Stop the world, or virtual classroom for future researchers

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Stop the world, or virtual classroom for future
researchers

• by M.Pachman

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Information is no longer the scarce factor in
human learning and application of knowledge. The
scarce factor is human time to attend to all of
that information (Simon, 2001, p. 63)
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Info-processing theories

• Shriffin's Stage Theory Model (1968)
• Craik and Lockharts levels-of-processing
  theory (1972)
• parallel-distributed (Lewandowsky Murdock,
  1989)
• connectionistic model - Rumelhart and McClelland
  (1986)

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Long Term Memory
Sensory Memory
Working Memory
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Cognitive Load low
Speed low
In-depth vs. surface varied
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Working Register (constant attention or)
Deep processing
Sensory Register
Elaborated information (consolidation)
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Cognitive Load low
Speed low
In-depth vs. surface in-deep
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Scratching arm
The topic of this speech
Somebody is entering a classroom
Problems at home
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Cognitive Load low
Speed varied
In-depth vs. surface in-depth
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Equations
Distance learning
Skiing techniques
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Cognitive Load low
Speed varied
In-depth vs. surface in-depth
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Implication Virtual classroom hints
I.1) pointing out important information in order to attract attention to this information and help retaining it icons or small pictures on a Web page promise of future activities making pay attention on actual content week by week or lesson by lesson course outline separate table of assignments
I.2) time is required to bring information from senses to consciousness multiple representations of the same item (calendar, e-mail reminders, course news alerts) if using video or audio content questions, precisions, notes in textual format
I.3) repetition helps to hold an item in short-term memory while working on it coming back to the same topic in instructor notes, discussion board, PP slides, short questions (multiple content items)
I.4) chunking of the material to be learned helps process this information creating different activities for different chunks discussion for one, survey for the other etc. give students an opportunity to choose a weekly subtopic and present it make the rest of the class post at least one comment on presentation and presenter to give a feedback
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I.5) asking questions about learned material helps to process this material in working memory in order to establish it in long-term memory different types of questions points bringing and not but applicable toward final project students writing questions to the class material as an assignment
I.6) organization of new information into the existing system helps to find this information later ask students to make connections between new and studied material in form of summaries, questions, impressions on discussion board provide feedback on the success of their attempts
I.7) looking for similarities and differences in existing concepts pro and contra opinions and statements that students defend and present variety of options proving their point of view instructors wrap-up summarizing all the different defense techniques and strategies
I.8) using coding techniques simplifies transfer of information from short-term to long-term memory exchange of short formulas helping remember the content on a whiteboard as a class activity PP slides (both instructors and students recipes)
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II.1) gaining learners attention by presenting distinctive features of the object, event highlighting, gif animated icons questions and answers format underling how this particular subtopic is different from common topic (studying different types of dogs while taking about domestic animals) relating a particular subtopic to the local materials, events
II.2) labeling, categorizing and giving meaning to the different parts of course material ask students to evaluate topic on discussion board from point of view of their personal experience include news materials discussing topic from point of view of personal perspective ask to describe the difference in approaches and between personal and scholar approach in a small project
II.3) enhancing individual interest in class topics by using examples related to the learner previous experience, and active learning techniques outside activities (observations) students creating learning objects, or choosing subtopics to discuss, explore for the final project
II.4) helping to relate previous knowledge to the new information encouraging learners to confront their misconceptions description of the individual history with the issue, subject (first mentioning, conceptions, misconceptions) comparing individual experience (own or relatives) with subject with the scholarly information building PP maps, whiteboard schemes to show the place of the new concept in structure of previous knowledge
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II.5) leave plenty of time for elaboration on topics deepen understanding of topic by requiring read, formulate questions, describe personal experiences and write a summary on issue
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III.1) project-learning group project peer evaluation of the project
III.2) modeling a real world problem-based approach group of students developing (describing) a problem, and exchanging with the other group to solve their problem database of solutions as a class project (all possible solutions to one or the other issue)
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IV.1) coaching environments graduate mentors for class teams weekly instructors feedback on team or individual work peer tutoring/ evaluations
IV.2) inquiry-learning strategies collection of the literature sources on the topic creation of protocol or framework for solving well-structured problems class seminar, or chat on approaches to solution of ill-structured problems
IV.3) response-feedback models different types of feedback (instructors, peers, internal evaluations) formative evaluation of class activities (midterm)
IV.4) creating the links (connections) between the old and new information, i.e. placing information in a context ask students to give examples of the different contexts for the same problem / topic teams evaluating each others ideas about context problems
IV.5) objective-oriented or context-facilitated activity creating of a project / writing of an article that can be used in real world / published in students newspaper
IV.6) repetition present the same topic / problem in different contexts