The Science of Learning: the scientific study of how people learn (Meyer’s, 2018). The Science of Instruction: the scientific study of how to help people learn (Meyer’s, 2018). The Science of Assessment: the scientific study of how to determine what people know (Meyer’s, 2018). REEL integrates these ...scientific studies into a learning management system creating ways to help people learn through highly effective research-proven learning practices and testing them using quality improvement science and systems theory to evolve learning and the quality of instruction. As Meyer’s (2018), said, “The future relies on incorporating motivation, metacognition, affect, and brain science into technology and overcoming the limitations of the cognitive revolution”.
Mayer, R. E. (2018). Educational psychology’s past and future contributions to the science of learning, science of instruction, and science of assessment. Journal of Educational Psychology, 110(2), 174–179. doi:10.1037/edu0000195
Scaffolding content allows REELs technology to offer support to a learner throughout their learning process. Scaffolding can be compared to how a construction company provides the support (or scaffolds) of building a skyscraper using both "adjustable and temporary" (Palincsar, 1986, p.75) support mechanisms as the building ...continues to grow. REELs scaffolded content integrated with its technology facilitates the needed internalization of knowledge to become a higher-level learner and build long-term durable memory. As Vygotsky (1978) described, learning should take place in the learners zone of proximal development and to do that, one needs to be aware of their current knowledge level and then learning content can then extend (or scaffold) appropriately beyond that level.
Palincsar, A. S. (1986). The role of dialogue in providing scaffolded instruction. Educational Psychologist, 21(1 & 2), 73–98. doi:10.1080/00461520.1986.9653025
Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41.
Many learning and teaching techniques/practices used in education are not born from science but are rooted in theory, lore, and intuition. One of the evidence-proven strategies used by REEL is the that repeated exposure to formative quizzes over spaced time intervals (spaced distribution) result in more efficient learning and greater ...learning retention (Bjork, 1988) compared to rereading notes and lecture slides and cramming for exams. A randomized clinical trial used spaced retrieval quizzes with Urology residents and found that the spacing effect “significantly improve the acquisition and retention of medical knowledge” on a Urology in-service examination (Kerfoot, 2007)
Bjork, R. A. (1988). Retrieval practice and the maintenance of knowledge. In M. M. Gruneberg, P. E. Morris, & R. N. Sykes (Eds.), Practical aspects of memory II (pp. 396-401). London: Wiley.
Kerfoot, B. P., Baker, H. E., Koch, M. O., Connelly, D., Joseph, D. B., & Ritchey, M. L. (2007). Randomized, controlled trial of spaced education to urology residents in the United States and Canada. The Journal of Urology, 177(4), 1481-1487. doi:10.1016/j.juro.2006.11.074
REEL is a great learning tool that provides a much-needed service to both students and teachers. So many times throughout my basic sciences I was asking myself if I was actually learning the material, and often times my professors werent able to pinpoint exactly where I was struggling. With the student/teacher interface in REEL, I was able to address where my strong and weak study habits were. Also, the way that quizzes were given to us at timed intervals based on our mastery of the material was extremely helpful. I didnt need to spend hours sifting through the other Q-Banks just to find one or two applicable questions based on where I was struggling!
Having the questions sent to me automatically made my studying very efficient. Also, there were so many questions focused on first-year topics that didn’t include information that I hadn’t had a course on yet that it really helped me in my first and second semesters. The weekly feedback from the student dashboard really helped me know if I was on track and if my current study habits were working for the content I was studying.