preliminary flashcard design
DESCRIPTION
TRANSCRIPT
![Page 1: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/1.jpg)
Flashcard Program Design
August 1 Rev
![Page 2: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/2.jpg)
The Rubric
• Feedback• Sequencing and Spacing• Motivating and Engaging • Manages Cognitive Load• Learning Level Appropriate• Maximizes Academic Learning Time (ALT)
![Page 3: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/3.jpg)
![Page 4: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/4.jpg)
My Version of the List
July 29, 2010 Rev
![Page 5: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/5.jpg)
Feedback
• Feedback is immediate • Feedback supplies correct response • Elaborative feedback is available for low
certitude responses • Data is available to track progress• Outcomes match learning goals
![Page 6: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/6.jpg)
Sequencing and Spacing
• Sequencing reflects a scheduled framework (e.g., Leitner system)
• Factoid presentation is discrete in space and time
• Cramproof (At least one intersession interval of between one and thirty days)
![Page 7: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/7.jpg)
Motivating and Engaging
• Design is engaging (visually, acoustically, tactilely and mentally)
• Design makes real-world connections to learning outcomes
• Design builds learner confidence (error free)• Design has a reward system
![Page 8: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/8.jpg)
Manages Cognitive Load
• Design delivers information on both verbal and non-verbal input channels
• Design avoids cognitive overload • Design can be modified to accommodate
individual user profiles • Design enables learner to efficiently "chunk"
facts by connecting and sequencing information.
![Page 9: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/9.jpg)
Learning Level Appropriate
• Design incorporates learner's prior knowledge • Design incorporates learner's goals• Design can be tuned to low prior-knowledge
students (response-contingent feedback) • Design can be tuned to high prior-knowledge
students (topic-contingent feedback) • Removed: Design facilitates open content (institutional bias)
![Page 10: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/10.jpg)
Maximizes Academic Learning Time (ALT)
• Design is lean • Design is efficient
![Page 11: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/11.jpg)
FeedbackSequencing and Spacing
Motivating and Engaging
Manages Cognitive Load
Learning Level Appropriate
Maximizes Academic
Learning Time
ImmediateFramework Visually
Multi-Channel Presentation
Incorporates Prior Knowledge
Lean
Correct Response
Space/Time Discrete
AcousticallyUser
Accommodations Available
Goal Specific Time Efficient
Elaborative Cramproof Tactilely Avoids Overload Tunable
Progress Data Mentally Chunking
Outcomes Match Goals
Real-World Connections
Error Free
Reward System
Rubric
![Page 12: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/12.jpg)
Design
• http://www.multiplication.com/flashgames/SpaceRace.htm
![Page 13: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/13.jpg)
FeedbackSequencing and Spacing
Motivating and Engaging
Manages Cognitive Load
Learning Level Appropriate
Maximizes Academic
Learning Time
Immediate Framework VisuallyMulti-Channel Presentation
Incorporates Prior Knowledge
Lean
Correct Response
Space/Time Discrete
AcousticallyUser
Accommodations Available
Goal Specific Time Efficient
Elaborative Cramproof Tactilely Avoids Overload Tunable
Progress Data Mentally Chunking
Outcomes Match Goals
Real-World Connections
Error Free
Reward System
Space Race Rubric
?
![Page 14: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/14.jpg)
![Page 15: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/15.jpg)
The Epiphany
![Page 16: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/16.jpg)
The EpiphanyThe Epiphany
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The EpiphanyMatch the Colors
![Page 18: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/18.jpg)
The EpiphanyMatch the Reward
![Page 19: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/19.jpg)
![Page 20: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/20.jpg)
Motivating and Engaging
• Design is engaging (visually, acoustically, tactilely and mentally)
• Design makes real-world connections to learning outcomes
• Design builds learner confidence (error free)• Design has a reward system
![Page 21: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/21.jpg)
Include Chunking
The FortThe Wooten House Hot Chocolate HouseBig Blue The MBA House
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Include Chunking
James Jonathan JordanJoshua Jacob
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The EpiphanyHalo File Matches
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Timing: Program Opens Every Morning
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Leitner-Programmed Timing
![Page 26: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/26.jpg)
The FortThe Wooten House Hot Chocolate HouseBig Blue The MBA House
Help (Ctrl1) flashes misplaces
![Page 27: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/27.jpg)
The FortThe Wooten House Hot Chocolate HouseBig Blue The MBA House
Help (Ctrl2) flashes one house full
![Page 28: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/28.jpg)
The FortThe Wooten House Hot Chocolate HouseBig Blue The MBA House
Help (Ctrl3) shows it all
![Page 29: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/29.jpg)
The FortThe Wooten House Hot Chocolate HouseBig Blue The MBA House
Game Choices
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The EpiphanyMatch the Mini-Reward
![Page 31: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/31.jpg)
Help flashes misplaces
![Page 32: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/32.jpg)
FeedbackSequencing and Spacing
Motivating and Engaging
Manages Cognitive Load
Learning Level Appropriate
Maximizes Academic
Learning Time
ImmediateFramework Visually
Multi-Channel Presentation
Incorporates Prior Knowledge
Lean
Correct Response
Space/Time Discrete
AcousticallyUser
Accommodations Available
Goal Specific Time Efficient
Elaborative Cramproof Tactilely Avoids Overload Tunable
Progress Data Mentally Chunking
Outcomes Match Goals
Real-World Connections
Error Free
Reward System
Rubric
![Page 33: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/33.jpg)
FeedbackSequencing and Spacing
Motivating and Engaging
Manages Cognitive Load
Learning Level Appropriate
Maximizes Academic
Learning Time
ImmediateFramework Visually
Multi-Channel Presentation
Incorporates Prior Knowledge
Lean
Correct Response
Space/Time Discrete
AcousticallyUser
Accommodations Available
Goal Specific Time Efficient
Elaborative Cramproof Tactilely Avoids Overload Tunable
Progress Data Mentally Chunking
Outcomes Match Goals
Real-World Connections
Error Free
Reward System
Rubric
![Page 34: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/34.jpg)
The Epiphany
![Page 35: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/35.jpg)
The Epiphany
![Page 36: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/36.jpg)
The Epiphany
![Page 37: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/37.jpg)
The Epiphany
![Page 38: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/38.jpg)
The Epiphany
![Page 39: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/39.jpg)
The Epiphany
![Page 40: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/40.jpg)
The Epiphany
![Page 41: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/41.jpg)
The Epiphany
![Page 42: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/42.jpg)
The Rubric
• Feedback• Sequencing and Spacing• Motivating and Engaging • Manages Cognitive Load• Learning Level Appropriate• Maximizes Academic Learning Time (ALT)
![Page 43: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/43.jpg)
My Version of the List
July 29, 2010 Rev
![Page 44: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/44.jpg)
Feedback
• Feedback is immediate • Feedback supplies correct response • Elaborative feedback is available for low
certitude responses • Data is available to track progress• Outcomes match learning goals
![Page 45: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/45.jpg)
Sequencing and Spacing
• Sequencing reflects a scheduled framework (e.g., Leitner system)
• Factoid presentation is discrete in space and time
• Cramproof (At least one intersession interval of between one and thirty days)
![Page 46: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/46.jpg)
Motivating and Engaging
• Design is engaging (visually, acoustically, tactilely and mentally)
• Design makes real-world connections to learning outcomes
• Design builds learner confidence (error free)• Design has a reward system
![Page 47: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/47.jpg)
Manages Cognitive Load
• Design delivers information on both verbal and non-verbal input channels
• Design avoids cognitive overload • Design can be modified to accommodate
individual user profiles • Design enables learner to efficiently "chunk"
facts by connecting and sequencing information.
![Page 48: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/48.jpg)
Learning Level Appropriate
• Design incorporates learner's prior knowledge • Design incorporates learner's goals• Design can be tuned to low prior-knowledge
students (response-contingent feedback) • Design can be tuned to high prior-knowledge
students (topic-contingent feedback) • Removed: Design facilitates open content (institutional bias)
![Page 49: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/49.jpg)
Maximizes Academic Learning Time (ALT)
• Design is lean • Design is efficient
![Page 50: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/50.jpg)
FeedbackSequencing and Spacing
Motivating and Engaging
Manages Cognitive Load
Learning Level Appropriate
Maximizes Academic
Learning Time
ImmediateFramework Visually
Multi-Channel Presentation
Incorporates Prior Knowledge
Lean
Correct Response
Space/Time Discrete
AcousticallyUser
Accommodations Available
Goal Specific Time Efficient
Elaborative Cramproof Tactilely Avoids Overload Tunable
Progress Data Mentally Chunking
Outcomes Match Goals
Real-World Connections
Error Free
Reward System
Rubric
![Page 51: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/51.jpg)
List by Committee
22 July 2010 Rev
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Providing Feedback
• After each response, feedback is immediate. • Includes knowledge-of-correct-response feedback (e.g.,
including response accuracy verification, providing correct answers, etc.)
• Elaborative feedback is available for low certitude responses • Periodic feedback relates tracked data to learner goals (e.g.,
learning/achievement is definable (either by designer or user, i.e. five correct iterations)
• Results of learning session are related to learner goals.
![Page 53: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/53.jpg)
Scheduling Sequence and Spacing
• Sequencing reflects a scheduled framework (e.g., Leitner system)
• Presentation of each item is discrete and spaced. • Design provides for at least one intersession interval
of anywhere between one and thirty days (no "cramming").
• . •
![Page 54: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/54.jpg)
Motivating and Engaging
• Design captures learners' interest (e.g., use simple unexpected events like a loud whistle or an upside-down word in a visual, etc.).
• Design stimulates learners' inquiry (e.g., give mentally stimulating problems that engage a deeper level of curiosity, etc.).
• Design maintains learners' attention (e.g., utilize variation). • Design makes learning outcomes relevant to students (e.g., connect
content to learner goals, interests, learning styles, etc.). • Design builds learner confidence (e.g., providing examples of acceptable
achievement). • Design promotes student satisfaction (e.g., provides recognition and
evidence of success, practical application, etc.).
![Page 55: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/55.jpg)
Managing Cognitive Load• Design takes advantage of verbal (text, narration,
etc.) and non-verbal (photographs, illustrations, diagrams, etc.) input channels
• Design avoids cognitive overload (e.g., text in close spatial proximity to visuals to avoid split attention cognitive load concerns).
• Design acknowledges and adapts to limitations of audience (i.e. universal design and accessibility)
• Design enables learner to efficiently "chunk" facts by identifying, connecting (grouping), and sequencing information.
![Page 56: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/56.jpg)
Determining Prior Knowledge• Design determines learner's prior knowledge and goals (e.g.,
pre-assessment, iterations of a Leitner system, etc.) • Design facilitates open content (e.g., user-generated content,
sharing of content and results, user-user or user-population comparisons of results, etc.)
• Design provides low prior-knowledge students with response-contingent feedback (e.g., system explains reasons for correct/incorrect responses)
• 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).
![Page 57: Preliminary Flashcard Design](https://reader037.vdocument.in/reader037/viewer/2022102515/548e0c6eb47959763e8b46ed/html5/thumbnails/57.jpg)
Maximizing Academic Learning Time (ALT)
• Design ensures all instructional activities support desired learning outcomes.
• Design ensures waiting and transitional time is minimized.
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