LXF Flashcards
Learning Experience Framework (LXF)
A collection of research-based principles about how people learn specifically tailored to creating effective and meaningful learning experiences within the 2U environment
Cognitive process of learning
Learning happens when the brain process information to encode it as knowledge, helping the learner retrieve it later as needed.
Brain receives sensory info from surroundings –> processed in working memory –> (sometimes) brain stores that info in long-term memory
“Cognitive processing”
Three types of cognitive processing
- Selecting: brain selects what info is important
- Organizing: creates mental models (or internal representations of how things work) to help organize the info
- Integrating: brain makes connections to what it already knows (schema) to integrate and store the new knowledge in long-term memory
Three types of cognitive load
- Intrinsic load: base level of cognitive processing required for a particular learning event
- Extraneous load: cognitive processing that is unnecessary for a particular learning event. Generated by ineffective teaching methods. Can be reduced with effective design.
- Germane load: deep and productive cognitive processing required to organize and store knowledge in long-term memory. Should be promoted through effective design
Three essential elements in the process of successful learning
- Feel: Students learn best when they are motivated and have the right attitude toward learning.
- Do: Students learn best when they learn by doing.
- Think: Students learn best when they think about what they are doing. This reflection impacts their ability to grow and improve.
What is metacognition? Why is it important? How can you integrate metacognitive activities into coursework?
- “Thinking about thinking”
- Reflecting on and directing one’s own thinking
- Part of cognitive processing that helps learners learn better, particularly to assess the task, evaluate their own knowledge, plan their approach, apply strategies and monitor progress, and reflect on the success of their approach
- Enables opportunities for examination, correction, and reflection
- Doing think-alouds and asking questions in feedback
Intrinsic Motivation: What is it, and why is it important to learning? How can you increase it?
People with intrinsic motivation engage in something for its own sake vs. an external reward.
ex) Student who chooses to learn because they are interested in a particular topic vs. student who wants to pass a class/avoid failing.
IM –> increased engagement with the learning process
Can increase IM by helping adult learners understand the immediate relevance or value to one’s future career
ex) Help speech therapy student understand that foundational knowledge of brain’s anatomy will help her diagnose and treat patients in the future. Can include recorded interview w/practicing speech therapist or role-play interaction w/peer
Self-determination theory
Students are intrinsically motivate when they feel competence, relatedness, and autonomy.
Competence: What is it? Part of what theory? How to help students feel it?
- Part of self-determination theory
- How capable people feel of mastery in their domain
- Motivating challenge: “hard fun”
- Feedback helps build feelings of competence. Provides evidence of success and guidance on what they need to do in order to succeed.
Relatedness: What theory is it part of? What is it? How to build it?
- Part of self-determination theory
- How much people feel supported by and connected to others
- Build community through live sessions: supportive teacher, work w/peers
Autonomy: part of what theory? What is it? How to build it?
- Part of self-determination theory
- how much choice and control the student has
- Tasks that allow for choice increase this
ex) students get to pick a topic or type of learning technology to use in a task
Self-regulated learning: What is it? What are some example behaviors? How does it impact learning? How to build it?
- Students learn better when they take responsibility for their own learning
- Includes behaviors like taking ownership of tasks, timing, methods, planning (ex: setting appropriate schedule to complete paper over 2 weeks)
- Metacognition* helps students self-regulate their learning (journaling). What went well? What do they wish they had done differently the next time?
- Helping students understand why particular activities help them learn (ex: making explicit that self-testing > re-reading the textbook)
Learning goals and mindsets: What are mastery-based goals? Why are they effective? What is growth mindset?
- Students learn more when they are focused on mastery rather than performance and when they believe they are capable of learning and growth.
- Mastery learning goals: focus a student on becoming better at a skill or acquiring more knowledge
- Mastery learning goals > performance
Ex) Student focused on learning more about history vs. student focused on getting an A - growth mindset > fixed mindset
- Growth Mindset: belief that abilities and intelligence can be developed. NOT fixed –> people believe they are more capable and can self-regulate more effectively
- Recognize/praise effort
Instructional alignment: what are the 3 things that should be aligned?
- Learning objectives
- Assessments
- Instructional strategies
- students learn better when instructional strategies and assessments are aligned to clear learning objectives (harmonious)
Learning objectives: What are they? What characteristics should they possess (3)?
- Describe the knowledge students should gain or skills they should have mastered by the end of a course [targets]
- Measurable: Need to clearly identify skill or behavior and criteria for success or failure so that we can evaluate the effectiveness of our course design
- Student-centered: SWBAT
- Relevant to professional setting
