I recently did an informal review of three popular learning science texts (see references below). From these three books, I compared information to see what types of topics surfaced regarding important points for instructors to follow in order to support their students’ learning. I found that the four following points received extensive treatment by all three texts. I’m including them here along with my own advice on how to use technology to support these important aspects of learning:

Understand students’ prior knowledge

Ambrose, Bridges, DiPietro, Lovett, and Norman (2010) indicated that a student’s previous knowledge of a topic could either help or impede their future learning (Ambrose et al., 2010, p. 12). If the prior knowledge is accurate, it can be a helpful stepping stone to new information. If it’s inaccurate, however, as corroborated in Bransford, Brown, and Cocking (1999), an instructor will need to masterfully help the student rewire this information in order to avoid future comprehension issues. Dirksen (2016) added that understanding a student’s prior knowledge will also help instructors get a feel for the gap that exists between what the student currently knows and what the student will have to learn.

Technologies to discern students’ prior knowledge: Diagnostic tests, quick surveys, and case-based responses or role plays can help instructors ascertain the level of understanding students have of a given topic. All of these can be done without technology, of course, but the use of technology can make the data from diagnostic tests or quick surveys easy to compile. For example, a simple survey that assesses comprehension can be done on Blackboard or any other free survey tool at Chapman University.

Scaffold, chunk, and organize information for best learningScaffolding and ladders

Once prior knowledge is assessed, the organization of future learning requires a great deal of thought. Bransford et al. (1999) and Ambrose et al. (2010) wrote about the importance of scaffolding, or layering the learning, and chunking, meaning making patterns out of the learning, in order to help students recognize the underlying themes and frameworks. Both consistently reviewing the main points and making connections to these points with each new step in learning help students to recognize the most salient aspects of the topic.

Technologies to help scaffold, chunk, and organize information: Using concept maps and multi-media inputs, such as recommended by Universal Design for Learning (UDL), will help students to focus and recognize the repeated relevant points of the teaching. Concept maps can be done simply on a whiteboard where a savvy instructor can take a photo and share it via Blackboard, or an instructor can decide to use one of several available online concept mapping tools to help students actively engage in the connections.

Strategically implement active learning

Beyond the organization of learning, the method of learning is also important. As Bransford et al. (1999) expressed, simply giving students information does not mean they know the information. Dirksen (2016) admonished that instruction needs to require more “doing,” which will cement the learning. The author recommended creating authentic activities that replicate the true uses of the topic. The strategic use of active learning can exponentially improve learning.

Technologies to support active learning: Actively engaging students in Poll Everywhere responses during class can keep students focused at a minimum, while technologies such as Blackboard and Panopto can also be used to flip a class (meaning lecture-type content shared via readings, videos, or other methods at home while classroom time becomes more about working together) in order to free up time for multiple hands-on activities during class time.

Give feedback and formative assessments

All of the texts directed instructors to make frequent and quick forms of formative assessment with feedback (Dirksen, 2016; Bransford et al., 1999; Ambrose et al., 2010). Timely feedback can help rewire incorrect connections and give students a sturdier claim to their learning, especially when the assessments are goal-oriented or based on professionally or personally relevant learning activities as suggested by Ambrose et al. (2010).

Technologies for giving feedback and formative assessments: Blackboard tests can give instant feedback as can Poll Everywhere polls. Turnitin‘s feedback mechanism (called GradeMark) is also a great mechanism for making quick feedback and grading easy, while Turnitin’s PeerMark assignments can ease the load of instructor feedback by giving more responsibilities to peers for input and feedback.

Although there is far more to learning science than these four points, following this counsel can make a lasting effect on learning.

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. Jossey-Bass.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.) (1999). How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.

Dirksen, J. (2016). Design for how people learn. New Riders.