On the benefits of being lost: When supporting exploration leads to better learning

Colloquium | March 5 | 4-5:30 p.m. | 2515 Tolman Hall

 Ido Roll, Institute for Scholarship of Teaching and Learning, University of British Columbia

 Graduate School of Education

Most scaffolding literature advocates for providing novice learners with detailed explicit support. In this talk I will share examples that suggest otherwise, namely, that novice learners benefit more from implicit support for exploration. These examples span diverse STEM topics and student populations. Identifying commonalities across these, I will suggest forms of task and feedback that contribute to robust learning. I will also demonstrate the positive impact of exploration on motivations and attitudes, and describe how interactive technologies can support such meaningful learning at scale.

Ido Roll is the Director of the Institute for Scholarship of Teaching and Learning at the University of British Columbia. Ido studies how interactive learning environments support students in becoming more competent, curious, creative, and collaborative learners in classroom and online environments. His work focuses on cognitive and non-cognitive factors across different time scales, from minutes (in problem solving environments and simulations) to months (in MOOCs and learning management systems). His research utilizes a variety of methodologies from the fields of education, cognitive science, learning analytics, and human-computer interaction. His publications in these fields have won numerous awards. Ido was the program co-chair of Learning at Scale 2016. He is an associate editor of the International Journal of Artificial Intelligence in Education, and a guest editor of the Journal of Learning Analytics. More can be found on his website, idoroll.com.

 goldwasser@berkeley.edu