Monday
September 25, 2017
Quality Matters Webinar
Pathways to Excellence:  A Reflection on How Connections Enrich Learning
	
	CART Disclaimer:  This rough edit transcript, which may contain missing, misspelled or paraphrased words, is only provided for your immediate review and is not certified as verbatim and is not to be cited in any way. 
	
	[Captioner standing by] 
	 
	>> Ladies and gentlemen, the program is about to begin.  Please take your seat. 
	Ladies and gentlemen, please welcome to the stage Executive Director Deborah Adair. 
	>> [Applause]. 
	>> Wow, that was the first time I have ever had that kind of rock star voice. 
	>> [Laughter] 
	>> Thank you. Can you do that every time I walk into a room because I really like that?  
	>> [Applause]. 
	>> Thank you. Okay. 
	Well, I am ‑‑ I want to open the conference and welcome you all to QM Connect 2017. We're delighted that you have joined us to share and learn on our pathways to excellence program this year. 
	This is our ninth annual conference on Quality Assurance and online learning.  Some of you have joined us for every single one. Raise your hand if you have joined us for every single one.  There are a few of you.  That's a lot of conferences. For some of you, it's your first time. I hope you will embrace the new name, QM Connect, that's the first year we have used it, and I hope you will share. A lot of little things we are doing throughout the conference, we are doing it with the intention that it will help you connect to others to learn and share. 
	We also hope you will spend some time with our exhibitors and sponsors, they are an important part of our community.  And if you are staying past the conference, consider attending the alternative learning event we are cohosting with Newton to learn more about the growth of non‑economic pathways, alternative credentials and what is means for post‑secondary and secondary education.  And I will see you at CETL as well.  
	Before we introduce our Keynote Speaker, I wanted to say a few words about what we have been up to this year in case you missed a few things and what we are looking forward to next year.  I'll keep it very brief.  We do have a new relationship with Obsia.  It's a partnership to make more transparent the Quality Assurance landscape in Online Education and really to help create more effective and efficient pathways to quality for our members. So we have some flyers out at the QM table. If you want to learn a little bit more about this and we'll be releasing more information over this year and next about the specifics of that. 
	So the other thing we want to talk about, although this was the second year we've done it, is our CLEO survey. How many of you have had a chance to see the CLEO survey and the data that comes from that?  Good. This is something we are committed to do every year and it's a survey for the ‑‑ it's the changing landscape of Online Education and we are surveying chief online learning Officers.  And if you are introducing in learning more, there's a session this afternoon about the CLEO and preliminary year two data. 
	We also have a relatively new teaching online certificate program that we started late last year and we have panel of folks who have been through that. So I recommend that to you as well. 
	We have some things for around peer review.  We have a new resource site for Peer Reviewers and we have launched preparatory reviews as a lower cost alternative to evaluate the readiness of your courses to meet QM standards.  We have added a candidacy pathway as a way to have an on ramp to be able to collect the three years of data that is required for program certification.  
	We have being doing a lot Internationality. We have [indiscernible] and they are here today.  We have a presentation about our time of partnership and we encourage you to go to that. 
	We also are at the very beginning of a collaboration and MOU with Imam Abdulrahman Bin Faisal University and our colleagues are here as well.  And we also have our IQM association which will be meeting, I think, this afternoon as well. 
	And I'll also encourage you to stop by the poster sessions where ‑‑ and you can talk to our research colleges to learn a little bit more about a framework that we have developed to help members better plan their approach to QM implementation. 
	So we are very delighted you have come, we look forward to working with you in 2018, and I think we're ready to introduce our Keynote Speaker.  
	So Dr. Todd Zakrajsek is an Associate Professor in the Department of Family Medicine and Associate Director of the Faculty Development Fellowship at the University of North Carolina School of Medicine. Dr. Zakrajsek ‑‑ sorry, Todd, Dr. Zakrajsek is also an Adjunct Associate Professor of faculty development in the College of Veterinary Medicine at North Carolina State University. He is the immediate past Executive Director of the Center for Faculty Excellence at the University of North Carolina at Chapel Hill. 
	Prior to his work at UNC, he was the inaugural Director of the Faculty Center for Integrated Teaching at Michigan University and the [indiscernible] for teaching and learning at Southern Oregon University. 
	Dr. Zakrajsek has served on many boards and has worked with the Bill and Linda Gates association. He directed five Lily conferences.  How many of you have been to a Lily conference?  He told me this morning there are six and he directs five of them.  And he also teaching the scholarly teacher blog which has over 6,000 subscribers. [Indiscernible] faculty development, instructional and student learning. He has a long list of publications and he has recently co‑edited a special volume in the journal of excellence entitle teaching for brain‑based learning.  He has facilitated workshops or delivered keynote addresses at over 250 campuses and teaching conferences across 46 states, 11 countries, and 3 continents.  He earned a bachelor degree in psychology and a master in doctoral degree. While he is not working Todd enjoys golf, photograph and long distance bicycle riding. And this is, be maybe, Todd, in your entire bio, this impressed me the most.  You have ridden from the Pacific Ocean to Michigan and you are looking to completing your cross country journey from Michigan to the Atlantic. 
	So please join me in welcoming Dr. Todd Zakrajsek. 
	>> DR. TODD ZAKRAJSEK: Thank you, Deb. Thank you so much. Well, well, well ‑‑ oops, that looks terrible.  There we go. Thank you, I really appreciate that. Oh, the clicker, here I have to get the clicker.  There we go. Okay, so one thing I have to tell you, this is so humbling, I'm a first generation colleague student with imposter syndrome. If you don't know what that is, you wake up and say, I'm not as good as people think I am, I'll just fake it until they catch on. Until they do, I'm going to have fun. The thing to keep in mind it's rampant in education. Faculty have it. Administrators have it.
Student have it. So we are always working against that. I have a phenomenal wife and she is always with me.  We have been married 34 years.  
	>> Whoa! 
	>> DR. TODD ZAKRAJSEK: Yeah, that's right, I wake up every morning and say, whoa, are you lucky?  
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: She was right there for me when I got the job at UNC Chapel Hill. That's the sim poser syndrome part, I wouldn't have hired me. They said we would like you to be the Faculty Director. And I said, Deborah, they just offered me this job and they said only in Americas could you get a job teaching teachers how to teach at a school you never could have gotten into. 
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: There you go. The Department of Family Medicine, I like to tell students, you don't know where you will end up, you work hard, you do what you can, and you get there. 
	One thing I want to point out right out of the gate is why we are here. So this is actually some data from Georgetown University and it was in a report called “The Divided Recovery.” And it tracks job gains by education level from January 2010 to January 2016. Across those 6 years there were 11 million jobs.  Of the 11 million jobs, you see the first bar?  That first bar went to people with high school degrees or less.  I think every morning we should wake up and realize why it is we do what we do. That is the life people lead if they don't get education. And you know those are not good jobs.  So the point now is when you get up in the morning, when you are doing your work, when you log in for your class and connect with your students in whatever way you are teaching, you are giving people the opportunity to move up to one of those other bars.  And if those people don't have that opportunity, life is bleak.  That's what we do on a day‑to‑day basis.  That's what we're going to play around with just a little bit today.  In fact, it's not just today, it's the whole conference and after the conference moving on.  It's the idea of connections and pathways and other people.  I want to hit the idea of connecting and also for building pathways.  You see, if we are not careful, the wrong pathways can be built. As we move down and over, you grove a path. Sometimes it's good, we will hit several of those.  Sometimes it's good.  Sometimes it's not. Think about this, if you are wandering through the woods and you happen to make a turn that you think looks good and you are going to leave the path and you step over a few ferns and knock them down, and then someone else comes along and sees you have been there. If you ever have been out hiking and took 8 steps that went around a tree and then got nowhere, those are paths that people have grooved in. Pathways aren't for good or bad, pathways are just pathways.  Hopefully they go to good things for you.  
	I am looking for data that says lecturing is bad.  That you cannot learn from lecturing.  This is bright group of people here, if someone could find me a single study that says lecturing is bad, I would love to read it, and, no, you may not pull out Wyman stuff from the Wyman project on lecturing not being as good as active learning.  You can't pull anything from Eric Mazur’s work, anything from Scott Freeman's article. All those show when you put active learning with lecturing, it gets better, but that doesn't mean lecturing is bad.  And yet the number of people who will shut down and say, oh, that's a lecture, you can't learn from lectures, or that person is lecturing, you can't learn from lectures, students can't learn from lectures, that's the little path that goes around the tree.  You become disengaged from bad lectures.  We shouldn't do bad lectures.  It doesn't mean we shouldn't do all lectures.  The point is be careful of the paths we create. 
	Organizations look at Connects because it's helpful to see how things fit together. We will see this across the presentation and hopefully across the next couple of days of how everything works together. People come together just like here. People come together and meet because sometimes it's a crossroads of getting to other places.  I went with my drawer to Grand Central Station, gorgeous place, and the number of people, we just sat and watched them.  One time I was at a conference in Alaska, and this woman named Elizabeth, she was about this tall, we always had the elders come up and talked and loved it. We went around the room saying why we were grateful of the conference and people were saying, I'm here to learn, this is great, I love being here, it's good to see people.  And it got to Elizabeth and Elizabeth looked around the table and I'll do the same thing here, she says I want to thank you, I want to thank you all, you see, I wanted to do this, I wanted to come here and learn from you.  I wanted to come here and share. But this couldn't happen unless you left your families, you left your work, you left your responsibilities and for a couple of days you came here knowing full well when you go home, all those things will be piled up for you and you will miss your family.  But by coming here, we all get to be with one another. So thank you. Thank you for leaving your families, leaving your work, leaving your responsibilities to come together to learn. We should take this time seriously.  And she said about that ten years ago and I have never forgotten it because every time I see a group of people it's a big deal for me.  
	Of course the brain, 86 billion neurons, some people say 100, I counted once, it's only 86 billion. By the way, do you know how long it would take you to count?  One second.  1,001, 1,002, 1,003, it would take you thousands of years.  There is only one case of a brain being full by Larson, Gary and it was a cartoon that says, excuse me, can I be excused, my brain is full?  Each of the 86 billion neurons have about 10,000 connections. When you are looking at something like a hundred trillion connections, it's a lot of stuff packed in there, so we want to look at those pathways too. 
	How do we do all this?  It's going back to the beginning.  Education started in Churches. And the funny part is, lectures have been around for about a thousand years, teaching has been around about a thousand years, but sitting in a classroom like this, and this working really, really well. And this system worked well when there wasn't an Internet and books readily available and students would come to learn from someone who new stuff.  The individual would read, you would write. But a thousand years ago, look what happened. See the front row?  You always had the eager people upfront. 
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: I can't see them because they are too far away, but I know in the back corner there will be a side talker because there always is. [Laughter]. And then of course you have the third back row front, there's a dude sleeping, so there's always somebody sleeping.  And the one I cannot figure out, the time travel things, see the guy texting?  That's weird. 
	>> [Laughter] 
	>> DR. TODD ZAKRAJSEK: So for a thousand years we have the issues the same.  We have to take a look at this. Todd Whitaker came up with a quote I like, teaching is the profession that makes all professions possible. If we are the profession that makes all professions possible, we should be advancing at the pace of all professions. At least the average, so that's what we want to work around a little bit, too. Where does learning really come from?  Well, there was the sitting there in the rows of seats just like we were just seeing with the dude sleeping and everything, this is where learning really happens.  And you know this from teaching online. I think it was Norm Vaughan and Randy [indiscernible], I know Norm really well and I was reading the book and there was a line in there I really looked.  Online learning community inquiry. And it says, it is possible to form as close as good as a community in a face‑to‑face course as it is an online course if you work at it. I'm messing up their actual words, but that was the sentence essentially.  It is possible to have a strong as community in a face‑to‑face course as it is an online community. Do you know how many people that blows their minds?  I don't know that back a thousand years ago people were sitting around the fire saying, you know, one day, we will have asynchronous chats. 
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: And we'll have to be careful because, of course, even with asynchronous chats there's an accessibility issue, availability issue, some people that has problems with their access to the Internet, and oh, the Internet that will be something that we can look at all things at any given time.  And the concept around there, I think it's still there, it's just funny what you are thinking about. 
	By the way, I like to point this out, I just did this in a small group I was working with at my campus.  Imagine what your life would be like if there was a chip in your student's head that gave them access to all of the information that was out there. If they had all of the information available in the world, what would our jobs be?  Would we even need to be here anymore?  And when I mentioned that to a group it was funny because several people looked at my puzzled and said, hmm, I don't know what I would do then because obviously you wouldn't need teachers.  I said not so fast.  They already have it, it's just not in their brain, it's in their hand.  So we need to think about what it means to be story tellers and cognitive coaches at a time where we have all this stuff right here in fronts of us. 
	Oops, oh, darn, I forgot to give you a trigger warning. [Laughter]. This next slide is going to be a little disconcerting for some of you.  Actually, I will say this, it's funny, I did get the opportunity and I'm just saying this because it just blew my mind and they asked me to come to the Gate's Foundation and this was in there, and I had said, please note, the learning is an interconnected process, that is for shock value, so don't get stressed.  They said, we are really glad you sent the e‑mail, we were going to disinvite you. 
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: I want to connect to the process of if we are looking at how pathways are formed, where is the education chunk of this stuff?  I don't have a pointer here. Look at the box that says cognitive load theory. I am so enamored and hyped on this. Here's what I want to hit real quickly. You have your sensory memory. Sensory memory. That's why we gather all the stuff that's around us.  When you look around the room right now, it hits our sensory memory.  If you close your eyes, you would have the entire image of this room. Or if you look at the stage, the image of me, whatever.  You would have that for about a quarter of a second.  Then it goes away, but it's pretty much limitless.  You could look at football stadium and for a quarter of a second you have it. Limited time, but tons of capacity to bring stuff in. 
	All the way to long‑term memory, long‑term memory is reported to have, I mean, there are so many different estimates, there's no way to know how much you have stored in your long‑term memory.  
	Here's one for you, think of a house you were in many, many times when you were young and you have not been in that house for at least ten years.  Get that in your head real quickly.  A house you were in many, many times, but you have not been in for ten years.  Got it?  Okay. Got that?  How many windows were in that house?  It's ridiculous question.  Raise your hand if you can start counting those windows?  There. A few seconds ago, none of you were thinking how many windows were in this childhood home and right now I can't get your attention back because you are counting them. 
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: That's a problem. You have to be careful when are you teaching.  And the issue is that it was there.  It's there. It's all there. Not all of it, it's a lot of it is there. We tend to forget stuff and I'll show you in a second why we forget. Our job as teachers is to get people to remember the right stuff and forget the wrong stuff.  We do that every day. When we walked in this room, you walked next to several other people and if you didn't look at them and think anything particular, you glance over, yes, I saw them and walked through.  If somebody said, list the type of clothing and color of everybody that passed you thus far this morning, we couldn't do that. But we can go back and count window in a house.  And the point is there's lots of stuff in there, lots of stuff that gets dumped out. The reason I mention this is because long‑term memory, we don't know we have ever filled that. It has tons of stuff in there. Sensory memory can process lots of stuff. It's the one in the middle. It's that working memory. Now working memory can only process a chunk of information. When I say a chunk of information, of you just turned to your minus and said it's actually 7 minus 3 chunks of information. It was Miller. 7 minus [indiscernible] okay, that's important. Chunks can be done a lot of different ways. The idea of cognitive load. Here's the thing.  We all have an RAM.  As we are trying to process information, we are processing information around us, we have a certain amount of capacity for processing information.  If we lose capacity, we lose that until it's closed off.  Once it's closed off, you cannot learn.  Has any of you picked up a book and thought, I am too tired to read this.  Cognitive load is gone.  You are driving down the road, chatting with your friend or listening to the road and then all of a sudden a driving rain starts.  Everybody be quiet because our cognitive load was this much, going back and forth, driving, talking, music coming on, yeah, I agree with you, oh, some jerk just pulled in front of me and then ice started to form on the window or rain starts to pound and our cognitive load starts to be overloaded. And so you turn off the road, concentrate. 
	I have watched so many people, they will grab a hold of the wheel and lean forward because I can't possibly see from here, now I've got it. 
	>> [Laughter] 
	>> DR. TODD ZAKRAJSEK: And it has an added benefit because when you are driving along and you are more tense, there is more likelihood for the chance of an accident, so you should get your face closer to the air bag. 
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: That's the bad path that goes around the tree and dead ends.  You don't get closer to the air bag if you are going to be in a crash. 
	So you know these feelings.  You start to read a tough article and someone comes in and says, do you have a minute?  And your brain is like, whoa what?  On the other hand, you could be reading something light and airy while carrying on a conversation with someone, yeah, I'm almost done, yeah, I'm done.  It depends on the load of it. Cognitive load is huge.  
	Now I want to do this really quickly.  There's three components because you can impact two of these three components in your teaching every day and it will free up space for your students to learn.  And, again, we have to grove in better paths and get better connections.  Intrinsic load, some stuff you teach is just plain hard.  I remember taking chemistry and if you did happen to see the Ted Talk, we talked about the F minus, minus I got. Some of you think, oh, I didn't know you could get F minus, minus, I have documentation. Actually, the teacher was really kind to me, it was 38%.  That's probably closer to like a G minus, minus. 
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: He was afraid I wouldn't grasp that. When I knocked on the door and said, I don't understand this grade, I still didn't understand.  All I remembered was, can I still pass?  Is that like a D?  When I said, I don't get this. What does it mean?  And he says, you received an F minus, minus, it doesn't surprise me that you fail to comprehend it. 
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: I was like, whoa, that was just a mean dude.  
	All right, so intrinsic load are the hard courses, things like the chemistry, I call anything stupid when I don't like it or understand it. 
	All right, extraneous load. Additional external stimuli. This is like when you decide you're going to put together the Ikea book case and just as you lay out the parts your significant other comes in from ‑‑ in my case my wife, and I almost said wife ‑‑ and comes in and says, I need to talk to you right now. If I have all of the parts laid out, I don't have the capacity to have an additional conversation.  What is the additional external stimuli?  It could be something happening in the house. You could be having an asynchronous chat and you hear a child screaming.  They might not be able to figure things out, if it's an online course and they have having trouble with the connection. How many times have you lost students because students were having a hard time with the computer?  That's just external stuff that's happening.  
	Then there's the germane load, how you process information, how you actually grove it in. There's a great concept out there called long‑term potentiation. The concept is the more frequently you do something, the better you get at it, or technically the more likely it is for that neuronal pathway to fire when compared to other neuronal pathways.  When you first start to tie your shoes you have to say, okay, I'm going to make one loop. Depends on the method, right?  Either the bunny ear method or the crisscross method.  My daughter is so funny, I remember when she was growing up and she would start to tie her shoe and as she was tying her shoe. I would say, what are you doing?  I'm tying my shoe. What do you want for lunch?  She didn't have the cognitive capacity to process tying her shoe and thinking about lunch at the same time. I'm sorry, honey, finish tying your shoes. She would start tying her shoes and I would say, do you want to go to the park?  And she would mess up tying her shoe. She is now 26 years old. I said remember when you are learning to tie your shoes?  She said, yeah, dad, why were you messing with me?  What was that all about?  I said what are you talking about?  She said I would tie my shoes and you kept interrupting me and asking me questions because the questions were weird because sometimes I could tie my shoes and not tie my shoes.  And I thought now I have to admit to her that the reason psychologists have children is because there's no IRB committee to test on. 
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: She still remembers.  That's in her brain.  She will write a book someday and it will be all good.  
	We have to look at when we are helping students process information, the more you can do to help them grove things in and to practice things and to do things, the better it is.  By the way, along with external stimuli and germane load, you know how you get really board with the way that a skin looks sometimes when you are looking on an online format and you want to put your buttons in a different way.  If you are the one that looks to do it, stop it. If you are the one telling other people to stop it, this is something you can suggest to them.  If I have to look for the information, any time I spent looking for the information is increasing my cognitive load. If you decide you like right nav instead of left nav, the students log in and by the way, studies have been done on this, they read websites and everything else in an F pattern, they come start in the left hand corner, come over, down, left nav is a where a lot of stuff is and top nav, navigation on the top and navigation on the left. That's all part of making these pathways and creating these things.  
	All right, now I showed you that really crazy slide that has all the tons of stuff.  Now we're going to try something else.  We're going to try a more simplified version.  Ready?  It looks like that. That's it. 31 years of teaching cognitive psychology, learning and memory, actually learning and teaching a different course in memory, teaching behavior modification, teaching how the brain works, teaching mnemonics courses, I taught people how to memorize things. By the way, do you know the five Great Lakes that surround Michigan?  Anybody know the acronym?  HOMES. Huron, Ontario, Michigan, Erie, and Superior. Michigan looks like a mitten. You are home. How about the states that touch the Great Lakes?  Oh, there's one for you too. I'm no Wimp. You lay that out and it will give you all of the states that touch the Great Lakes.  The point of this is, I've done this stuff for many, many years and I know there are some good things about mnemonics, bad thing about mnemonics.  I have run this past several people that said, yeah, pretty much does it.  If you want someone to learn, you have to get their attention.  If you do not have their attention, they cannot learn.  You never learn something when you are not attending to it. Understanding, if you don't have a clue what it is you are looking at, you might be able to get it someday, but you the way you will do that is actually you will construct something from your memory that you understand that looks like the thing you don't understand and you'll hook it in that way through elaboration.  Which is something because you are going to bring understanding to it. This you will usually see if you go to antique store.  You go to antique store and pick something up.  You know, someone a hundred years ago from now picked this up and someone will say, that's a little statute they would give to people and they could put it on their book case and it would remind them to always be trying. They will make up stories, try to figure out what it is.  And later when somebody says what was it you were looking at the antique store?  They will say I don't know. You have to have value and understanding.  
	How many times do you understand what something is, attend to it, but still let it go?  I talk to students groups a lot, if you are studying and you say, I don't care, I wish I didn't have to learn this. You are actually queueing your brain to not process the information. And then they will say, this is really hard and stupid and I shouldn't have to learn it. That all goes together. Now the concept there is, if we can do those things in our class, which I'll play around with in a second how to do this, that's just to learn it. 
	And memory is massively easy and terribly complex.  By and large you have to have repetition. That's the concept of how we get stuff grooved in because if you use it a lot it must be important and if it's important you should remember it. Think of passwords for a minute. You know it's funny when you get a new password and you have a button that you can click that says, I want to remember that password and you click it, click it, click it and you keep doing it and one day the cookies get wiped out so now you have to type in the password, you don't have a clue what that is because you haven't practiced it. I happen to have a computer because I work in a School of Medicine with three levels of authentication. I try to think about it as my child, you shouldn't leave it alone for more than ten minutes.  Oh, they are filming this. Oh, well. [Laughter]. I didn't mean my children.  What I was referring to was when people have children they shouldn't leave them alone for more than ten minutes because then there's a password problem. Some people remember the first phone number they ever had and other people get an iPhone and type in the number of their significant other and do not know the number. If you lost your phone, would you be able to call your spouse?  I just hit Deborah. Hey, your phone doesn't have a Deborah on it. Or if it does ‑‑ never mind, I was going to move on to another whole session. [Laughter]. 
	So what happens if we don't have repetition, we don't have the memory part? We want to repeat things.  When students say, why do I have to learn this?  You don't learn it until you get it right, you learn it until you can't get it wrong.  You have to keep going over it over and over again.  Think of the language we have learned. We learned our language little by little, word‑by‑word, and then repeated those words so many times that the words come to elicit meaning in a microsecond.  George Washington, boom, right there, you have first President, you have cherry trees, you have all kinds of stuff.  In fact, let's try this really quickly.  I haven't asked you anything yet. Do five quick things when you hear the word Washington.  
	>> [Off microphone]. 
	>> DR. TODD ZAKRAJSEK: Wooden teeth. 
	>> [Off microphone]. 
	>> DR. TODD ZAKRAJSEK: Washington Monument. Good.  Someone over here.  Someone over here.  I need two more things before I move on. 
	>> [Off microphone]. 
	>> DR. TODD ZAKRAJSEK: First President. And over in the counter. 
	>> [Off microphone]. 
	>> DR. TODD ZAKRAJSEK: 3, 9, and 1?  
	>> [Off microphone]. 
	>> DR. TODD ZAKRAJSEK: Yeah, 3, 9, and 1, that's not a very good winning record. Did many of the winning come toward the front or end of the career?  
	>> [Off microphone]. 
	>> DR. TODD ZAKRAJSEK: That's good. So he tended to win a few times.  He had about a 33% win record.  Those are the things you remember.  Now I could ask you about pies.  We could go in other direction, but look how fast that generates things.  Think of language, if students will say, why do I have to memorize this stuff?  Why do we have to keep working at if I can just look it up on my phone or computer?  You don't have time. The faculty members who tell me, I don't teach the students all those basic things, they can look those up.  I teach them how to think critically.  Think critically about what?  
	Here's one for you, I tell my students, we don't need to learn stuff, we can look stuff up, but when you ask me a question, you can only use one syllable words and if you do more than that, you have no first type it into a search engine. All good about that?  Yes, I have a [acting like putting text into phone] question. Yeah, see how slow that conversation would go?  If you want to learn something, you need to learn what the language is and learn the foundations of the language.  Otherwise, there's no way you could process the sentences. 
	If you meet somebody, if you meet somebody, we go to a reception or a session and you think, wow, that person looks just like Tom. And you go over and say hi and you see the person's name is Dave.  You think Dave looks just like Tom. Dave and Tom, Dave Thomas, oh, Wendy's. 
	>> Like. 
	>> DR. TODD ZAKRAJSEK: Mnemonic stuff.  That's Dave, it looks like Tom. Was that the direction I went?  Yeah, good.  Dave, Dave, Dave. Tom was in the back. Now I have a problem.  I see Dave tomorrow. My very first cognition when I look over and see him is either going to be Dave, which is unlikely, or not Tom. [Laughter]. I met him yesterday, it's not Tom. Hey, not Tom, how are you doing?  
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: If I meet any of you and we chat a little bit, and I say, hey, not Julie. The point is we elaborate like that all the time.  Learning is not linear.  Learning is curve‑linear. You need to get the foundations down and then it starts to take off. Once it takes off, you really know this stuff.  You have to work hard and then it snaps.  Not snaps in a bad way, it kicks in.  
	So we have just a few minutes and I want to play around with some other things so I have to finish this part you have up here. Let me say, how do we put this stuff into action?  Oh, yeah, ever lose your car in a parking lot?  It doesn't have to be a car in a parking lot. It could be glasses from the top of your head. Ever see a person that wanders up to you and has their glasses like this and says, have you seen my glasses?  That is prime real estate right there. I like to say, yeah, I think they are upstairs on the dresser. My wife will run upstairs and looks in the mirror and says, oh, Todd, you are such a kidder.  She uses her own words. 
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: If any of you lose your car keys, stop for a minute, this is so massive of an important issue, if you lose your car keys every day and you drive every day, there's some low hanging fruit to change area life. 
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: And anybody in here who says, you know, it's weird, 20 minutes it took me to find my keys.  First of all, that's 20 minutes you could have read so much.  I mean, you could read almost 6,000 words of text in 20 minutes.  And people will say, oh, they were in the last place I looked.  I hope so. I mean, for Heaven's sake, I'm looking for my phone. Oh, there it is.  I'm going to keep looking.
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: It wasn't the last place I looked.  [Laughter]. See how that works?  
	Okay, so here's the deal. If you lose your car keys every day, stop it. I'm an industrial psychologist, if I were a consultant. I'm Bob Newhart. Type in stop it and Bob Newhart. We grove it in. We spend five or ten minutes looking for the keys. 5 minutes a day, 35 minutes a week, 140 minutes a month, that's two hours a month, that's 24 hours a year. That's like two full days of non‑stop or three work days.  If you could take three work days out a year and just look for your keys and be done for the year. Wouldn't that be cool?  I would say all day Monday, all day Tuesday, all day Wednesday and then they will always be by the little Bowlby the door. 
	When you lay your keys down, if you weren't thinking about laying the keys down at the moment you lay them down you don't have an implicit memory of where the keys are. If I set my phone down and say, I'm going to put this on the lectern. And then I have a lovely conversation.  Wow that is fascinating.  You seem like a nice person.  And we are done with this conversation.  And I think, oh, my phone, I have to go get it. I didn't have to make up flashcards. We didn't have to have a chat about it or intervention about it, as soon as I think to myself, I'm going to leave it on the lectern, there's a 95% chance I'm going to find quickly. If P is .05 I'm going to find the phone. On the other happened, this is what happens to you, how are you doing?  Everything well?  Sure, let's go grab a glass of wine.  You should what we should do, you have all done that. And that's where I lay it down, go over and get the glass of wine, but cognitive load was completely attentive on you and 20 minutes I look around going. It's like the old man thing.  They will slap places they don't even have pockets. 
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: I have my keys here somewhere.  Oh, that's are my glasses.  And the idea is I can't remember where my phone is because I wasn't attending to it. You get out of your car and you say, oh, it is there and walk away.  You just have to recognize you parked it. Or you come up with a device like you get out of the car in the garage at the airport and you snap a picture of what stall you are in. This is the funny part, people say things like, I used to always lose my car at the parking garage. Now I just snap a quick picture.  And I love to mess with people and say, how do you remember you took the picture?  You have to remember that you took the picture.  I can't find my car, I can't find my car, oh, wait, I wrote it on a slip of paper. 
	>> [Laughter] 
	>> DR. TODD ZAKRAJSEK: And the idea is you remember what you attend to. Attention, massive. By the way when I did the Ted Talk, my daughter watched it and she said, daddy, I used to always lose my car and I don't lose it any more, I just attend to it, and I have never lost my car again. My stepmother, fabulous step more, she said, Todd, I think of you every time I lose my car. 
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: Isn't that great?  It's always what we are in purpose here for. 
	Multitasks is an attention issue.  It's a cognitive load issue.  By the way, this generation of students is the best multitaskers ever.  They are phenomenally good at multi‑tasking. Now people are whispering to their neighbor, that's not true.  People can't multitask.  You are not correct, nor was I.  This generation is not any better at multitasking than previous generations and we can all multitask, so please be careful of that. Watch this, I have been practicing for years.  Right now I am multi‑tasking. Catch it?  I am walking and talking at the same time.  I always walked off the stage, which would not have proved the point. 
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: Now if I am walking and talking at the same time, I have gotten so good at walking that it becomes automatic through that long‑term potentiation, much like tying shoes, it becomes so easy like pulling up the words we are pulling in George Washington, so easy that I have cognitive capacity to do it. 
	If am I talking an online class with you, I get so good at setting up my computer, my headset set up, I know where the buttons are, where everything is at, we just reduced the cognitive load, then we have cognitive capacity to do something else, like actually learn from you.  The students who is stressed out about how to get the settings right on the computer is not paying attention to what you are teaching you. The point is, we reduce that. And once we reduce it we can do other things.  We can multitask.  What you cannot multitask are things that max out your cognitive load, like two conversations at the same time. Because you never know what the next word is going to be in a sentence or the next concept is, so you can't get that to automaticity.  We have a language that allows me to say something you have never heard before and as stupid as it sounds, you understand it. I can do something right now that has never been uttered before.  I wasn't going to try this trick, but I am now.  Imagine for a moment that ten chimps came in riding zebras and they come up and jumped off and then turned to you and said, hey, do you have an extra pencil?  Now if that happened, we would leave by that open door. I'm pretty sure that sentence has never been uttered before and if it has, that's weird, just tell me about it, I'd like to know.  But the concept is we know.  My daughter likes to say, daddy, we are so much alike that we are finish the same sandwiches. Try it some time. 
	Multitasking can only happen when you can put something with something else. As soon as you max it out, you have no more cognitive capacity, when we task shift. When we task shift we lose attention.  As soon as I'm listening to you and I start texting, I'm not listening to you anymore.  The attention goes away and so does the learning.  I mentioned before what the brain does, if you have somebody who has a habit of texting. Watch them carefully and you can pick up their cues.  This is being taped so I can't talk about anybody in my life, but I have a friend who has figured out that when he is talking with someone he interacts with frequently, that person says, oh, that sounds great, where do you want to have lunch?  And all of a sudden in goes to, mm‑hmm, mm‑hmm, mm‑hmm. And that's the conversation you here when you are like, I was thinking of going to Olive Garden, is that good?  Mm‑hmm. We can meet at 10:00, is that good?  Mm‑hmm. Mm‑hmm means I'm doing automatic vocalization to get you to keep talking. And you can have silence. You are like, oh, nuts, they just asked me a question and if I'm not careful I'm going to end up wearing a puffy shirt. We catch those cues all at the time, but it's our attention that we have to be careful of. Number one was attention.  
	Number two, I'm going to rip through these quickly.  They have to be something there they understand, so as you are teaching your classes, as you are going through programs, as you are developing things, where is the attention?  Where is the understanding?  Prior knowledge is helpful for understanding. Just look for it all the time, you have to have that in there.  There has to be some value. When you are going through ‑‑ and by the way, I will tell you all right now, and please, please, please help me out on this, if you tell somebody something is important because it's going to be on the test, that's the lowest level of value. You just cued me that I can definitely forget it after the test because that's the only real value, but there should be other value.  The stuff we're talking about today, I honestly believe you could walk out of this room today and better understand your life and create better understanding in your students' lives.  The next time you lose your keys and say to you, hmm, you know what?  I lose these every day, I should stop doing that and you are smart enough you could figure out a way to stop doing that.  I don't have time and I'm not going to do that right now.  If you get lost going certain places or you say to yourself, I can't cook.  Any time you say to yourself I can't do something, stop and think, how can I change this situation?  My friend said the other day, let's cook something.  My friend said, I can't cook, I can't even boil water. I'm a scientist, I love social research projects.  Get a pan, get water. He said, no, it's not that I can't actually boil water. He boiled water and said, now let's get an egg, let's move. 
	The retrieving part of it. Long‑term potentiation I already mentioned. We want to practice stuff over and over again.  You could not be here, you couldn't learn from anybody, if we didn't have a foundation of information that was so engrained in, we could not move forward. Here's a quick study, I'll do this one real fast, I love this study by Karpicke and Roediger, that black bar, students read a passage four times.  They took a quiz and get like 83% right. Another group, study, study, study, practice quiz, no feedback, and then come and take the ‑‑ after the practice quiz takes the real quiz, 78%. Last group, only read it one time, practice quiz, no feedback, practice quiz, no feedback and they get 72%.  You know all of the practice quizzes you have for the students, this is why we do it. Reading it multiple times gets you better result than all of the practice quizzes.  They will do better by doing multiple readings and not the practice quiz.  Five minutes later.  Come back one week later and the group that has 83% drops down to 53%.  They lost 80% of the material in one week.  The group that was the study, practice, practice, they only lose a little bit, but that's 50% more than the first group. Learning is not linear, it's curve‑linear, having a foundation means you learn faster which means as soon as you get the foundation, the more you take off. Losing, losing 50% versus like 20% is a massive difference. So in immediate recalls, it's good to do the practice, but at long‑term you have to practice at retrieving information.  
	And then information is best recalled when connected to other information.  Look for ways to connect stuff. It really, really helps the students. 
	The last thing I will mention here and I have to do this quickly is teaching our students to learn.  Metacognition. There are a lot of words on this slide. Planning to learn, monitoring learning, evaluating learning.  If we teach our students how to actually learn. Here's a little study from a friend of mine Kathy Nabors, I wrote a book can Terry Doyle. It takes like an hour to read it. She said I'm going to use this book and teach my students in developmental math how to learn.  And attrition rates in developmental math is hideous.  I'm not saying you have to have this book, I'm saying teaching them how to do it, she used the book.  This is Community College.  62.8% of students finished the course versus 43.4, 60% attrition rate seen over and over again. All she was doing is say, I want you to read the chapter on sleep?  Five minutes of class time and then teach whatever the class time was. Couple of minutes at the beginning, teaching the class.  That big of a difference.  She then looked at next course.  She was done with the folks.  Of those people who succeeded and went on to another math class, were they successful?  She found this. 71.6% successful if they had learned the new science of learning stuff, 47% if not. Now we're up to like a 25% success rate. Teaching students how to learn. 
	There are a couple things we can do to teach our students how to learn. We can teach them how to connect as groups. Students typically hate group work. We typically use group work, much like the lost car keys, if we are all doing it and they hate it, the low hanging fruit, we should figure out a way to help them out. I was looking for a background slide that I could put up. And I found this and realized why I love groups, it makes your students beautiful. 
	>> [Laughter] 
	>> DR. TODD ZAKRAJSEK: Those are good looking students. Not only are they beautiful, they are happy.  When I was assigning group work, I realized suddenly and I love to look at things like this, I was thinking in my head, imagine a little thought bubble, others history and systems of psychology, my students will get into groups of 6, pick a historical figure, come up with different components, I think this is what is happening. But it's not. This is what is happening. 
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: The day you assign groups, you know what's going to happen.  There's going to be hogs, there's going to be logs, people that want to start right away, people that want to wait until the last second, people get half way through the project and drop the class, other people that say they want to do everything and not do anything, people that bring it all home.  Teach them connections and how to be good group members because if you focus on content and say, by the way, do group work, you can't also say group work is important because you have to do it later in life and make a big deal about how important it is when we don't teach it. I know several of you do this already, but we can't ignore the instruction of being a good group member and say it's important and do it well. I'm begging you to please teach your students to be better at group work. I have two daughters in college and they say, I am not getting better, the teachers don't teach us how to be in groups. And if they don't do well in groups, they will go on and become department chairs. 
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: We can do this. I just want to point out other things.  You can read about stuff and teach students, NASA astronauts who napped for 27 minutes did better. Exercise, tons of good stuff with respect to exercise out there. Hydration.  We know there's a 10% decrement in hydration and then you see a decline. Caffeine is a diuretic. They don't understand when you have supposed to drink X number of glasses of water a day, a watermelon counts as a class of water, eat some watermelon. High hydration content foods.  Little by little teaching these types of things really, really helps.  
	All right, so there a way to bring house lights up a little bit?  I think I have enough time to pull this off. Yeah, I can do this. We need some lights though, it's been too dark for too long.  I should have warned people.  Is that even possible?  It's not possible?  All right. Can y'all see your tables?  We're going to do this in the dark then. All right, actually, it's probably not that dark.  It's probably because of the bright lights. Let me try something. There should be note cards on your table. We're going to move fast on this, but I want to do a quick little task.  Yeah, we can do this. So on your table are note cards.  Each one of you get a note card.  If you don't have a note card because there's more than 7 of you at a table, borrow a note card, you are not borrowing it, just take one.  So everyone has a note card.  [Humming] 
	All right, here's what we're going to do. I'm going to move very quickly on this. I'm going to time it. We're going to do an activity, we're going to have to move fairly swiftly.  We have a fairly large number of people here, close to 500 people, so we are going to move kind of quickly.  I'm going to demonstrate you can do active learning with 500 people here.  And I'm using an old school technique and some people will say, we are at a technology conference and you are using note cards.  Quit being so mean. 
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: If somebody says that to you, just say, you are a pissy person, stop that. And we will have an activity that will draw on that, so give me a chance to prove we can do this stuff.  Ready?  I'm going to give you a prompt. I have to tell you this because as soon as we start down this road, nobody is going to pay attention, so when we start, I'm going to do it beginning to end and hopefully we will do this entire activity in about 9 minutes and still have time for questions and answers.  So once I start, we are going to go. I start with this technique because sometimes you want people to participate, but you have to get the ideas away from the individuals because they are not going to raise their hands and say stuff.  I have taught psychology for 30 years.  If you are talking about aids, why would somebody have unprotected sex?  You don't want people raising their hands and saying, oh, I have two reasons.  Boom. 
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: Don't want that. If on the other hand, why do you think the average student doesn't respond in the classroom?  Somebody says, I think they are scared their response will be wrong. I wanted something where students would write something on a card and pass it around the room and you could read what's on the card, the ideas are in the room, but no longer attached to anybody.  Yes, you could write them down and throw them in the basket. There are a lot variations. We all want to fix everything around us.  We're going to go with this one right now.  We tell the students, if you do the card method like this, if you are writing something distinctive like purple pen or distinctive handwriting, you would want to use regular pen and print. The point is it's pretty innocuous. I will give you a minute to respond. I'm begging you to write something down because if you don't write something, they will end up an empty card.  
	Here we go, think of one issue or concerns you have with respect to your students in creating an effective learning environment?  I made this very innocuous so it could be face‑to‑face, online.  When it comes to teaching, what is something you find challenging?  Write as quickly as you can and turn the card over as soon as you are done writing.  Go! 
	All right, getting close, write quickly, turn your card over so your neighbor doesn't peek at it. Just watching. Getting it about right here. All right, I think we got it. For the next part, I'm telling you, be careful, I did a workshop at my own campus and somebody got hurt. He was so enthusiastic, he jumped up with hard souled shoes, tend on a woman's foot with open toed shoes and turned quickly, gashing the top of her foot. We are continuing with the exercise because we are teaching [laughter]. This is all going to be one quick move.  Listen carefully, don't move until I say go, just keep listening. Because, again, we are teachers, we like to move fast on these things.  The first step will be to make 6 trades with different people, it can be more than 6, don't trade with the people with your table.  You already started moving and I didn't say go. There will be 6 trades.  The first trade cannot be anybody at your own table or students will trade around the table and they will say, oh, it's very anonymous.  No it's not. And you could do more than 6 if you help somebody else out. But the point is, first trade not at your table, trade as swiftly as possible, sit back down at the table. Once you sit back down at the table, read the cards very quickly you have amassed.  Identify one card and say we're going to focus on this card.  Once you say, we're going to focus on this card, you have to come up with two or three suggestions about how you would address the challenge. Okay?  You will have somebody else's challenges. 6 trades or a few more if you have to, back at your table, read quickly, identify a card, then come up with a couple of solutions.  Here is the cool you think will not believe is possible, but I have done this so many times, I am going to give you four minutes to do all of that and you will all do it. Four minutes is plenty ‑‑ in fact, three is all you need because you are smarter than most groups, but I'll give you an extra minute because I think you're not as smart as some of the groups.  
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: Now, on your mark, get set, go! [Humming] 
	All right, and they are busting around the room and they round the corner.  I should take a picture of this. 
	Hey, Jim, can you hear me if I just talk like this?  Oh, you can. So for people that are online, they can hear me if I'm talking right now, right?  That's good.  If you are online, this is 56 seconds, we have three more minutes to go.  I have to talk softer because they are still working now, you at home could do the same type of thing, jot down the types of stuff you find challenging and then just take a look at it and say, kind of like lost keys or everything, what could I do to actually address this problem?  I had a faculty member I worked with for years and he said, you can complain about something three times and after three times you either have to stop complaining or do something about it. The concept is jotting things down and always be working at some piece of your teaching.  A lot of times people never stop and think, what is one of the things I'm challenged with?  They just say, I find it difficult when people don't do asynchronous.  The students won't participate. Whatever it is, you think through how possibilities are.  I have to go back to watching these folks.  I'll be right back.  
	I have to wander around and seeing if the folks are actually doing their work, it will be blank for a few seconds. I'll be right back.  You should be working anyway, so this shouldn't impact you.  
	All right, let's see what you came up with.  Let's see what you've got. Let's see what numbers are. Stop. All right, we've got it. Oh, we're in such good shape here.  Okay. Are you ready?  All right, first things first, well, first we have to stop doing the work, so stop processing.  Stop thinking. It's time to quit all that stuff there. Oh, look how quiet, this is good.  All right, first of all, how many tables were they actually able to get to the stage where they traded cards with somebody?  Raise your hands.  Good for you.  I worked on the west coast for quite a while. Nicely done.  How many of you were able to start the work on the card?  Excellent. How many came up with at least one solution to one things on the card?  Look around the room. By the time I got back here, it was actually about four and a half minutes, within four and a half minutes you did all of that. There are a lot of times people say, I would use activities if I taught face‑to‑face, but I don't have time.  Let's try this quickly because I have to wrap up here. I can repeat it or if you are near a microphone, that's good. Somebody have one?  Real quickly. What was your card?  
	>> [Off microphone]. 
	>> DR. TODD ZAKRAJSEK: Providing engaging activity, would what you have as a suggestion?  
	>> [Off microphone]. 
	>> DR. TODD ZAKRAJSEK: Okay, good. Meet the students where they are at. Excellent. I love that. That's a good one.  One more. We'll do one more.  Yes. 
	>> [Off microphone]. 
	>> DR. TODD ZAKRAJSEK: Excellent. So you are identifying their personal motivation and their interests, so how do we know that from our students?  
	>> [Off microphone]. 
	>> DR. TODD ZAKRAJSEK: Oh. 
	>> [Off microphone]. 
	>> DR. TODD ZAKRAJSEK: This is Gilford College?  I know Gilford College.  I like them. They actually collect secretive data on their students and uses it to exploit them later. 
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: Wait, no, no, I paraphrased.  At Gilford they collect information from the students as they talk about things and through the thread of discussions, they can find what they are interested in. These are posts.  It's information that's out there, but if you find that somebody likes things, you collect that and later you have stuff to talk to the students about. So we collect information.  
	All right, I'm going to move on because of time, but here's the deal, very quickly you got together, but I started this whole thing talking about pathways and connections and grooving things.  One of the things we tend to forget is we are surrounded by massively intelligent people.  With among them, we are together an amazing community.  I wrote an article a little while ago called, “Getting By With A Little Help From My Friends.”  That was the title of a song. But there are so many aspects of the job that I'm not trained to do, but the crazy thing is that there are people all around me that are trained to do the thing I'm trying to figure out how to do. So I go and talk to people.  Just like you just did in here, I will periodically find a thing on challenged with, find four or five of my friends, I'll buy them lunch and say, hey, can we sit down and talk this through?  And it could cost me $50 to $100 to buy lunch, but if it's something I have been struggling with, it's worth it. 
	There are ways to do this digitally as well.  You have to have a way for a person to enter information that is fairly anonymous, and you can do this with lots of different kinds of discussion boards or apps, where people type things into a wall and people can pick things and sort them into piles. So there are lots of online variations you can do as well.  
	The best connection you can make are the colleagues around you and for the next three days, not only the colleagues from your campus, but you have them from all over the country. As you go to your sessions and think of your teaching, think about how to get students' attention?  How do I get them to understand?  What do I do to get them to value and be interested?  And be mindful of the things that you do have the short path that winds behind the tree and dead ends because if someone keeps doing something every and over again it doesn't stop people from doing it, the more often people go off into the direction like that, the more often they will do it. The phrase out there that active learning is more effective than lecturing, that's a path around the tree. I have to say, I wrote a book on 101 different active learning techniques.  I believe in lecture learning. I have another book out, dynamic lectures.  I believe in both pedagogical approaches. There are hundreds of different ways of doing active learning. A statement that active learning is letter than lecturing, what kind, what kind, what kind?  Let's stop talking about those things and talk about students learning. Students learn best when?  Don't go with a stereotype and use that as a prototype. A lecture is not necessarily the person that stands back here, I could have done that. Thank you, everyone, for coming.  I want to talk about a five point plan for learning and we go through the five point plan you will be notice that you will be going to sleep.  In fact, you will be going to sleep. That took approximately 22 seconds. Yes, lecturing can be very non‑engaging and can put you to sleep and not be effective. Lecturing can also be a situation that draws in and gives you tremendous information in a short period of time.  Story telling has done that for years. The point is, don't go around the path around the tree. 
	I want to say, thank you so much for coming and letting me stand on this stage.
I'm not smart enough or good enough to be here, but until someone pulls me off, I'm going to keep doing it. So thank you for coming.  Thank you so much.  
	I'm looking for Deb. Deb, Deb, Deb.  Brenda?  Brenda?  Anybody see anybody else?  Do you want to do one question or two?  
	>> [Off microphone]. 
	>> DR. TODD ZAKRAJSEK: What's the timing?  I was supposed to stop at 10:28 at the very latest and it's 10:26 so I'm going to answer a question.  Right?  Can I do that?  Okay, then you do it. 
	>> [Off microphone]. 
	>> DR. TODD ZAKRAJSEK: We have the big cheese, you ask. Go ahead. 
	>> [Off microphone]. 
	>> DR. TODD ZAKRAJSEK: Oh, yeah. 
	>> [Off microphone]. 
	>> DR. TODD ZAKRAJSEK: Yeah, exactly. Very good. I agree with you.  Any other questions?  What Deb asked, she wonders about the cognitive load with respect to faculty. It pertains to everyone. Today I went with faculty working towards helping our students. It's just as easy to map it quickly on the cognitive load for faculty members.  If I'm teaching a class and I'm really concerned about the technology I'm using, if the web interface isn't working well, if I have something going on in my life, I might set up an asynchronous chat, I've heard of situations and I won't use a stereotype and make it a prototype, but there are people who will teach 6 or 7 online classes.  I knew one guy that was teaching 36 online classes one semester.  That's the cognitive load. If a person were teaching ten course in a semester, the cognitive load has got to be there. You are going to max out and once you max out, you have to start freeing stuff up.  With students we free it up by giving another example, by taking some time, by maybe helping them to understand something. For a faculty member if I'm completely maxed out by teaching three face‑to‑face courses, two online courses and writing a book, something just gets short changed, so I think that's really important to look at, as a Faculty Developer, Instructional Designers, whoever you are, talk to faculty about how to reduce their cognitive load either by not being maxed out or by looking for some consistency.  If you are teaching three different courses, set them up so there's some consistency and redundancy. If you have different systems for each class, that takes cognitive load.  So, yes, be careful with that one.  
	All right. I think ‑‑ oh, 10:29, now I've gone over.  Do we have another question?  Or are you just waving?  How are you doing?  I always go five minutes over, and I'm one minute over so I feel like I'm early. We have to use the microphones because they are here.  
	>> Hello. 
	>> DR. TODD ZAKRAJSEK: Hello. 
	>> When faculty or Instructional Designers are designing a course, of course they want it to been gaging, things with pictures, videos, activities and stuff.  
	>> DR. TODD ZAKRAJSEK: Yes. 
	>> However, when considering engagement and cognitive load, do faculty and Instructors need to consider that the more engaging the course is, the more cognitive load is going to be involved and the delicate balance between the two?  
	>> DR. TODD ZAKRAJSEK: This is so cool, if you had not asked this question, it would have been a lesser event. That was a phenomenal question.  Thank you for your question, too. 
	>> [Laughter]. 
	>> DR. TODD ZAKRAJSEK: They were both really good questions, but when you are designing questions, that's a good point, the animations, the photos, there are so many good studies out there. Here are some things to keep in mind, your learners keep them in mind. That's the big thing to keep in mind. If you have somebody that's fairly new at the system and you have lots of images and different things, they can be very distracting.  See this image up here?  How many of you have ever gone on a hike you found absolutely just breathtakingly beautiful?  Raise your hand.  Okay, how many of you started to think of the hike when you saw the photo?  That's not a good thing. Because if you are thinking about the hike, it's a little bit like me thinking, oh bacon, I love bacon.  Dang, I like bacon.  If I'm thinking about bacon and I now I have to come back to room, oh, man, I like bacon.  So the point is when you are using images, images help to solidify a concept, there's a path, but we have to be careful because if it draws them out to go in another direction, you can lose them.  If there are lots of images and they didn't see the relationships, they are trying to figure out why you are there. I think you should fill your screen with little monsters that go roar, roar, roar, roar.  I'm kidding, don't do that. You take the things that come swooping in and that's takes information.  You want the least amount of information that will get it across and draw the person's attention.  You are absolutely right, it's a balance between engaging them with attention and not losing them. One of the studies out there, if I'm an expert, think about this is a minute, I'm an expert in the history of psychology and I'm teaching you as a student, I tell you a side note about [indiscernible] and the way he did his research and it was during the time of the war and I start to put this story in there, I find it fascinating.  That's an expert that has lots of cognitive capacity telling you a story.  If you are hanging on by your finger nails trying to learn this stuff about Gestalt technology, it comes slamming down and the student is saying, is this going to be on the test?  Back off and don't be mean to them, they are trying to sort out, you are a professional, I'm a novice, is this the type of stuff I need to know for the test?  That really signals a student that is lost and not able to process all the stuff.  It really is me saying, look, I don't know what to do right now. Is this going to be on there?  If so, I will memorize it.  If not, I won't memorize it.  As an expert, you are saying, of course it's not going to be on the test.  You are the expert, how would they know?  Keep it as simple as you can, but still draw the interest in. 
	Perfect, I am exactly five minutes over.  All right, I have to stop.  Thank you so much. 
	>> [Applause].  
	>> What a stuff act to follow. Thank you, Todd, that was a wonderful keynote this morning. I'm Brenda Boyd, I'm senior academic Director for QM and I have some housekeeping announcements for you before I send you off to sessions.  Thank you very much, Todd, what a great, engaging keynote today.  
	I want to tell you about the ER mobile app which is the conference app.  If you have not put it on. 
	
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