Difference between revisions of "All Content In One Place"
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Pinventado (talk | contribs) (Updated content and formatting based on revisions from PLoP 2015 shepherding) |
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If students | If students become bored or disengaged when they are asked to split their attention across multiple resources to solve a problem, then consolidate all necessary references or resources needed to solve the problem in one place for easy access. | ||
==Context== | ==Context== | ||
| Line 19: | Line 19: | ||
==Problem== | ==Problem== | ||
Students become bored or disengaged when asked to split their attention across multiple resources to solve a problem. | Students become bored or disengaged when asked to split their attention across multiple resources to solve a problem. | ||
==Forces== | |||
# '''Accessibility.''' Students may lack access to resources used in the problem (e.g., forgetting to bring their textbook, finding internet access, having access to a computer) | |||
# '''Split-attention effect.''' Unnecessary processing of information imposes a cognitive load that interferes with learning. High cognitive load impairs performance, which could increase the difficulty of a learning task (Sweller, 2004<ref>Sweller, J. (2004). [http://link.springer.com/article/10.1023%2FB%3ATRUC.0000021808.72598.4d Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture]. Instructional science, 32(1-2), 9-31.</ref>). | |||
# '''Affect.''' When students experience too much difficulty or get stuck in trying to solve a problem, they are likely to disengage from the activity (D’Mello and Graesser 2012<ref>D’Mello, S., and Graesser, A. (2012). [http://www.sciencedirect.com/science/article/pii/S0959475211000806 Dynamics of affective states during complex learning]. Learning and Instruction, 22(2), 145-157.</ref>). | |||
==Solution== | ==Solution== | ||
Therefore, consolidate all necessary references or resources needed to solve the problem in one place for easy access. | |||
Resources could be presented in the same page as the problem if it does not up take too much space to display. If the problem uses too many resources, the problem author could [http://c2.com/cgi/wiki?KeepItSimple Keep it simple] by splitting it into multiple problems. | Resources could be presented in the same page as the problem if it does not up take too much space to display. If the problem uses too many resources, the problem author could [http://c2.com/cgi/wiki?KeepItSimple Keep it simple] by splitting it into multiple problems. | ||
==Consequences== | ==Consequences== | ||
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===Liabilities=== | ===Liabilities=== | ||
*It is difficult to encode math textbook problems into ASSISTments. | *It is difficult to encode math textbook problems into ASSISTments. | ||
==Evidence== | ==Evidence== | ||
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===Data=== | ===Data=== | ||
Analysis of [[ | Analysis of [[Analysis:Student_affect_and_interaction_behavior_in_ASSISTments#externalresources | ASSISTments' data]] showed correlation between boredom and gaming, and math problems that required students to refer to their textbook to see the actual question. | ||
==Related patterns== | ==Related patterns== | ||
This uses the same concept as Keep It Simple[http://c2.com/cgi/wiki?KeepItSimple]. Using a single source for instruction makes math problems easier to understand. | This uses the same concept as Keep It Simple[http://c2.com/cgi/wiki?KeepItSimple]. Using a single source for instruction makes math problems easier to understand. | ||
==Example== | |||
When a teacher creates a problem in the online learning system, he/she encodes the entire content instead of asking students to browse their book (e.g., Answer problem #48 in page 587 of your textbook). Students will experience less cognitive load compared to constantly switching between reading the problem in the book and the online learning system interface. | |||
[[File:All_content_in_one_place_ex.png | center]] | |||
==References== | ==References== | ||
Revision as of 07:49, 7 July 2015
| All Content In One Place | |
 | |
| Contributors | |
|---|---|
| Last modification | July 7, 2015 |
| Source | {{{source}}} |
| Pattern formats | OPR Alexandrian |
| Usability | |
| Learning domain | General |
| Stakeholders | Teachers Students |
| Confidence | |
| Evaluation | PLoP 2015 writing workshop Talk:ASSISTments |
| Application | ASSISTments |
| Applied evaluation | ASSISTments |
If students become bored or disengaged when they are asked to split their attention across multiple resources to solve a problem, then consolidate all necessary references or resources needed to solve the problem in one place for easy access.
Context
Students are asked to answer problems in class or at home in an online learning system. Teachers have control over the content and presentation of each problem in the online learning system.
Problem
Students become bored or disengaged when asked to split their attention across multiple resources to solve a problem.
Forces
- Accessibility. Students may lack access to resources used in the problem (e.g., forgetting to bring their textbook, finding internet access, having access to a computer)
- Split-attention effect. Unnecessary processing of information imposes a cognitive load that interferes with learning. High cognitive load impairs performance, which could increase the difficulty of a learning task (Sweller, 2004[1]).
- Affect. When students experience too much difficulty or get stuck in trying to solve a problem, they are likely to disengage from the activity (D’Mello and Graesser 2012[2]).
Solution
Therefore, consolidate all necessary references or resources needed to solve the problem in one place for easy access.
Resources could be presented in the same page as the problem if it does not up take too much space to display. If the problem uses too many resources, the problem author could Keep it simple by splitting it into multiple problems.
Consequences
Benefits
- Math problems that teachers assign to students will always display the problem content in ASSISTments.
- Students do not need to have their books to answer their homework or activity in ASSISTments.
- Students can work on their assignments even when they forget their books
- Students do not need to switch between their textbook and ASSISTments.
- May decrease boredom and gaming.
Liabilities
- It is difficult to encode math textbook problems into ASSISTments.
Evidence
Literature
Task switching usually results in slower response times compared to performing a single task and error-rate is usually higher after the switch [3]. Some of the switch cost sources identified include: time taken by control operations, transient task-set inertia, associative retrieval, or a mix of the three.
Data
Analysis of ASSISTments' data showed correlation between boredom and gaming, and math problems that required students to refer to their textbook to see the actual question.
Related patterns
This uses the same concept as Keep It Simple[1]. Using a single source for instruction makes math problems easier to understand.
Example
When a teacher creates a problem in the online learning system, he/she encodes the entire content instead of asking students to browse their book (e.g., Answer problem #48 in page 587 of your textbook). Students will experience less cognitive load compared to constantly switching between reading the problem in the book and the online learning system interface.
References
- ↑ Sweller, J. (2004). Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional science, 32(1-2), 9-31.
- ↑ D’Mello, S., and Graesser, A. (2012). Dynamics of affective states during complex learning. Learning and Instruction, 22(2), 145-157.
- ↑ Monsell, S. (2003). Task switching. Trends in cognitive sciences, 7(3), 134-140.