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Designs, Writings, and Publications

December 2008
Many graduate students, including myself, collaborated with David Wiley to write a chapter on social media and how it could be used to share important messages. My chapter was on bookmarks and the pre-editing draft version can be found at:
 
August 2006
In 2006 I presented research at the annual Botany Conference. The title of my presentation was, "Activity of Lichen Secondary Chemistry on Pathogenic Bacteria.on the effects." The abstract can be found at http://2006.botanyconference.org/engine/search/index.php?func=AbstractTitle&ltr=All.
 
August 2010
The attached Face Chase documents below are a design for a memorization tool that enables the learner to remember names, faces and, if desired, a relevant fact or two. It is based on mostly proven principles of fact learning that were summarized as a result of reading journal articles and literature on memory, cognitive load, feedback etc. Some of those principles are as follows (for a more complete look at these principles and their sources see http://www.opencontent.org/wiki/index.php?title=564-2010-The-List

Providing Feedback

  1. After each response, feedback is immediate.
  2. Includes knowledge-of-correct-response feedback (e.g., including response accuracy verification, providing correct answers, etc.)
  3. Elaborative feedback is available for low certitude responses
  4. Periodic feedback relates tracked data to learner goals (e.g., learning/achievement is definable (either by designer or user, i.e. five correct iterations)
  5. Results of learning session are related to learner goals.

Scheduling Sequence and Spacing

  1. Sequencing reflects a scheduled framework (e.g., Leitner system)
  2. Presentation of each item is discrete and spaced.
  3. Design provides for at least one intersession interval of anywhere between one and thirty days (no "cramming").

Motivating and Engaging

  1. Design captures learners' interest (e.g., use simple unexpected events like a loud whistle or an upside-down word in a visual, etc.).
  2. Design stimulates learners' inquiry (e.g., give mentally stimulating problems that engage a deeper level of curiosity, etc.).
  3. Design maintains learners' attention (e.g., utilize variation).
  4. Design makes learning outcomes relevant to students (e.g., connect content to learner goals, interests, learning styles, etc.).
  5. Design builds learner confidence (e.g., providing examples of acceptable achievement).
  6. Design promotes student satisfaction (e.g., provides recognition and evidence of success, practical application, etc.).

Managing Cognitive Load

  1. Design takes advantage of verbal (text, narration, etc.) and non-verbal (photographs, illustrations, diagrams, etc.) input channels
  2. Design avoids cognitive overload (e.g., text in close spatial proximity to visuals to avoid split attention cognitive load concerns).
  3. Design acknowledges and adapts to limitations of audience (i.e. universal design and accessibility)
  4. Design enables learner to efficiently "chunk" facts by identifying, connecting (grouping), and sequencing information.

Determining Prior Knowledge

  1. Design determines learner's prior knowledge and goals (e.g., pre-assessment, iterations of a Leitner system, etc.)
  2. Design facilitates open content (e.g., user-generated content, sharing of content and results, user-user or user-population comparisons of results, etc.)
  3. Design provides low prior-knowledge students with response-contingent feedback (e.g., system explains reasons for correct/incorrect responses)
  4. Design provides high prior-knowledge students with topic-contingent feedback (e.g., system directs learners to find the correct response or a path to additional information).

Maximizing Academic Learning Time (ALT)

  1. Design ensures all instructional activities support desired learning outcomes.
  2. Design ensures waiting and transitional time is minimized.
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  4312k v. 1 Aug 3, 2010, 2:06 AM Shawn Cates
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  21k v. 3 Aug 3, 2010, 9:31 AM Shawn Cates
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  108k v. 6 Aug 3, 2010, 9:34 AM Shawn Cates
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