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UTokyo Online Education:
UTokyo Global FFDP 2022 Gabriel HervasVideo for DAY 1
The science of learning
Dr. Gabriel Hervas
gabriel@he.u-tokyo.ac.jp
Center for Research and Development of Higher Education
The University of Tokyo

Syllabus of UTokyo Global FFDP

Defining learning
Pleiad of definitions (Dehane, 2020; Murphy & Knight, 2016)“Multidimensional process that results in a relatively enduring change (…), andconsequently [in] how that person (…) will perceive the world and reciprocally
respond to its affordances (…) learning has as its foundation the systemic, dynamic,
and interactive relation between (…) the learner and the object of the learning as
ecologically situated” (Alexander et al., 2009; p. 186)

Process that leads to change, occurs as a result of experience and increases thepotential for improved performance and future learning (Ambrosse et al., 2010)

1.

Process

2.

Change3.

Dynamic & interactive
See references at the end

4Elements with an impact on learning
We are active agents in our learning. Still, learning iscontinuously influenced by biological, affective, cognitive,socio-contextual and emotional processes.

Research highlights different interrelated elements:
1. Connecting knowledge.
2. Use of memories.
3. Activating and strengthening knowledge. Practice and retrieving.
4. Beliefs, emotions and social engagement.
5. Motivation, self-monitoring and self-regulating.
6. Effective feedback (will be explicitly addressed during Day 3).
5Some fundamental principles for/about learning I
1.

Connecting knowledgea.

New knowledge is learnt in association/building over previous knowledge.

b.

Expertise reversal effect: the more we know, the less guidance we need (Chen et al., 2017)c.

Examples & analogies can help learning (amusing ones too), if inferences are clear.

d.

Learning involves individual non-linear trajectories from simple to complex.

6Some fundamental principles for/about learning II
2.

Use of memoriesa.

Learning involves transferring information from working to long-term memory.

b.

Cognitive load: too much diverse inputs and cognitive demands can impede learning.

c.

Memories tend to move from episodic (context-based) to semantic (context-free).

d.

Long-term memory can shift and encode misinformation.

e.

Breaks help the consolidation of memories.

7

Some fundamental principles for/about learning III
3.

Activating & strengthening. Retrieving & practicinga.

Retrieving knowledge, a most impactful strategy for learning (Karpicke & Blunt, 2011)b.

By practicing, students retrieve knowledge and use it for new situations.

c.

Proper transfer of knowledge to practice requires context knowledge and clear goals.

d.

Practice is more effective when:

See references at the end

a. Increasingly varied (variability effect & differentiating)(Likourezos et al., 2019).
b. Spaced in time.
c. Perceived as meaningful and authentic.
d. Perceived as challenging at a “desirable sense of difficulty” (Bjork, 2018).
Zone of proximal development (Vygotski, 1978)

8Some fundamental principles for/about learning…

Comments, ideas, & doubts so far…
Take note of them, stop the video when needed.

9Some fundamental principles for/about learning IV
4.

Beliefs, emotions and social engagementa.

Inputs, first, cross through an emotional area in our brain.

b.

Students’ beliefs about learning are affected by the teachers’ approach.

c.

Self-beliefs about ability to learn or hard work impact motivation and achievement.

d.

Learning is more effective when there is a sense of purpose.

e.

Self-efficacy beliefs: linked to tolerance to error, commitment & challenge appreciation.

f.

Feeling of belonging and sense of a cooperative environment and acceptancereinforce motivation and have an impact on success.

g.

Peer modelling is more effective than teacher modelling.

10Some fundamental principles for/about learning V
5.

Motivation, self-monitoring and regulatinga.

Motivation impacts the approach to & the sustainability of learning. It is affected by multiple
factors (beliefs, interests, expectations, value granted, challenges, environment, etc.).

b.

Intrinsic motivation leads to better long-term learning than extrinsic.

c.

Unexpected (surprise) and close in time rewards enhance learning.

d.

Breaks contribute to consolidation and help avoiding procrastination.

e.

Self-monitoring/regulating help learning, although “self-” processes are challenging.

f.

Autonomy, resilience and a sense of agency contribute to self-efficacy and self-direction andto build goal-oriented and effective learning processes,

11Some fundamental principles for/about learning VI
6.

Effective feedback

Ideas, features and pedagogical implications will be addressed during day 3.

12

References• Alexander, P. A., Schallert, D. L., & Reynolds, R. E. (2009). What is learning anyway? A topographical perspective considered. Educational

Psychologist, 44, 176–192.
• Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works. Jossey-Bass.
• Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis ofqualitative data in educational contexts. Educational Research Review, (30).
• Bjork, R. A. (2018). Being suspicious of the sense of ease and undeterred by the sense of difficulty: Looking back at Schmidt and Bjork(1992). Perspectives on Psychological Science, 13(2), 146-148.
• Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. http://files.eric.ed.gov/fulltext/ED336049.pdf• Bredow, C. A., Roehling, P. V., Knorp, A. J., & Sweet, A. M. (2021). To Flip or Not to Flip? A Meta-Analysis of the Efficacy of Flipped Learning in
Higher Education. Review of Educational Research, 91(6), 878-918.
• Chen, O., Kalyuga, S., & Sweller, J. (2017). The expertise reversal effect is a variant of the more general element interactivity
effect. Educational Psychology Review, 29(2), 393-405.
• Collins, S. (2019). Neuroscience for learning and developing (2nd Ed.). KoganPage.
• Corcoran, T. B., Mosher, F. A., & Rogat, A. (2009). Learning progressions in science: An evidence-based approach to reform. Consortium forpolicy research in Education. https://repository.upenn.edu/cgi/viewcontent.cgi?article=1026&context=cpre_researchreports• Deans for Impact (2015). The Science of Learning. Deans for Impact. https://deansforimpact.org/wp-content/uploads/2016/12/The_Science_of_Learning.pdf
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References• Deans for impact (2016). Practice with Purpose: The Emerging Science of Teacher Expertise. Deans for Impact. https://deansforimpact.org/wp-content/uploads/2016/12/Practice-with-Purpose_FOR-PRINT_113016.pdf• Dehane, S. (2020). How we learn. Penguin.
• Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student

performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America,111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111• Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018),772-775. https://doi.org/10.1126/science.1199327• Keller, J. M. (2009). Motivational design for learning and performance: The ARCS model approach. Springer.
• Lemmer, M. (2018). Applying the science of learning to the learning of science: Newton’s second law of motion. Africa Education Review, 15(1), 2037.
• Likourezos, V., Kalyuga, S., & Sweller, J. (2019). The variability effect: When instructional variability is advantageous. Educational Psychology
Review, 31(2), 479-497. https://doi.org/10.1007/s10648-019-09462-8• Martella, A. M., Yatcilla, J. K., Martella, R. C., Marchand-Martella, N. E., Ozen, Z., Karatas, T., Park, H. H., Simpson, A., & Karpicke, J. D. (2021).
Quotation Accuracy Matters: An Examination of How an Influential Meta-Analysis on Active Learning Has Been Cited. Review of Educational
Research, 91(2), 272–308. https://doi.org/10.3102/0034654321991228• Murphy, P. K., & Knight, S. L. (2016). Exploring a Century of Advancements in the Science of Learning. Review of Research in Education, 40(1),402–456. https://doi.org/10.3102/0091732X16677020
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References
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Oakley, B., Rogowsky, B., & Sejnowski, T. J. (2021). Uncommon sense teaching. TarcherPerigee.
Pérez, N. E. (2021). The science of learning: Fantastic initiatives and where to find them. https://solportal.ibe-unesco.org/wpcontent/uploads/_pdfs/the-science-of-learning-fantastic-initiatives-and-where-to-find-them.pdf

Shearer, C. B., & Karanian, J. M. (2017). The neuroscience of intelligence: Empirical support for the theory of multiple intelligences? Trends
in Neuroscience in Education, 6, 211-223.
Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines
and education levels. Educational Research Review, 30. https://doi.org/10.1016/j.edurev.2020.100314
van Alten, D.C.D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of Flipping the Classroom on Learning Outcomes and Satisfaction: aMeta-Analysis. Educational Research Review, 28. https://doi.org/10.1016/j.edurev.2019.05.003
van Dinther, M., Dochy, F., & Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. 6(2), 95–108.
Vaughn, A. R., Brown, R. D., & Johnson, M. L. (2020). Understanding Conceptual Change and Science Learning through Educational
Neuroscience. Mind, Brain, and Education, 14(2), 82-93.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Weinstein, Y., Madan, C. R., & Sumeracki, M. A. (2018). Teaching the science of learning. Cognitive Research, 3(2).
https://doi.org/10.1186/s41235-017-0087-y

Also, take a look at•
Key Findings and Implications of the Science of Learning and Development. Retrieved from https://turnaroundusa.org/wp-content/uploads/2018/02/KeyFindings-and-Implications-of-the-Science-of-Learning-Development.pdf•Johns Hopkins Science of Learning Institute http://scienceoflearning.jhu.edu/science-to-practice/resources/•The Education Hub https://theeducationhub.org.nz/category/school-resources/science-of-learning/15

Thank you
Dr. Gabriel Hervas
gabriel@he.u-tokyo.ac.jp
Center for Research and Development of Higher Education
The University of Tokyo