Proposal Title

Public Plenary - Teaching for now and later: Key factors in creating durable learning.

Presenter Information

Joe Kim, McMaster UniversityFollow

Room

WSC 55

Start Date

7-7-2017 9:00 AM

Keywords

cognitive science, durable learning strategies

Primary Threads

Teaching and Learning Science

Abstract

Cognitive scientists have been systemically studying processes such as attention, memory and learning for more than 150 years. This rich resource of knowledge has been only recently applied to developing evidence-based interventions in education. A key focus of this research has been to promote long-term (rather than short-term) retention of information through durable learning. In this presentation, I will discuss three key factors that promote durable learning that is maintained beyond the end of a course: 1. Learning relies on sustained attention. In the class, instructors can implement methods to reduce mind wandering and students can engage in practices to promote effortful and focused attention. 2. Design of teaching materials directly guides learning. Perhaps the largest impact an instructor can make on learning is to offer thoughtfully designed presentation materials that adhere to multimedia learning principles. Slide design that reduces cognitive load can promote student learning. 3. Study habits such as retrieval practice strengthen long-term retention. Instructors can implement effective assessment design into the course structure and students can learn to take an active role in learning and testing. A key message in applying cognitive principles to instructional design is that both instructors and students have important parts to play in developing habits that promote durable learning.

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Jul 7th, 9:00 AM

Public Plenary - Teaching for now and later: Key factors in creating durable learning.

WSC 55

Cognitive scientists have been systemically studying processes such as attention, memory and learning for more than 150 years. This rich resource of knowledge has been only recently applied to developing evidence-based interventions in education. A key focus of this research has been to promote long-term (rather than short-term) retention of information through durable learning. In this presentation, I will discuss three key factors that promote durable learning that is maintained beyond the end of a course: 1. Learning relies on sustained attention. In the class, instructors can implement methods to reduce mind wandering and students can engage in practices to promote effortful and focused attention. 2. Design of teaching materials directly guides learning. Perhaps the largest impact an instructor can make on learning is to offer thoughtfully designed presentation materials that adhere to multimedia learning principles. Slide design that reduces cognitive load can promote student learning. 3. Study habits such as retrieval practice strengthen long-term retention. Instructors can implement effective assessment design into the course structure and students can learn to take an active role in learning and testing. A key message in applying cognitive principles to instructional design is that both instructors and students have important parts to play in developing habits that promote durable learning.