1. Jason Finley UCLA Department of Psychology Thanks to: Robert A. Bjork, Lindsey Richland, & Matt Hays at UCLA Marcia C. Linn & Britte Cheng at UC Berkeley This research was supported by a grant from the Institute of Education Sciences, CASL Grant Award # R305H020113. www.psych.ucla.edu/iddeas Desirable Difficulties: Learning, Teaching, & Collaboratively Bridging

2. Outline Goal of Research Subject of Research as Complex System Research Itself as Complex System Conclusions

3. State of Education System in U.S. Needs Improvement –(TIMSS, 1998; Stigler & Heibert, 1999) But how?

4. Cognitive Psychology to the Rescue? “120 years of psychological memory research have had scarcely any impact on education.” (Bahrick, 2004) “Differences between research goals and the operational logic of schools have seriously weakened the cumulative impact of cognitive research on instructional practices.” (Rothkopf, 2004)

5. Nevertheless… Improving education is IMPOSSIBLE without collaboration between cognitive psychologists & educational researchers This is difficult, but we are trying…

6. IDDEAS: Introducing Desirable Difficulties for Educational Applications in Science Goal: extend cognitive laboratory research on learning and memory to classroom environment UCLA: Cognitive Psychologists UC Berkeley: Educational Researchers

7. Outline Goal of Research Subject of Research as Complex System –Mind –Material –Context Research Itself as Complex System Conclusions

8. The Human Mind About as complex as they come Human Memory System –A complex system in itself

9. The Human Memory System We don’t intuitively understand our own memory system. We differ from computers in just about every way. –Static & incremental vs. dynamic & relational Complexity is illustrated by “Desirable Difficulties.”

10. Desirable Difficulties Design principles that impair performance during learning, but enhance it at a delay Things that produce difficulty can enhance learning!

11. Presentation Order Example Performance during training Performance at a delay BlockedA,A,A,A,A,B,B,B,B,Bbetterworse InterleavedA,B,B,A,B,A,A,B,A,Bworsebetter Interleaving Effect (e.g. Shea & Morgan 1978, etc.)

12. Implications of Desirable Difficulties Performance ≠ Learning! But do these findings extend to realistic educational material and environments?

13. Material WISE: Web-based Inquiry Science Environment A system/tool for scientific instruction Contains modules on a wide variety of topics, with options to customize and to create new modules Plus: a useful research tool!

15. Material Adapted existing WISE modules for use in experiments Ex: star formation & planet formation, blocked vs. interleaved

16. Context UCLA: Psychology Laboratory –Controlled environment, UCLA undergrads UC Berkeley: Middle School Classrooms –Complex systems!

17. The Classroom Many students, interacting Individual differences Emotional, motivational Fallible technology Curriculum Policy Makers Parents Teacher!

18. (video clip of classroom use of WISE software)

19. Implications Cognitive principles may not apply in the classroom, or may have different effects May be impossible to implement Difficult to study this …but we have made some initial progress.

20. A few visual representations of all this…

21. (Abstract Representation!) Human Memory System

22. Learning… Student Material Technology Teacher …Performance

23. Material Teacher Technology $ Curriculum Prof. Development Policy Makers Parents Classroom

24. Outline Goal of Research Subject of Research as Complex System Research Itself as Complex System –Cognitive vs. Educational Research –Teachers –Technology Conclusions

25. Cognitive vs Educational Research: Goals Cognitive Psychology –Goal: Determine specific cognitive processes underlying learning & memory –Desire: CONTROL! Strict experimental design.

26. Cognitive vs Educational Research: Goals Educational Research –Goal: Determine conditions that foster long-term learning in the classroom –Desire: VALIDITY! Realistic materials and contexts –Interest is in improving learning, with less attention to drawing conclusions about underlying processes

27. Different Perspectives Laboratory Cognitive Researcher sees: Control! Educational Researcher sees: Classroom Utter Pandemonium! Validity, Realism!Irrelevant Contrivance!

28. Cognitive vs Educational Research: Methodologies Cognitive Psychology –Laboratory manipulation of independent variables –Test memory for specific, simple items learned using relatively short retention intervals –Start from theory (generally) –Role of researcher: small

29. Cognitive vs Educational Research: Methodologies Educational Research –Classroom comparisons of conditions, no null groups More like design research: make something and see what happens –Study broad conceptual knowledge over long term –Start from practice (generally) –Role of researcher: more active

30. Methodologies: Compromise & Complement Use of more realistic material in the lab Parallel studies in lab & classroom –Validates laboratory results

31. The Role of Teachers Research Partners –Active in material design –Run our experiments! But: can affect results –Limited grasp of experimental design –Resistance to control conditions Professional Development

32. Technology as Bridge & Catalyst Test Bed –Control over conditions –Reduce role of teacher/researcher Common Ground

33. Some more visual representations…

34. Collaboration Cognitive Researchers Educational Researchers Teachers

35. Research Process Theory Research Findings

36. Research Process Cognitive Theory Educational Theory Classroom Findings Teacher Lab Findings

37. Outline Goal of Research Subject of Research as Complex System Research Itself as Complex System Conclusions

38. Trying to improve the complex system of education requires focus on more than just one part! Classroom & our research itself are complex systems. We need systems methodologies. A long way to go, but we’ve made progress.

39. My thanks to…  The Institute for Education Sciences and the Cognition and Student Learning program, which funded our research (Award # R305H020113)  Other members of the IDDEAS research team: –Robert A. Bjork, Ph.D, (UCLA) –Lindsey E. Richland, Ph.D, (UCLA) –Matthew J. Hays (UCLA) –Marcia C. Linn, Ph.D, (UC Berkeley) –Britte H. Cheng (UC Berkeley) Relevant Links –IDDEAS : http://www.psych.ucla.edu/iddeas –WISE : http://wise.berkeley.edu Jason Finley: jfinley@ucla.edu