• HyperDocs Admin
• 09 Feb,2021
• BLOG

What the Research Says and Why HyperDocs Work: Featured Interviews!

This blog explores two related topics near and dear to our HyperDoc hearts -- what research is saying about HyperDocs instruction, and why HyperDocs work. Hint: They are based on brain-based learning studies! 

WHAT THE RESEARCH SAYS  
We had a chance to connect with Jeff Carpenter recently, who is part of a team including Tim Green and Torrey Trust. Through three separate universities, they worked together to conduct an exploratory study on teaching with HyperDocs. Watch the interview to hear the details shared by Jeff Carpenter. And below we highlight some of their key findings. 

Research question #1: How do educators conceptualize HyperDocs? The data showed that there was not necessarily one clear definition -- the complexity and intricacies of HyperDocs came out in the qualitative data. This could seem problematic, and this is why we developed a course called Defining HyperDocs. Jeff shared that this level of flexibility appeared to suggest that teachers felt more empowered - not bound to a single rule or lesson structure. 

Research question #2: How are educators using HyperDocs? The data revealed that teachers were largely using the lessons to promote exploration before delivering direct instruction (yay!) However, when studying the levels of collaboration - it appeared as if teachers can incorporate more collaborative features into their HyperDocs. Great goal!

Research question #3: Why do educators use HyperDocs? Jeff said the results suggested that teachers were looking to engage their students! Also, the research team discovered that teachers described a pedagogy shift as they designed HyperDocs. Another theme that emerged was a new energy around digital lesson planning!

One final key takeaway worth noting that Jeff shared with us is that ...

“The use of HyperDocs supported student, pedagogy, and educator change.” 

WHY HYPERDOCS WORK: LEARNING THAT STICKS
We had an opportunity to interview educator, author, and researcher, Bryan Goodwin. He wrote the book "Learning That Sticks." In the interview, he describes his 6 phase model of brain-based lesson design and delivery models. In the interview, we share examples of how the same model applies to HyperDoc lesson design. Hear the full interview here: 

Goodwin, and his non-profit organization, McRel International, focus on instructional methods that are grounded in brain-based research. Their goal is to nurture motivation in students and teachers, and build communities of practice within schools. Leading in with knowledge on how the brain functions, Goodwin and his team created the 6 phase model of lesson design and delivery. We featured Bryan because we recently discovered all the ways that HyperDocs can be the practical way to accomplish those 6 phases. Our basic lesson template aligns beautifully with what Bryan Goodwin argues is essential to ideal learning conditions. We also share a common goal: lead students to independent learning.

Bryan shared something he has latched onto from reading the book, The Happiness Project. The idea is that we may be actually experiencing PTS during pandemic schooling, but surprisingly the “S” stands for strengths. What are the post-traumatic strengths that students and teachers are gaining right now? Interesting to capture the positives, so that moving forward our classrooms and learning institutions can move forward with some innovative practices that we have indirectly developed! 

You won’t want to miss where Goodwin shares his favorite part of lesson design -- and then we feature some specific HyperDocs! This interview is chock full of insight about how to create memorable, lasting learning experiences. And listen in to discover what WIIFM stands for!

EXPLORE MORE

• Read the book, Learning that Sticks
• Read the blog series “what it looks like for remote learning” 
• Bryan Goodwin’s latest PD article in Educational Leadership "You've Got PD!" Feb. 2021
• Read the HyperDocs research directly via this link.