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Moving Forward with Technology for Teaching� �What’s Working, What’s Next, and What’s Needed

MICHELLE D. MILLER, PH.D.

PROFESSOR, PSYCHOLOGICAL SCIENCES

NORTHERN ARIZONA UNIVERSITY

Author, Minds Online: Teaching Effectively with Technology (2014)

Remembering and Forgetting in the Age of Technology (2022)

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Northern Arizona:

Contexts for remote and online learning

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This Photo by Unknown Author is licensed under CC BY-SA

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Reflections on the experiences of the last several years

Tapping into powerful frameworks for evidence-based teaching, especially with technology

Moving forward into the future we want to see

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https://sites.google.com/view/saravarnum2022/home��We won’t be using this site actively during the session, but it provides sources and additional resources to check out later

Companion Site:

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Questions, Comments�

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There may not be silver linings, but there is good news.

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We reacted remarkably quickly, and remarkably well to the challenges of the global pandemic.

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Capacities for tech-enhanced and innovative teaching have radically expanded.

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Examples?�

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We now know more about how learning works, and findings from learning science continue to make a big impact.

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A cognitive framework for teaching and learning...

Attention

Memory

Thinking

NOT THE ONLY AIM, BUT IMPORTANT

CONTENT VS. PRACTICE

(ALMOST) NOTHING HAPPENS WITHOUT IT

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Key Principles: Attention

Attention involves the brain’s mechanisms for prioritizing and allocating resources
Resources are limited and draw on a common source
There’s little evidence of permanent or global changes due to technology (but transient effects like distraction are major)
Attention and memory are tightly linked

New learning requires focused attention

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Applying the Principles: Attention

Ask

Ask Students to Respond

SRS (clicker) systems and phone polls are options for F2F classes; online, alternating text with questions can keep students involved.

Automate

Automate Lower Level Processes

What can be mastered to the point of needing less attention? Create assignments that require and reward practice; consider incentivizing speed.

Address

Address Myths

Some may have been told that they are part of a “digital native” generation with special abilities. Help them question this idea.

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Key Principles: Memory

Beware of flawed metaphors and mechanistic concepts
Instead, think of memory as an adaptation or capacity that supports pursuit of goals, other important processes
Is important to learning (even though Google exists)
Need not compete with thinking skills or detract from learning
Meaning and structure matter (a lot)
Depth of processing
Spacing or distributed practice
Retrieval practice

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cc: A Perfect Heart - https://www.flickr.com/photos/29176783@N04

Retrieval practice & the testing effect

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Retrieval practice improves memory across a variety of materials, more so than restudying or rereading.

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Choose tools & resources that feature quizzing; expect to reorient student ideas about testing.

Harness the Testing Effect

Use technology to stagger deadlines and encourage shorter, more frequent sessions. Design around small-stakes assessments and assignments.

Space it Out

Ask students to synthesize information, relate material to themselves. Provide visuals, especially rich materials such as interactive diagrams or illustrations coupled with audio narration.

Push Powerful Processing

Applying the Principles: Memory

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Adaptive courseware

Brain dump/pair-share

Student-created quizzes

Multi-stage exams

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Key Principles: Thinking Skills

“Thinking” includes diverse skills and processes
Critical thinking lacks one common definition (and that’s okay)
Thinking skills tend to be context-specific
Transfer is a particularly difficult issue

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Reflect on what students should be able to do at the end of the course. Then, align planned learning activities to these skills.

What’s the Skill?

Present as many problems as students need to develop mastery. Vary surface details across problems. Try quizzing.

Aim for Transfer

Are there online tools that simulate important skills? Could case studies, problem based learning or role playing work?

Use Scenarios

Applying the Principles: Thinking

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How does technology let us leverage principles from cognitive psychology and learning sciences?

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Technology offers easier and more powerful ways for us to:

Support retrieval practice
Ask students to students to create and share content
Offer students rapid feedback and multiple attempts
Practice in simulated learning environments
Create the medium- and high-structure courses that are known to support inclusion
Offer choices and alternatives known to support access

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Examples? Anything you’d add – or take away?�

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What’s next?

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We have reached new levels of faculty capacity for multi-modality teaching

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What will we do with this new capacity?

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Faculty will share and disseminate what they’re doing.

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Will we support deep changes – and the risks that go with them?

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Inclusion and equity will be non-negotiable.

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Will we address equal access, or let the gaps widen?

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What does a future that balances these realities look like?

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What is your vision?�What’s the future you want to see?�

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Email: contact@michellemillerphd.com

LinkedIn: https://www.linkedin.com/in/mdmillerphd/

Web Site: michellemillerphd.com

Thank You – and I hope you’ll stay in touch!

https://sites.google.com/view/saravarnum2022/home