Resources by order of appearance
Introduction and Overview
Learning styles:
Learning styles: Concepts and evidence (Pashler, McDaniel, Rohrer, & Bjork, 2008)
The Myth of Learning Styles (Riener & Willingham, 2010)
Connecting Course Design
Principles from learning science:
Karpicke, J. D., & Roediger Iii, H. L. (2008). The critical importance of retrieval for learning. Science, 319, 966–968. https://doi.org/10.1126/science.1152408
McDaniel, M. A., Roediger, H., & McDermott, K. B. (2007). Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review, 14, 200-206.
Pastötter, B., & Bäuml, K. H. T. (2014). Retrieval practice enhances new learning: The forward effect of testing. Frontiers in Psychology, 5(APR), 1–5. https://doi.org/10.3389/fpsyg.2014.00286
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H. (2012). Using Spacing to Enhance Diverse Forms of Learning: Review of Recent Research and Implications for Instruction. Educational Psychology Review, 24(3), 369–378. https://doi.org/10.1007/s10648-012-9205-z
Bransford, J. D., & Schwartz, D. L. (2001). Rethinking Transfer: A Simple Proposal With Multiple Implications. Review of Research in Education Chapter 3 American Educational Research Association AERA Review of Research Award Winner, 24(AERA), 61–100. Retrieved from https://aaalab.stanford.edu/papers/Rethinking_transfer_a_simple_proposal_with_multiple_implications.pdf
Neuromyths and misunderstandings:
International Report: Neuromyths and evidence-based practices in higher education
Betts, K., Miller, M., Tokuhama-Espinosa, T., Shewokis, P. A., Anderson, A., Borja, C., … Dekker, S. (2019). International report: Neuromyths and evidence-based practices in higher education, (September), 1–115. Retrieved from https://onlinelearningconsortium.org/read/international-report-neuromyths-and-evidence-based-practices-in-higher-education/
Simons, D. J., & Chabris, C. F. (2011). What people believe about how memory works: A representative survey of the U.S. population. PLoS ONE, 6(8). https://doi.org/10.1371/journal.pone.0022757
Chabris, C. F., & Simons, D. J. (2010). The Invisible Gorilla: And Other Ways our Intuitions Deceive Us. New York: Crown.
Classroom technology, distraction and the great debate over laptops:
Laptops are Great, but Not During a Lecture or Meeting
The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking
Mueller, P. a, & Oppenheimer, D. M. (2014). The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking. Psychological Science, 25(6), 1159–1168. https://doi.org/10.1177/0956797614524581
Morehead, K., Dunlosky, J., & Rawson, K. A. (2019). How Much Mightier Is the Pen than the Keyboard for Note-Taking ? A Replication and Extension of Mueller and Oppenheimer ( 2014 ). Educational Psychology Review, 1–28. https://doi.org/10.1007/s10648-019-09468-2
A new replication study revives the question: Is taking notes by hand really better for students?
Let’s Ban the Classroom Technology Ban
On Banning Laptops...Again. (Sigh)
Making Disability Part of the Conversation: Combatting Inaccessible Spaces and Logics
Addiction, Accommodation, and Better Solutions to the Laptop Problem
Berry, M. J., Westfall, A., Berry, M. J., & Westfall, A. (2017). Dial D for Distraction : The making and breaking of cell phone policies in the college classroom. College Teaching, 63(2), 62–71. https://doi.org/10.1080/87567555.2015.1005040
Distracted Classroom Series by James Lang:
- The Distracted Classroom
- The Distracted Classroom: Is It Getting Worse?
- The Distracted Classroom: Do Tech Fasts Work?
- The Distracted Classroom: Transparency, Autonomy, and Pedagogy
Examples of quality resources we can suggest:
33 Simple Strategies for Faculty book
Why Don't Students Like School book
The Learning Scientists web site
retrievalpractice.org web site
Connecting Faculty
Possible impacts on student evaluations:
Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences of the United States of America, 1–7. https://doi.org/10.1073/pnas.1821936116
Tea for Teaching episode on gender bias in evaluations: http://teaforteaching.com/category/teaching-evaluations/
Teaching in Higher Ed episode with Viji Sathy and Kelly Hogan on inclusified teaching evaluation: https://teachinginhighered.com/podcast/inclusified-teaching-evaluation/
Frameworks for applying evidence from learning sciences:
Reach Everyone Teach Everyone book
Creating Significant Learning Experiences book
Providing support:
NAU's First Year Learning Initiative
Other resources and suggestions:
A powerful way to improve learning and memory
Bite-Sized Research on Retrieval Practice
Bite-Size Research on Retrieval Practice Formats
Using Retrieval Practice to Improve Learning (Video, 3:29)
Using Retrieval Practice for Transfer in an Online Class
James Lang's connection notebook technique
Blog post on retrieval practice and the problem of overtesting in K-12
Connecting Students
Metacognition and the Attention Matters project:
Online activities for teaching students about technology, distraction, and learning. In Harnish, R. (Ed.), The Impact of Technology on How Instructors Teach and How Students Learn. Society for the Teaching of Psychology E-book.
Attention Matters! A freestanding resource to teach students about attention and multitasking
Can millenials pay attention to classwork while texting, tweeting, and being on Facebook?
Impacts of evidence-based teaching strategies:
Pennebaker, J. W., Gosling, S. D., Ferrell, J. D., Apfel, N., & Brzustiski, P. (2013). Daily online testing in large classes: Boosting college performance while reducing achievement gaps. PLoS ONE, 8(11), e79774. https://doi.org/10.1371/journal.pone.0079774
Want to Reach All of Your Students? Here’s How to MakeYour Teaching More Inclusive (Chronicle of Higher Education advice guide by Viji Sathy and Kelly Hogan)
Eddy, S. L., & Hogan, K. A. (2014). Getting under the hood: How and for whom does increasing course structure work? CBE Life Sciences Education, 13(3), 453–468. https://doi.org/10.1187/cbe.14-03-0050
Schwartz, S. E. O., Kanchewa, S. S., Rhodes, J. E., Gowdy, G., Stark, A. M., Paul, J., & Parnes, M. (2018). “ I ’ m Having a Little Struggle With This , Can You Help Me Out ? ” : Examining Impacts and Processes of a Social Capital Intervention for First-Generation College Students, 166–178. https://doi.org/10.1002/ajcp.12206
Transparency in Learning and Teaching project
Connecting Leadership
Leadership and learning sciences: Better teaching from the top down
Connecting Entities Outside of Higher Education
How to Make Smart Choices About Tech for Your Course (Chronicle of Higher Education advice guide by Michelle Miller)
Trust, Agency, and Connected Learning
Tea for Teaching episode with Rolin Moe critiquing the role of third-party and for-profit companies in teaching: http://teaforteaching.com/48-the-culture-of-edtech/
If you made it this far - you might want more! Here are some options:
Email: contact@michellemillerphd.com