1. Michael de Raadt @salvetore @moodleresearc h Copyright 2014 © Moodle - CC SA Myths in your Moodle Michael de Raadt @salvetore @moodleresearch

2. Michael de Raadt @salvetore @moodleresearch About me

3. Michael de Raadt @salvetore @moodleresearch

4. Michael de Raadt @salvetore @moodleresearch Myths?

5. Michael de Raadt @salvetore @moodleresearch Drinking less than 6 to 8 glasses of water a day can cause the brain to shrink

6. Michael de Raadt @salvetore @moodleresearch Drinking less than 6 to 8 glasses of water a day can cause the brain to shrink Howard- Jones (2014) 16%29% 11%25% 5% 10%

7. Michael de Raadt @salvetore @moodleresearch We mostly only use 10% of our brain

8. Michael de Raadt @salvetore @moodleresearch We mostly only use 10% of our brain Howard- Jones (2014) 46%48% 53%50% 59% 50%

9. Michael de Raadt @salvetore @moodleresearch Individuals learn better when they receive information in their preferred learning style

10. Michael de Raadt @salvetore @moodleresearch 96%93% 96%97% Individuals learn better when they receive information in their preferred learning style 65%

11. Michael de Raadt @salvetore @moodleresearch Reviews of educational literature and controlled laboratory studies fail to support this approach to teaching. Howard-Jones (2014)

12. Michael de Raadt @salvetore @moodleresearch Reviews of educational literature and controlled laboratory studies fail to support this approach to teaching. Howard-Jones (2014) Lacking evidence

13. Michael de Raadt @salvetore @moodleresearch … The present results suggest that people ’ s intuitions about their learning styles may be incorrectly attributed. Kr ä tzig & Arbuthnott (2006)

14. Michael de Raadt @salvetore @moodleresearch … The present results suggest that people ’ s intuitions about their learning styles may be incorrectly attributed. Kr ä tzig & Arbuthnott (2006) We want it to be true

15. Michael de Raadt @salvetore @moodleresearch The literature fails to provide adequate support for applying learning-style assessments in school settings. Pashler et al (2009)

16. Michael de Raadt @salvetore @moodleresearch The literature fails to provide adequate support for applying learning-style assessments in school settings. Pashler et al (2009) Doesn’t help in practice

17. Michael de Raadt @salvetore @moodleresearch

18. Michael de Raadt @salvetore @moodleresearch Michael de Raadt

19. Michael de Raadt @salvetore @moodleresearch Michael de Raadt Design content-appropriate forms of instruction Consider multiple modalities when relevant

20. Michael de Raadt @salvetore @moodleresearch Digital-native students are more tech savvy than their digital-immigrant teachers

21. Michael de Raadt @salvetore @moodleresearch Digital-native students are more tech savvy than their digital-immigrant teachers 29%

22. Michael de Raadt @salvetore @moodleresearch Teachers ’ age and technology skill could not be identified as the cause of the disconnect between students ’ use of technology... Wang et al (2014)

23. Michael de Raadt @salvetore @moodleresearch Teachers ’ age and technology skill could not be identified as the cause of the disconnect between students ’ use of technology... Wang et al (2014) Can’t find difference

24. Michael de Raadt @salvetore @moodleresearch Recent research has shown flaws in the argument that there is an identifiable generation, or even a single type of highly adept technology user. Bennett & Maton (2010)

25. Michael de Raadt @salvetore @moodleresearch Recent research has shown flaws in the argument that there is an identifiable generation, or even a single type of highly adept technology user. Bennett & Maton (2010) Generation skill inconsistent

26. Michael de Raadt @salvetore @moodleresearch Michael de Raadt Provide appropriate teacher training Be confident – teachers use teaching technology more than students

27. Michael de Raadt @salvetore @moodleresearch MOOCs will replace current teaching practices

28. Michael de Raadt @salvetore @moodleresearch MOOCs will replace current teaching practices 5%

29. Michael de Raadt @salvetore @moodleresearch … The highest completion rate achieved was 19.2% … The majority of MOOCs had completion rates of less than 10%. Jordan (2013)

30. Michael de Raadt @salvetore @moodleresearch … The highest completion rate achieved was 19.2% … The majority of MOOCs had completion rates of less than 10%. Jordan (2013) Not retaining students

31. Michael de Raadt @salvetore @moodleresearch Less than 38% of respondents agree that “ MOOCs offer a viable model for the effective delivery of online instruction, ” down from 53% in 2013. US Campus Computing survey (2014)

32. Michael de Raadt @salvetore @moodleresearch Less than 38% of respondents agree that “ MOOCs offer a viable model for the effective delivery of online instruction, ” down from 53% in 2013. US Campus Computing survey (2014) Not viable at tertiary level

33. Michael de Raadt @salvetore @moodleresearch Michael de Raadt “MOOC mania” is over MOOCs will have a place in online education when used appropriately

34. Michael de Raadt @salvetore @moodleresearch Problem-based learning is more effective than “transmission" models.

35. Michael de Raadt @salvetore @moodleresearch Problem-based learning is more effective than “transmission" models. 79%

36. Michael de Raadt @salvetore @moodleresearch Requiring students to discover what they need to learn results in 45% less learning than demonstrating how to solve problems. The most vulnerable students are harmed the most. Clark (2009)

37. Michael de Raadt @salvetore @moodleresearch Requiring students to discover what they need to learn results in 45% less learning than demonstrating how to solve problems. The most vulnerable students are harmed the most. Clark (2009) Less effective, harms strugglers

38. Michael de Raadt @salvetore @moodleresearch One minute of explicit training can be more effective than months of implicit training. Biederman & Shiffrar (1987)

39. Michael de Raadt @salvetore @moodleresearch One minute of explicit training can be more effective than months of implicit training. Biederman & Shiffrar (1987) Explicit instruction more effective

40. Michael de Raadt @salvetore @moodleresearch Michael de Raadt Constructivism ≠ unguided learning Use scaffolding Explicit instruction before exploration

41. Michael de Raadt @salvetore @moodleresearch Humans are responsible for global warming

42. Michael de Raadt @salvetore @moodleresearch Stephen Hawking is a robot

43. Michael de Raadt @salvetore @moodleresearch Aliens built the pyramids

44. Michael de Raadt @salvetore @moodleresearch References Howard-Jones, P. A. (2014). Neuroscience and education: myths and messages. Nature Reviews Neuroscience. Coffield, F, Moseley, D, Hall, E, & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. UK: Learning and Skills Research Centre. Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009): Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9(3):106 - 119. Krätzig, G. P., & Arbuthnott, K. D. (2006). Perceptual learning style and learning proficiency: A test of the hypothesis. Journal of Educational Psychology, 98(1), 238. Wang, S. K., Hsu, H. Y., Campbell, T., Coster, D. C., & Longhurst, M. (2014). An investigation of middle school science teachers and students use of technology inside and outside of classrooms: considering whether digital natives are more technology savvy than their teachers. Educational Technology Research and Development, 62(6), 637-662. Bennett, S., & Maton, K. (2010). Beyond the ‘digital natives’ debate: Towards a more nuanced understanding of students' technology experiences. Journal of computer assisted learning, 26(5), 321-331. Clark, R. E. (2009). How much and what type of guidance is optimal for learning from instruction. Constructivist theory applied to instruction: Success or failure, 158-183.

45. Michael de Raadt @salvetore @moodleresearch References Biederman, I, & Shiffrar, M.M. (1987). Sexing Day-Old Chicks: A Case Study and Expert Systems Analysis of a Difficult Perceptual-Learning Task. Journal of Experimental Psychology: Learning, Memory and Cognition, 13(4), 640 - 645. US Campus Computing survey (2014) http://www.campuscomputing.net/item/campus- computing-2014 Jordan, K. (2013) MOOC completion rates: The data. Retrieved from http://www.katyjordan.com/MOOCproject.html Whitmer, J. (2013). Logging On to Improve Achievement: Evaluating the Relationship between Use of the Learning Management System, Student Characteristics, and Academic Achievement in a Hybrid Large Enrollment Undergraduate Course (Doctor of Education Dissertation), University of California. Retrieved from http://johnwhitmerdotnet.files.wordpress.com/2013/01/jwhitmer_dissertation_complete_1- 21-2013.pdf Beer, C., Tickner, R., & Jones, D. (2014). Three paths for learning analytics and beyond: moving from rhetoric to reality. In Proceedings ascilite Dunedin 2014 (pp. 242-250). Dawson, S. (2014) Keynote presentation, ascilite2014. Retrieved from http://www.slideshare.net/shaned07/rhetoric-reality-ascilite2014upload Lonn, S., Aguilar, S. J., & Teasley, S. D. (2014). Investigating student motivation in the context of a learning analytics intervention during a summer bridge program. Computers in Human Behavior.

46. Michael de Raadt @salvetore @moodleresearch ?