Reciprocal Learning with Task Cards for Acquiring Basic Life

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					Drs. Peter Iserbyt




                     Reciprocal Learning with
                     Task Cards for Acquiring
                        Basic Life Support

                                         Peter Iserbyt
                        Research Centre for Movement Education and Sports
                                            Pedagogy
                                  Katholieke Universiteit Leuven




                                Introduction (1)
                     Instructional guidance in RL with task
                     cards?
                     Process/mechanism that is affected by
                     instructional guidance?
                     Task cards for learning Basic Life Support
                       MULTIMEDIA!




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                                  Introduction (2)




                     Cognitive Theory in Multimedia Learning (Mayer, 2001)




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                                  Methods (1)
                      72 Kinesiology students
                      4 experimental conditions
                      Baseline-intervention-retention
                      Basic Life Support: algorithm (9 items)




                                  Methods (2)
                     Baseline
                      Individually
                      Emergency scenario on laptop
                      Measurements: BLS score




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                                   Methods (3)
                     Intervention (20 min)
                       In pairs
                     4 groups
                       Taskdefining: tasks of doer-helper defined
                       Role-Switch: role-switch every 5 min
                       Combined: role switch + tasks defined
                       Control: no guidance




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                                 Methods (4)
                     Measurements:
                      BLS score (individually after 20 min)
                      Behaviour and verbal interactions (during 20
                      min)




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                                                   Methods (5)
                     Retention
                      Measurements: BLS score (individually)




                                                    Results (1)
                                                 Total Basic Life Support Score

                                      90
                                      80
                                      70
                                      60
                      P ercen tag e




                                                                                  Baseline
                                      50
                                                                                  Intervention
                                      40
                                      30                                          Retention
                                      20
                                      10
                                       0
                                           CON       ROL         TD        COM




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                                     (Results 2)
                      At retention
                         Combined group significant better
                         skillretention




                                     Results (3)
                     Percentages of behaviours and interactions
                      Instructing: combined ↑
                      Asking irrelevant help: combined ↓ role-
                      switch
                      Help seeking: combined ↓
                      Motor activity: combined ↑




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                                     Results (4)
                     Correlations behaviours/interactions with BLS
                     performance
                       -.30 for motor activity and BLS at
                       intervention
                       .35 for cognitive evaluating and BLS at
                       intervention
                       .50 for motor evaluating and BLS at
                       intervention




                                     Discussion
                      Explicit instructional guidance fosters
                      skillretention in reciprocal learning
                     Explanations?
                      No cognitive overload (working memory)
                      Instructing each other:
                         Enhancing selection of relevant information
                         Interaction <-> help seeking (no interaction)
                         Multimedia! (when showing picture on card)




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                                   Discussion
                     Further:
                      Motor activity without cognitive
                      involvement: detrimental effect on
                      learning...?




                                Further research
                      How to enhance O and I in S-O-I process?
                      Evaluating activities in reciprocal learning
                      with task cards




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                     Thank you for listening
                        Peter.iserbyt@faber.kuleuven.be




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