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As I said a lot of new technology is being
built.

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

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

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Simultaneously technology can open new
doors or

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put in new constraints on our pedagrophy.

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

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When we teach what should we care about
the most?

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Well I have some practical experience as
an

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instructor but i am not an expert in
education.

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So i rely on a influential study by John
Hand.

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

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He was looking for what influences
learning.

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Which circumstances, tools and techniques
or which had

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the best effects or which just had average
effects.

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

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The first is physical attributes.

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The class size, for

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instance.

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

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The second factor is computer-assisted
instruction.

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

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There are other factors that will affect
teaching,

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things that are mainly more intrinsic to
the student.

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

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students disposition to garn their
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
audience for now so this is mitigated.

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

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Think of something like their IQ, for
instance.

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We have little control there.

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Fortunately, there are part we can
actually change.

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The instructional quality of the course,
for instance.

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

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According to Hadley's definition.

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What about individualization?

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The design of a learning program
specifically the student.

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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
instruction.

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And if it seems necessary there given more
work again.

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They're retested until they get it.

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Maybe a teacher could challenge students
by applying goals, but

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there is also feedback which in Hadi's
mind which includes

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positive reinforcement for what has been
done well, information about

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needs to improve but also includes merely
clarifying the goals.

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As part of the feedback.

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There's also peer tutoring, where the

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students explain, check, and assess each
other.

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How about a good old test?

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

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Hattie identified 130 different such
factors.

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I only picked a few here.

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

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But how do you rank them so we could make

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sense of the potential thug of that large
number of influences.

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So

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what do you think ranked the best?

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What ranked the worst?

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You can maybe guess that television is the
worst.

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That seems kind of an obvious candidate in

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fact television slowed down a students
progress.

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Next up and very controversially was class
size.

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This is still very much at the bottom in
fact the data indicates

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inconclusively that small class sizes have
a

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tiny positive effect on the students
learning.

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The best way to make sense of

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this is probably to better understand
Hattie's methodology.

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This result comes after accounting for all

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the other effects, if all else remains
equal.

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So if a politician somewhere bases a
decision on this study, and

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blindly doubles the class size of all the
classrooms in their country.

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Presumably formed by firing half of the
teachers.

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Well the teacher that remain will be
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
positive effect.

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So this would be bad.

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On to the positive effects.

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When Haddie performed this study he very
well understood

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that most of those techniques had a
positive effect.

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The point was to identify those that were
most effective.

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So we set the bar at the average effect
size.

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Obviously we're interested in the top
effects, those way above the bar.

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But we should proceed methodalically.

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Below that bar still with a positive
effect

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but not so great are computer assisted
instruction.

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Individualization and testing.

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Above that and in a position that starts
to be

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very useful are challenging students with
goal, peer tutoring, mastery learning.

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And slightly above all those three the
student's disposition to learn.

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But the three stellar effects

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are feedback, student's prior cognitive
ability.

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And instruction quality.

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Each is at a level where you expect 50%
increase in the pace of learning.

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Of course feedback is a bit of an umbrella
term here.

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It covers pure feedback or mastery
learning for instance.

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Also computer assistant goes up as more.

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Yes, the course becomes more interactive
and more engaging and also that smaller

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effects can be combined to accumulate

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traction, so nothing should be fully
dismissed.

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So, we now have Haddies final ranking for
the effects I've selected.

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Why am I talking about this?

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Well, because in mooks some of it is
especially relevant.

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Mastery learning has been trumpeted again
and again for months.

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We can offer a quiz sampling questions and
answers until the student gets it.

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Interaction as well more and more mooks
have interactive components

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

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So this is all a success story for mooks

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integrating fully those effects in the
format you want.

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Pure effects are also important and also
present in mooks.

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But they're not full mastered yet.

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There are some structured peer grading
components in mooks

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but they're still in early stages and can
be improved.

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Also, few people know for sure how to get
a forum started.

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One that encourages students from all
backgrounds to engage with their peers.

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I'm certainly no, not one of those
experts.

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It's a skill, something that needs to be
learned and practiced.

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Some of those experts, on the other hand,
might be lurking in this class.

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So please help the discussion get started
on the forums if you feel you can help.

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I would love to engage with all of you.

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Share your opinion, don't be afraid.

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There's definitely no right or wrong.

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Even Hattie's study is open to criticism.

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And especially my retelling of it.

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This is education.

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There is no one answer.

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So, I would love to have a discussion on
the forums about all that.

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The last effect I want to discuss that
will be the

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next video is the most important according
to Hattie, that is feedback.

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