0:00:00.380,0:00:03.200
As I said a lot of new technology is being[br]built.

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But it's very easy to be distracted by[br]this technology.

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It's easy to forget what to focus on[br]because of all the shiny visuals.

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Simultaneously technology can open new[br]doors or

0:00:13.290,0:00:15.850
put in new constraints on our pedagrophy.

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So let's think again, let's refocus.

0:00:18.550,0:00:20.630
When we teach what should we care about[br]the most?

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Well I have some practical experience as[br]an

0:00:24.024,0:00:26.220
instructor but i am not an expert in[br]education.

0:00:26.220,0:00:29.940
So i rely on a influential study by John[br]Hand.

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He looked at 800 hundred meta-analysis and[br]synthesized them.

0:00:35.127,0:00:37.280
He was looking for what influences[br]learning.

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Which circumstances, tools and techniques[br]or which had

0:00:40.400,0:00:43.320
the best effects or which just had average[br]effects.

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So let's pick and choose a few of those[br]factors in no order at the moment.

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The first is physical attributes.

0:00:51.420,0:00:52.040
The class size, for

0:00:54.080,0:00:54.510
instance.

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It's clear that this is relevant to the[br]setting.

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The second factor is computer-assisted[br]instruction.

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It's also clear that this is crucial in[br][UNKNOWN].

0:01:03.940,0:01:06.910
There are other factors that will affect[br]teaching,

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things that are mainly more intrinsic to[br]the student.

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Course we would like to think that we can[br]teach anyone, but we expect the

0:01:12.600,0:01:15.864
students disposition to garn their[br]intrinsic motivation to

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have to be a factor in the outcome.

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In some way mooks have a self-selected[br]audience for now so this is mitigated.

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There's also the factor of the student's[br]prior cognitive ability.

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Think of something like their IQ, for[br]instance.

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We have little control there.

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Fortunately, there are part we can[br]actually change.

0:01:36.500,0:01:41.430
The instructional quality of the course,[br]for instance.

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That is, the student's perception of the[br]quality of the instruction they get.

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According to Hadley's definition.

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What about individualization?

0:01:49.530,0:01:52.220
The design of a learning program[br]specifically the student.

0:01:54.030,0:01:55.590
Or maybe mastery learning.

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This is when student are giving test

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on relatively easy material soon after[br]instruction.

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And if it seems necessary there given more[br]work again.

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They're retested until they get it.

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Maybe a teacher could challenge students[br]by applying goals, but

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there is also feedback which in Hadi's[br]mind which includes

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positive reinforcement for what has been[br]done well, information about

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needs to improve but also includes merely[br]clarifying the goals.

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As part of the feedback.

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There's also peer tutoring, where the

0:02:31.580,0:02:33.610
students explain, check, and assess each[br]other.

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How about a good old test?

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How about external factors, such as the[br]presence of a television at home?

0:02:41.330,0:02:43.410
Hattie identified 130 different such[br]factors.

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I only picked a few here.

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But it's already a lot of influencers on[br]the student's achievements.

0:02:51.100,0:02:52.956
But how do you rank them so we could make

0:02:52.956,0:02:56.210
sense of the potential thug of that large[br]number of influences.

0:02:56.210,0:02:56.710
So

0:02:58.440,0:03:00.060
what do you think ranked the best?

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What ranked the worst?

0:03:02.200,0:03:04.850
You can maybe guess that television is the[br]worst.

0:03:04.850,0:03:07.502
That seems kind of an obvious candidate in

0:03:07.502,0:03:10.900
fact television slowed down a students[br]progress.

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Next up and very controversially was class[br]size.

0:03:16.650,0:03:20.498
This is still very much at the bottom in[br]fact the data indicates

0:03:20.498,0:03:23.310
inconclusively that small class sizes have[br]a

0:03:23.310,0:03:26.430
tiny positive effect on the students[br]learning.

0:03:27.980,0:03:29.230
The best way to make sense of

0:03:29.230,0:03:31.850
this is probably to better understand[br]Hattie's methodology.

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This result comes after accounting for all

0:03:36.180,0:03:40.680
the other effects, if all else remains[br]equal.

0:03:40.680,0:03:44.050
So if a politician somewhere bases a[br]decision on this study, and

0:03:44.050,0:03:47.614
blindly doubles the class size of all the[br]classrooms in their country.

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Presumably formed by firing half of the[br]teachers.

0:03:51.130,0:03:55.010
Well the teacher that remain will be[br]suddenly swamped with work.

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And enable to do some of the other

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techniques that actually have a very[br]positive effect.

0:04:01.444,0:04:02.980
So this would be bad.

0:04:02.980,0:04:03.820
On to the positive effects.

0:04:05.320,0:04:07.576
When Haddie performed this study he very[br]well understood

0:04:07.576,0:04:10.170
that most of those techniques had a[br]positive effect.

0:04:10.170,0:04:14.230
The point was to identify those that were[br]most effective.

0:04:14.230,0:04:17.250
So we set the bar at the average effect[br]size.

0:04:17.250,0:04:21.779
Obviously we're interested in the top[br]effects, those way above the bar.

0:04:21.779,0:04:24.140
But we should proceed methodalically.

0:04:24.140,0:04:26.180
Below that bar still with a positive[br]effect

0:04:26.180,0:04:29.168
but not so great are computer assisted[br]instruction.

0:04:29.168,0:04:33.590
Individualization and testing.

0:04:33.590,0:04:36.143
Above that and in a position that starts[br]to be

0:04:36.143,0:04:41.610
very useful are challenging students with[br]goal, peer tutoring, mastery learning.

0:04:41.610,0:04:44.890
And slightly above all those three the[br]student's disposition to learn.

0:04:46.720,0:04:47.730
But the three stellar effects

0:04:47.730,0:04:51.760
are feedback, student's prior cognitive[br]ability.

0:04:51.760,0:04:52.830
And instruction quality.

0:04:54.520,0:04:57.810
Each is at a level where you expect 50%[br]increase in the pace of learning.

0:04:57.810,0:05:01.360
Of course feedback is a bit of an umbrella[br]term here.

0:05:01.360,0:05:05.160
It covers pure feedback or mastery[br]learning for instance.

0:05:07.660,0:05:11.250
Also computer assistant goes up as more.

0:05:11.250,0:05:15.459
Yes, the course becomes more interactive[br]and more engaging and also that smaller

0:05:15.459,0:05:17.411
effects can be combined to accumulate

0:05:17.411,0:05:20.050
traction, so nothing should be fully[br]dismissed.

0:05:20.050,0:05:24.640
So, we now have Haddies final ranking for[br]the effects I've selected.

0:05:26.610,0:05:28.300
Why am I talking about this?

0:05:28.300,0:05:30.700
Well, because in mooks some of it is[br]especially relevant.

0:05:31.750,0:05:34.690
Mastery learning has been trumpeted again[br]and again for months.

0:05:34.690,0:05:38.590
We can offer a quiz sampling questions and[br]answers until the student gets it.

0:05:39.790,0:05:43.502
Interaction as well more and more mooks[br]have interactive components

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that students can use to visually see what[br]they are learning.

0:05:46.930,0:05:48.850
So this is all a success story for mooks

0:05:48.850,0:05:51.800
integrating fully those effects in the[br]format you want.

0:05:53.310,0:05:56.840
Pure effects are also important and also[br]present in mooks.

0:05:56.840,0:05:57.930
But they're not full mastered yet.

0:05:57.930,0:06:00.880
There are some structured peer grading[br]components in mooks

0:06:00.880,0:06:03.690
but they're still in early stages and can[br]be improved.

0:06:04.890,0:06:08.080
Also, few people know for sure how to get[br]a forum started.

0:06:08.080,0:06:12.350
One that encourages students from all[br]backgrounds to engage with their peers.

0:06:12.350,0:06:14.570
I'm certainly no, not one of those[br]experts.

0:06:14.570,0:06:16.800
It's a skill, something that needs to be[br]learned and practiced.

0:06:18.050,0:06:20.890
Some of those experts, on the other hand,[br]might be lurking in this class.

0:06:20.890,0:06:25.320
So please help the discussion get started[br]on the forums if you feel you can help.

0:06:26.920,0:06:28.700
I would love to engage with all of you.

0:06:28.700,0:06:30.580
Share your opinion, don't be afraid.

0:06:30.580,0:06:32.530
There's definitely no right or wrong.

0:06:32.530,0:06:35.280
Even Hattie's study is open to criticism.

0:06:35.280,0:06:37.910
And especially my retelling of it.

0:06:37.910,0:06:38.720
This is education.

0:06:38.720,0:06:40.290
There is no one answer.

0:06:40.290,0:06:43.720
So, I would love to have a discussion on[br]the forums about all that.

0:06:43.720,0:06:46.480
The last effect I want to discuss that[br]will be the

0:06:46.480,0:06:50.789
next video is the most important according[br]to Hattie, that is feedback.

0:06:50.789,0:06:56.889
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