2500 years of learning theory: The good, the bad & the ugly - Donald Clark
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This document summarizes research on learning theory and technology in education. It discusses criticisms of some hole-in-the-wall computer projects in India that found they were ineffective and distracted children. It also reviews research showing that formative feedback is important for learning but tests are often used terminally without providing guidance. Finally, it outlines how technologies like video, MOOCs, VR and spaced practice can be used to enhance learning at scale.
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2500 years of learning theory: The good, the bad & the ugly - Donald Clark
- 1. 2500 years of learning theory: The good, the bad & the ugly How this relates to tech in learning Donald Clark
- 7. “I know nothing that can be best taught by lectures” Samuel Johnson
- 9. Holes in the research Arora (2010) Erasmus University Rotterdam “little real independent evidence, other than that provided by HiWEL “ “not comparing amount of time spent on hole-in-wall material with same time in school.. Comparison was meaningless” “self-defeating… ‘hole-in-the-wall’ has become the ‘computer-in-the-school”
- 10. Holes in the research Mark Warschauer Professor of Education University of California “parents thought it irrelevant “ “distracted the children from their homework “ “most of the time they were playing games” “low level learning and not challenging” “no Hindi content (only language they knew)” “overall the project was not very effective”
- 11. “it took me 30 minutes to think about and write this response. I would have spent the time on planning a new project for very poor children. Would someone, perhaps Donald, like to take the responsibility for this wastage and the resultant loss to them.” Sugata Mitra
- 23. TVFBIJFKCIAIBM TV FBI JFK CIA IBM
- 25. Working memory
- 26. Semantic/episodi c memory Cues
- 33. Dec 2010
- 35. Learning styles and pedagogy in post -16 learning – A systematic Dec and 2010 critical review This report critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors.
- 39. Black & William Inside the Black Box Formative feedback key to better learning •Rarely diagnostic •Be specific and constructive •Hinge questions •Tests are terminal •DON’T mark https://www.google.co.uk/search?q=inside+the+black+box&oq=inside+the+black+box&aqs=chrome..
- 40. Black & William Inside the Black Box Avoid marking: •Poor as formative assessment •Mark of fixed ability - says nothing about improvement •Even high achievers – done enough, not full competence •Tests are terminal – mark of Cain
- 47. Techology as trainer 1
- 49. ‘organize world's information & make it universally accessible & useful’ •Profound pedagogic productivity shift •Outsourced memory
- 50. Techology as trainer 2
- 51. Video
- 52. MOOCs
- 53. Over 1 billion unique users a month Over 6 billion hours watched a month (An hour for every person on Earth) 100 hours uploaded every minute Localised 61 countries 61 languages More than any cable network A LEARNING PLATFORM
- 54. 33,856 videos 477,248,454 views 2,154,827 subscribers
- 55. Techology as trainer 3
- 56. MOOCs
- 57. “Love or hate them MOOCs have forced open a debate at policy level on digital education” “touch learners much more than you might think” “courses can be run at surprisingly large scale” “Accelerated a range of technological innovations doing things at scale – peer assessment” 2020 •10,000,000 students •“Without technology this is undoable”
- 58. Employers and MOOCs (Duke): • 75% would treat job-related MOOCs positively in hiring • 71% would use them in future • 57% could see using MOOCs for recruitment • positive reaction across all sectors
- 59. Techology as trainer 4
- 60. VR is not a device but a medium VR
- 63. Oculus Rift
- 64. $2 billion
- 65. Games
- 67. TV & Film
- 68. Dec 2010
- 69. Education
- 73. Techology as trainer 5
- 74. Spaced practice
- 75. Spaced practice 1. Start and end 2. Notes 3. Sleep 4. Games 5. Adaptive 6. Social Media - Email | Facebook/Twitter | Blogs 7. Mobile
- 82. Donald Clark Website www.PlanBlearning.com Blog donaldclarkplanB.blogspot.com Email donald.clark@hotmail.co.uk Twitter @donaldclark Facebook donaldclark
Notes de l'éditeur
- 21st Corg Trustee UFI 6yrs Deputy Chair BDFL Digital strategy
- 21st Corg Trustee UFI 6yrs Deputy Chair BDFL Digital strategy
- 21st Corg Trustee UFI 6yrs Deputy Chair BDFL Digital strategy
- 21st Corg Trustee UFI 6yrs Deputy Chair BDFL Digital strategy
- 21st Corg Trustee UFI 6yrs Deputy Chair BDFL Digital strategy
- 21st Corg Trustee UFI 6yrs Deputy Chair BDFL Digital strategy
- window into the minds of our ancestors and their ability to learn. We have been making these axes for one and a half million years. What is astounding is how similar they are over such a huge geographical area (three continents) and over a million and a half years, the same teardrop shape and cutting edge. First, they are difficult to make. It requires knowledge, decision making and sophisticated skills that take time to learn and, importantly, skills that must have been taught. Defined as learning objectives, we can first assume hand-eye co-ordination, the ability to imagine a future three dimensional shape and the ability to conceive the tool as having a purpose. Suitable local material had to be found and the right shaped nodules selected. Then there’s the fiendishly, difficult knapping skills. This involves the use of tools to make tools, as later axes required hard hammers and soft hammers for edging. As one knapps, constant adaption and problem solving is needed, as it is not just a matter of applying a set of fixed rules. Over and above these skills is the mathematical skill of transformation. Gowlett (1993) has inferred, from the fact that they were able to make axes of the same shape at different sizes, the mathematical ability to scale. These are complex cognitive abilities and acquired skills. Few people, even today, master the skills of prehistoric knappers.
- window into the minds of our ancestors and their ability to learn. We have been making these axes for one and a half million years. What is astounding is how similar they are over such a huge geographical area (three continents) and over a million and a half years, the same teardrop shape and cutting edge. First, they are difficult to make. It requires knowledge, decision making and sophisticated skills that take time to learn and, importantly, skills that must have been taught. Defined as learning objectives, we can first assume hand-eye co-ordination, the ability to imagine a future three dimensional shape and the ability to conceive the tool as having a purpose. Suitable local material had to be found and the right shaped nodules selected. Then there’s the fiendishly, difficult knapping skills. This involves the use of tools to make tools, as later axes required hard hammers and soft hammers for edging. As one knapps, constant adaption and problem solving is needed, as it is not just a matter of applying a set of fixed rules. Over and above these skills is the mathematical skill of transformation. Gowlett (1993) has inferred, from the fact that they were able to make axes of the same shape at different sizes, the mathematical ability to scale. These are complex cognitive abilities and acquired skills. Few people, even today, master the skills of prehistoric knappers.
- the invention of the writing is the big bang of learning technology as it led to a still expanding universe of knowledge We create and store written content and others can distribute, retrieve, access, read, communicate and search other people’s stored creations through this medium. It is both outsourced personal memory and through reading, the shared memory of our species. Writing is a technology.
- http://europa.eu/rapid/press-release_IP-12-1233_en.htm
- window into the minds of our ancestors and their ability to learn. We have been making these axes for one and a half million years. What is astounding is how similar they are over such a huge geographical area (three continents) and over a million and a half years, the same teardrop shape and cutting edge. First, they are difficult to make. It requires knowledge, decision making and sophisticated skills that take time to learn and, importantly, skills that must have been taught. Defined as learning objectives, we can first assume hand-eye co-ordination, the ability to imagine a future three dimensional shape and the ability to conceive the tool as having a purpose. Suitable local material had to be found and the right shaped nodules selected. Then there’s the fiendishly, difficult knapping skills. This involves the use of tools to make tools, as later axes required hard hammers and soft hammers for edging. As one knapps, constant adaption and problem solving is needed, as it is not just a matter of applying a set of fixed rules. Over and above these skills is the mathematical skill of transformation. Gowlett (1993) has inferred, from the fact that they were able to make axes of the same shape at different sizes, the mathematical ability to scale. These are complex cognitive abilities and acquired skills. Few people, even today, master the skills of prehistoric knappers.
- window into the minds of our ancestors and their ability to learn. We have been making these axes for one and a half million years. What is astounding is how similar they are over such a huge geographical area (three continents) and over a million and a half years, the same teardrop shape and cutting edge. First, they are difficult to make. It requires knowledge, decision making and sophisticated skills that take time to learn and, importantly, skills that must have been taught. Defined as learning objectives, we can first assume hand-eye co-ordination, the ability to imagine a future three dimensional shape and the ability to conceive the tool as having a purpose. Suitable local material had to be found and the right shaped nodules selected. Then there’s the fiendishly, difficult knapping skills. This involves the use of tools to make tools, as later axes required hard hammers and soft hammers for edging. As one knapps, constant adaption and problem solving is needed, as it is not just a matter of applying a set of fixed rules. Over and above these skills is the mathematical skill of transformation. Gowlett (1993) has inferred, from the fact that they were able to make axes of the same shape at different sizes, the mathematical ability to scale. These are complex cognitive abilities and acquired skills. Few people, even today, master the skills of prehistoric knappers.
- window into the minds of our ancestors and their ability to learn. We have been making these axes for one and a half million years. What is astounding is how similar they are over such a huge geographical area (three continents) and over a million and a half years, the same teardrop shape and cutting edge. First, they are difficult to make. It requires knowledge, decision making and sophisticated skills that take time to learn and, importantly, skills that must have been taught. Defined as learning objectives, we can first assume hand-eye co-ordination, the ability to imagine a future three dimensional shape and the ability to conceive the tool as having a purpose. Suitable local material had to be found and the right shaped nodules selected. Then there’s the fiendishly, difficult knapping skills. This involves the use of tools to make tools, as later axes required hard hammers and soft hammers for edging. As one knapps, constant adaption and problem solving is needed, as it is not just a matter of applying a set of fixed rules. Over and above these skills is the mathematical skill of transformation. Gowlett (1993) has inferred, from the fact that they were able to make axes of the same shape at different sizes, the mathematical ability to scale. These are complex cognitive abilities and acquired skills. Few people, even today, master the skills of prehistoric knappers.
- window into the minds of our ancestors and their ability to learn. We have been making these axes for one and a half million years. What is astounding is how similar they are over such a huge geographical area (three continents) and over a million and a half years, the same teardrop shape and cutting edge. First, they are difficult to make. It requires knowledge, decision making and sophisticated skills that take time to learn and, importantly, skills that must have been taught. Defined as learning objectives, we can first assume hand-eye co-ordination, the ability to imagine a future three dimensional shape and the ability to conceive the tool as having a purpose. Suitable local material had to be found and the right shaped nodules selected. Then there’s the fiendishly, difficult knapping skills. This involves the use of tools to make tools, as later axes required hard hammers and soft hammers for edging. As one knapps, constant adaption and problem solving is needed, as it is not just a matter of applying a set of fixed rules. Over and above these skills is the mathematical skill of transformation. Gowlett (1993) has inferred, from the fact that they were able to make axes of the same shape at different sizes, the mathematical ability to scale. These are complex cognitive abilities and acquired skills. Few people, even today, master the skills of prehistoric knappers.
- window into the minds of our ancestors and their ability to learn. We have been making these axes for one and a half million years. What is astounding is how similar they are over such a huge geographical area (three continents) and over a million and a half years, the same teardrop shape and cutting edge. First, they are difficult to make. It requires knowledge, decision making and sophisticated skills that take time to learn and, importantly, skills that must have been taught. Defined as learning objectives, we can first assume hand-eye co-ordination, the ability to imagine a future three dimensional shape and the ability to conceive the tool as having a purpose. Suitable local material had to be found and the right shaped nodules selected. Then there’s the fiendishly, difficult knapping skills. This involves the use of tools to make tools, as later axes required hard hammers and soft hammers for edging. As one knapps, constant adaption and problem solving is needed, as it is not just a matter of applying a set of fixed rules. Over and above these skills is the mathematical skill of transformation. Gowlett (1993) has inferred, from the fact that they were able to make axes of the same shape at different sizes, the mathematical ability to scale. These are complex cognitive abilities and acquired skills. Few people, even today, master the skills of prehistoric knappers.