowledges involvement of 3 main brain networks involved in learning: affective, recognition, and strategic networks.

Why does TBL work

-CON (learner-centred, problem-solving, interaction with others) -Reflection -Group members are made more accountable (RATs, peer evaluations, answer-until-correct in the tRAT) -More group members are better than fewer -Graded and counts -Friendly between-group competition to facilitation intragroup cohesion

what are good MCQ formats?

-Conventional MCQ -Alternate (2 option) choice -Multiple T/F

weaknesses of picture-in-picture

-Costly -Lots of time needed for post-production -Low media richness

Why might it be good to have some ECL?

-Could be used to signal a break -Part of teaching is a human relationship: Make yourself more warmer and more approachable. -This can reduce stress.

Why does PI work?

-Elements of active learning (students take control of learning), retrieval practice (retention and transfer, and scaffolding (peers teach one another) -Discussing>predicting>observing the answers to the conceptual questions. · Prediction gets you to think about the information (inquiry-like) and discussion makes you think about the information even more. If you predict, you commit and are more interested in learning about the outcome. Once you are wrong, then you will pay attention to your errors and will want to know why you were wrong through discussion.

general strengths of the open classroom

-Equitable: Increases accessibility, flexible pace, education seen as a basic human right, increased choice of courses, can appeal to both novices and experts, affordable, can access a larger audience translators who can translate courses -Quality, expert instructors available, -Increased health -No penalty for leaving -Peer feedback and computer grading can be -personalized -Can break down material into short, modular units -Can collect a lot of data

Describe the evaluation and assessment element of a learner-centred syllabus

-Evaluation -Learning outcomes -Revising and redoing

Why does CSL work?

-Experiential education -Knowledge construction in real settings -Social learning -Student development -Liberatory education

Benefits of PI

-Flexible: useful in classes of all sizes and disciplines -Accessible: easy to understand, no training required -Improvements in conceptual learning, transfer knowledge to new problems, domain-general problem-solving skills, student retention, academic interest, self-efficacy

Features of CBL/PBL

-Groups of 6-9 -Authentic, meaningful problems to solve -CBL: more work inside the class, more facilitator guidance -PBL: more work outside of class, less facilitator guidance

Benefits of inclusive teaching

-Increase sense of belonging, engagement, and self-awareness -Seeks to address implicit forms of injustices (racism, oppression) -Seeks to connect students with their backgrounds with culturally-relevant practices

Features of PI

-Instruction is adapted to student responses -Adequate time to think -Students not graded -Students commit to an answer -Scattered throughout class session -Good conceptual questions (distractors all have to be plausible and based on common misconceptions that students would have for the concept (which would lead to discussions))

Why does inclusive teaching work?

-Learner-centred -Takes an approach that is not Eurocentric and culturally-relevant through attitudes and behaviours are translated into teaching practices, learning materials, and assessments

strengths of voice-over

-Low cost -Low production technology

weaknesses of voice-over

-Low media richness -Lacks the learning context and visual information of lecture capture (e.g. classroom activities) -Higher cognitive load

Where can cognitive load theory apply?

-MLMs -PowerPoints -Lectures -Handouts -Learning techniques

Describe the power and control element of a learner-centred syllabus.

-Outside resources -Syllabus tone and focus -Grades -Feedback mechanisms

General weaknesses of the open classroom

-Pay more for advanced courses/certificates -Not assessing higher-order thinking -Can threaten professorship opportunities at existing universities -Can threaten enrollment at universities

Research findings of having a learner-centred syllabus

-Positive association of rapport between students and instructors -Increased student motivation -Increased achievement -Increased empowerment

strengths of lecture capture

-Preserves interactivity in the classroom -Moderate cost -Moderate production technology -Moderate media richness

Benefits of research on addressing sensitive topics

-Raises awareness of issues -Provides students with a safe space to hear and respectfully engage with opinions that may differ from their own -Promotes open discussion and attention, rather than "shying away" from covering the material -Important because future professionals have to learn about sensitive issues -Promotes critical thinking, tolerance, civic knowledge, political interest, confidence, social integration, and intentions to vote

Ethical considerations to quasi-experimental approach

-Random assignment is okay because usually, a student will get whatever they get if they are placed in a section -Unethical: disadvantaging one group over another

Confounds to the quasi-experimental approach

-Same professor is teaching the same method, so you would enough professors teaching each version so that w/I professor differences is minimized -the content itself (e.g. more science-side of psyc in fall term versus social side in the winter term). Minimize by doing a study across different universities at the same time so that you don't run into such an issue.

Benefits of CSL

-Service learning experiences are designed to benefit both the recipient and the provider of the service and the university -Develop social awareness and responsibility -Creates partnerships with community organizations -Develop employable skills in students: empathy, civic engagment, volunteer -Enhances student engagement

Features of addressing sensitive topics in the classroom?

-Setting the stage: Encourage attendance by discussing importance of topics; setting ground rules Healthy conversation -Build a rapport with students, maintain confidentiality with disclosures -When issues arise: Address inappropriate behaviour -Trigger warnings: They don't work; have students take control of preparing themselves and show this content in the syllabus -Get a speaker: Bring in an expert who knows about the topic (e.g. Jeremy Stewart for suicide) -Resources: Offer them -Ending the Session: End on a positive note, evaluate the discussion, and debrief

Features of CSL?

-The experience allows students to engage in activities that address human and community needs together with educational tasks to foster reflection and critical thinking created to achieve desired learning outcomes. They apply theory to real-world scenarios. -Reflection: · reflecting on how the theory is important and necessary before, during, and after the placement. (iterative process, gets students to develop habits of mind/attitudes—civic responsibility, open-mindedness, acceptance of differences, etc.) -Assessment: from supervisor, from tests gauging curriculum content, on reflection skills,

weakness of a fixed mindset

-They believe that they are either good or bad at something based on their inherent nature. -Those with fixed mindsets may avoid challenges, give up easily and ignore useful negative feedback.

strengths of a growth mindset

-They embrace challenges, persist through obstacles, learn from criticism and seek out inspiration in others' success. -People with a growth mindset believe they can achieve what they want.

Weaknesses to the quasi-experimental approach

-contamination/leakage: reduces effect sizes -Hawthorne effect: perceived change could affect how students actually behave -training people leads to different effects long-term (e.g. prof does not stick with their training guidelines, not faithful to them, not embracing it as much)

Benefits to the experimental approach

-controlled if you want to manipulate certain variables -infer causality - assess learning with immediate recall, delayed recall, transfer knowledge -can get preliminary evidence that can be taken into the classroom

What should people avoid when constructing MCQs?

1. "All of the above" option 2. Trick items 3. Negative framing: If you are going to use it, make sure it's to ensure that you want students to know that something is NOT true

What control variables should be considered in designing an effective educational psychology study?

1. Ability 2. Expertise 3. Prior knowledge

Benefits of CON

1. Active learning approach 2. Increased community and social awareness 3. Increased self-awareness

strengths of blended learning approach

1. Allows teachers and students to interact both face-to-face and in an online setting, utilizing education-based software and technology to ultimately improve student outcomes. 2. Research showing improvements in student participation and engagement, student-teacher relationship building, flexibility in learning and overall improvement in the quality of learning.

Hawthorne effecT

A change in a subject's behavior caused simply by the awareness of being studied

group work

A collaborative learning environment where students work through problems and assessments together.

Universal Design Learning (UDL)

A framework established to minimize physical and mental barriers to learning, affording all students equal opportunity to flourish. Information is presented in flexible ways, pertaining to lectures, discussions, demonstrations, resources and more.

Team-Based Learning (TBL)

A group-based approach to teaching that involves groups of 5-7 people, where instructors act as facilitators for active, student-centred learning that teaches problem-solving and collaboration. Uses collaboration as its main method of content delivery.

Bloom's Taxonomy and significance

A hierarchical ordering of cognitive skills that can help teachers and students in the classroom. It is significant because it informs the creation of assessments, plan lessons, evaluates the complexity of assignments, develops online courses, and plans project-based learning.

open classroom

A student-centered learning space that has a large group of students boasting a wide variety of skill levels with several educators supervising them. Instead of having one teacher lecture to the entire group at once, students are generally split into smaller groups for each subject according to their skill level for that specific subject. The students then work in their smaller groups to achieve their assigned goal, while their educators serve as facilitators and instructors.

learning style

A style of learning refers to an individual's preferred way to absorb, process, comprehend and retain information (e.g. visual, auditory)

maintenance rehearsal

A system for remembering involving repeating information to oneself without attempting to find meaning in it->trying to keep it in WM.

Weaknesses of xMOOCs

1. Barriers to active engagement. This leads to a lack of connection and you can't build social skills. 2. Difficult to teach critical thinking, creative thinking, and original thinking with this approach

Strengths to cMOOCs

1. Builds in active engagement. This leads to greater connection and you can build social skills. 2. Teaches critical thinking, creative thinking, and original thinking with this approach

Weaknesses of cMOOCs

1. Confirmation bias in those that pursue things that they already know—might not challenge themselves 2. Lower quality of education

What are the benefits of group-learning?

1. Elaboration, discussion, inadequate reasoning will lead to reflection of learning 2. Promoting greater academic achievement, more favourable attitudes toward learning, and increased persistence through STEM course 3. Frequency of group study was correlated with more evidence-supported strategies, more efficient use of time, perceived improvements in learning, and preference for group stud

Features of UDL

1. Engagement (utilizing learner interests and motivations): provide multiple means to engage 2. Representation (offering content in various formats; develop resourceful and knowledgeable students) 3. Action and expression (providing learners with diverse expression outlets; create expert learners who are strategic and goal-directed).

Strengths of flipped classroom

1. Ensures that students have a deeper learning experience when instructors guide them through the material. 2. Students have more control over their education, promoting student-centered learning and collaboration and offering access to lessons at home. 3. Higher-order thinking skills are emphasized as well as application skills, rather than just comprehension.

features of constructivism

1. Environment matters 2. Shared knowledge between teachers and studnets 3. Shared authority between teachers and studnets 4. Learning groups consist of a small number of studnets 5. Builds on what students already know—prior knoweldge 6. Scaffolding 7. Active learning

What does information processing theory suggest for teaching?

1. If you don't give students prior knowledge, they won't latch onto it. So don't deliver something complex right off the bat 2. You should have students actively retrieve information throughout the progression of a course so that they can bring it back into their short term memory and thereby reinforce connections.

What kind of recall tests should you have in a study?

1. Immediate 2. Delayed (durability) 3. Transfer (GCL)

Benefits of UDL

1. Improves accessibility and greater overall learning outcomes for students: Considers diversity and disability 2. Increases both instructor performance and student's engagement 3. Flexible ways to learn 4. Easily implemented 5. Guidelines empirically based and frequently updated

Constructivism

1. Learners are active in constructing their own knowledge and making sense of the information (PC) 2. Social interactions are important in this knowledge construction process (SC). The instructor acts as a facilitator for collaboration and interaction. Hands-on, learner-focused approach (their questions and interests), where the learner is engaged in an active process of learning—the learner is constructing for themself the learning.

Describe the goal of instructional design with respect to the different cognitive loads discussed

1. Manage intrinsic load (keep it just right for the students' abilities—in their zone of proximal development) 2. Reduce extraneous cognitive load (clear away as much as possible) 3. Promote German load (support deep processing)

effective learners do what?

1. Monitor their own learning. Requires assessing how much learning has been achieved with selection and control of one's learning activities in response to that monitoring. Assessing whether learning has been achieved is difficult: need to look at long-term retention and transfer as well 2. Have a growth versus fixed mindset. They interpret errors and mistakes as part of learning and not as part of one's inadequacies; appreciate the capacity they have to learn and avoid the mindset that one's learning abilities are fixed

How can we improve larger lectures?

1. PI (also incorporates 2.) 2. Discuss > predicting > observing demonstrations 3. Mayer's principles of reducing ECL in MLMs

Describe the discrepancy between individual study group study

1. People prefer group learning by they instead engage in individual learning 2. People in groups use effective learning techniques (practice problems, discussion, quizzing/testing, questioning, and making flashcards) but as individuals, this is not the case—re-reading and highlighting is the ineffective go-to.

What are two key guidelines to constructing MCQs?

1. Put central idea of question in stem and avoid use of negation (item should focus on the concept to be tested) 2. Distractors should be plausible (chosen > 5% of the class)

Strengths of CLT

1. Recognizes that depending on the learning technique, experts may not benefit (expertise-reversal effect) 2. Works well for structured learning environments

Benefits of CBL/PBL

1. Reinforces the development of interpersonal skills such as teamwork, communication and problem-solving and accelerates cognitive growth. 2. Allows for active learning and stronger retention and understanding of knowledge. 3. Exposes learners to a variety of opinions and experiences and drawing on real-life experiences in their learning to develop multiple different solutions to a problem. 4. Promotes scores on exams, higher enjoyment, interest, team spirit, problem-solving skills, knowledge, communication, interpersonal, practical, and clinical skills

What should people do when constructing MCQs?

1. Simple vocabulary 2. Vertical, not horizontal format 3. Positive framing 4. Logical or numerical order (e.g., ascending or descending) 5. Options homogenous in content and grammatical 6. As many plausible distractors as possible [3 > 4 answer choices is actually better because it is hard to come up with several, plausible distractors. This also maximizes DP, information efficiency (less time needed to prepare and more questions/unit time to answer = more concepts can be tested), and reliability of a test]

A distractor is effective if what percentage of students choose it?

>5%

peer instruction (PI)

An approach to teaching where instructors act as facilitators of active learning. They promote retrieval practice through participatory higher-order thinking questions and provide room for scaffolding via peer interaction and discussion

learner-centred syllabus

An attempt to create community, a sharing of power and control over what is learned, and how it is learned as well as a focus on assessment and evaluation tied directly to learning outcomes. These classrooms involve students in the planning, implementation, and assessment phases of an instructional unit. As the term implies, students are placed at the center of their learning rather than on the outskirts, and are given freedom in voicing how, what and why they are learning certain topics.

massive online open courses (MOOCs)

An online course that allows users from across the world to learn the same material, without prerequisites, in a flexible learning environment, with no limit on class size.

discovery learning

Approach to instruction in which students develop an understanding of a topic through firsthand interaction with the environment by themselves. Bad because guided discovery is better than students in discovery learning don't know what relevant incoming information to select.

inclusive teaching

Approach to teaching that creates conditions for learners to succeed, removes built-in barriers for QTBIPOC, and encompasses and EDII framework to promote culturally-relevant practices.

Formative Assessment

Assessment used throughout teaching of a lesson and/or unit to gauge students' understanding and inform and guide teaching (e.g. Perusall, weekly, quizzes, discussions, participation activities). It is low-stakes and does not normally contribute towards a student's final grade. Students receive frequent and immediate feedback on these to improve their learning (identifies their strengths and weaknesses).

Second stage of backward design

Assessment. The second step focuses on determining suitable evidence levels that confirm that the desired results identified in the first stage have occurred. These assessments should be scaffolded—students need to be trained on the method (e.g. practice MCQ before MCQ exam). These assessments should also be valid (clear wording, wieghted by learning outcomes). Two types: formative and summative

judgments of learning

Assessments made about how well information is learned and how well we will remember it later on. In other words, thinking we learned more than we actually do or a mismatch between the preference of learning and actual performance