PowerPoint-Pr

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Incidental Learning in different Pedagogical
Approaches
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1. Definitions
2. Incidental Learning in language teaching
3. Incidental Learning in Computer-assisted Learning Environments
4. Interactions between Incidental and Intentional learning
5. Factors that influence Incidental Learning
6. Hypotheses
7. Experimentation

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Definitions
Formal Learning Informal Learning
institutionally sponsored, classroom-based, highly structured Cotrolled and structured by a teacher Intentional but not highly structured, Not classroom-based, Controlled by the learner
Intentional learning Incidental Learning
Conscious, intrinsically motivated (?) Unconscious, unintentioned, unplanned Byproduct of other learning activities Situated, contextual, social (Rogers1997)
Explicit Learning Implicit Learning Learning En-passant (Reischmann 1995)
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Significance of Incidental Learning

• Incidental learning is the most important form of
  learning in every day life
• Mother tongue
• Every day motor skills
• Social knowledge
• Use of common technical devices
• Some people claim that even at school incidental
  learning is the main form
• of learning. (Rogers 1995)

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Incidental Learning in language teaching
Incidental learning is the way how pre-school
children learn speaking (and many other
skills!) Several studies have shown the
tremendous significance of incidental learning
for language-teaching in a school context
- Acquisition of vocabulary Spelling Grammar rely at least as much on incidental than on explicit/formal learning
This holds for all ages from primary school
children to adults and for First and second
language learners
Review in Elley, 2005
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Implicit and explicit Grammar Learning
Grade level Shared book Silent reading Grammar teaching
Grade 5 38,6 40,8 25,25
Grade 6 43,9 42,13 30,37
Mean percentage score for of the two Book Flood
treatment (shared reading and silent reading) as
compared to trad. Teaching of grammar
Incidental Acquisition of vocabulary
Impressive scores for vocabulary acquisition
(40) of eight year olds were obtained when
high-interrest Stories were read with brief
definitions of key words (without explanations
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Incidental Learning in Computer-assisted Learning
Environments
-gt Animation, Incidental Learning and Continuing
motivation Rieber, 1991 -gt How seductive Details
do their damage A theory of cognitive interrest
in Science learning Harp Mayer, 1998 -gt
Perceived Disorientation and Incidental Learning
in a Web-based Environment Baylor, 2001 -gt
Incidental Learning during Information Retrieval
A Hypertext environment Jones, 2005
Animated graphics are favourable both to
incidental learning and to intrinsic
motivation Incidental learning processes
(Seductive Details) can negatively interfere with
explicit learning Incidental learning is
inhibited by seductive details (detracters) and
perceived Disorientation, and promoted by
nonlinear navigation
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Interactions between Incidental and Intentional
learning
Different studies find contradicting evidence on
whether Incidental Learning and formal learning
interfere positively or negatively The relation
between implicit and explicit Learning Evidence
for Parallel Development Willingham
Goedert-Eschmann, 1999 How seductive Details do
their damage A theory of cognitive interrest in
Science learning Haarp Mayer, 1998 Role of
implicit and explicit processes in Learning From
Examples A Synergistic effect Mathews etal,
1989
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Role of implicit and explicit processes in
Learning From Examples A Synergistic effect
Mathews etal, 1989
Theoretical model
Explicit Learning/Thinking Implicit Learning/Thinking
Similar to conscious problem solving They attempt to form a mental representation of the task by searching memory for knowledge of analogous systems and build/adapt mental model alternate learning mode more powerful than explicit thinking in discovering nonsalient covariance between task variables
Experimentation
Learning the rules of an artificial grammar (800
trials learning 4x 2.5 h) according to different
tasks
explicit implicit
Find out the rules Memorize the words
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Results
Memory-instructed subjects acquired as much tacit
knowledge of the grammar as rule-instructed
subjects
This knowledge is accessible
Implicit learning failed when a more complex
grammar was used
But also in this situation subjects which in
addition to the explicit task worked implicitly
with the material outperformed the purely
explicit subjects in rule detection.
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Factors that influence Incidental Learning
Navigation mode Baylor has shown a moderate positive effect of nonlinear Navigation mode on incidental learning
Distracters The same author also showed that seductive details and percieved disorientation have a negative effect on incidental learning.
Animation According to Rieber animated graphics strongly promote both motivation of learners and incidental learning
Motivation A similar effect has been shown by Elley for the incidental acquisition of vocabulary
Behavioural Tasks Behavioural tasks promote intentional learning. At the same time they reduce incidental learning (Klauer)
Task level To some extent a higher structural complexity of the task leads to incidental learning of more complex facts of the material (Barker Hapkievicz)
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Conclusions
Incidental learning has been shown to be an
essential factor in learning. It has also been
shown to influence intentional learning in
several fields. In spite of these evidences
incidental learning has been neglected in
research during the last decade and can be seen
as the forgotten dimension of learning
(Reischmann 1986).
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Hypotheses
The following experiments aim at elucidating the
interaction between Pedagogical approach and
incidental learning
Transmissive teaching material is less favourable to incidental learning than material based on a cognitivistic approach.
Working in groups will favour incidental learning since it favours an open cognitive attitude
Incidental learning is linked to intrinsic motivation and to a better score in intentional learning (?)
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Experimentation
Four groups of (12) students pass an animated
learning sequence which covers the molecular
basis and concepts of Diffusion, Osmosis and
Plasmolysis. The learning sequence is divided
into several steps at the end of which incidental
learning is measured by a number of questions.
Pedagogy Transmissive Constructivistic
Work alone Group A1 Group B1
Work in pairs Group A2 Group B2
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Time table
Revue de la litterature Fin Janvier 2006
Concept de lapproche experimentale Fin Fevrier 2006
Decision sur lenvironnement à utiliser (Flash, Authorware, SVG/PHP) Mi-Mars 2006
Programmation des unités dapprentissage Fin Avril 2006
Déroulement des experimentations Mai 2006
Analyse des résultats/Ecrire le mémoire Juin/Juillet 2006
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Questions ouvertes et problèmes
Problèmes techniques

• Vitesse des animations sur Mac
• Programmation de certains paramètres en SVG

Problèmes conceptuels

• Comment differencier les animations pour les
  deux approches pedagogiques
• sans trop compromettre la comparabilité des
  deux experimentations.

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References
LP Rieber 1991, J of educational Psychology Vol
83/3 318 328 Animation, incidental Learning and
continuing motivation LPRieber 1991, ETRD Vol.
44 1996, 43-58 Seriously considering play
Designing Interactive learning environments based
on the blending of microworlds, simulations and
games SF Harp REMayer, J of educational
Psychology 1998, Vol. 90/3 414-434 How seductive
details do their damage A theory of cognitive
interest in science learning RCSchank
ChCleary, Engines for Education, Lawrence Erlbaum
Ass. Publishers Hillsdale NJ, 1995
95-105 Incidental learning Jones, T.
Incidental learning during information retrieval
a hypertext experiment Mathews, RC, Buss, RR,
Stanley, WB, Blanchard-Fields, F, Cho, JR and
Druhan,B. J of experimental psychologyLearning,
Memory and Cognition Vol. 15/6 1083-1100
1989 Rude, B.D. 2004, The case against
incidental learning Elley, W.B.
http//cela.albany.edu/reports/inpraise/main.html
(Dez 2005) In praise of incidental learning
Lessons from some empirical findings on lan guage
acquisition 1997 Elley, WB Vocabulary
acquisition from listening to stories read aloud.
Reading research Quarterly 24, 174-187 1989
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