connecting curriculum to problem-solving through distributed intelligent tutoring sharon j. derry...

Connecting Curriculum to Connecting Curriculum to Problem-Solving Through Problem-Solving Through

Distributed Intelligent TutoringDistributed Intelligent TutoringSharon J. DerrySharon J. Derry

Dept. of Educational PsychologyDept. of Educational PsychologyWisconsin Center for Education Wisconsin Center for Education

ResearchResearchUniversity of Wisconsin-MadisonUniversity of Wisconsin-Madison

ContributorsContributors

Mary LeonardMary Leonard Donald WorthamDonald Wortham Alan HackbarthAlan Hackbarth Margaret WilsmanMargaret Wilsman Michael PetersonMichael Peterson

In Nintendo's "The Legend of Zelda™," Link must travel through many rooms arranged in a coordinate maze to find the silver arrow. From the entry room, he goes right 3 rooms, up 4 rooms, left 5 rooms, down 2 rooms, left 1 room, up 3 rooms, and right 4 rooms to find the chamber that has the silver arrow. If the entry room has coordinates (0,0) and all directions are as you view the maze, find the coordinates of the room with the arrow.

Making School Curricula Useful Making School Curricula Useful and Interesting to Studentsand Interesting to Students

Curricular domainsCurricular domains– Statistics, Algebra, Earth Systems ScienceStatistics, Algebra, Earth Systems Science

Cognitive Theoretical ApproachCognitive Theoretical Approach– ““Authentic” problem contexts for learningAuthentic” problem contexts for learning– Relevant, knowledge-appropriate problemsRelevant, knowledge-appropriate problems

Instructional strategies allowing choices in Instructional strategies allowing choices in problem framing and selectionproblem framing and selection

ProjectsProjects

TiPS Intelligent TutorTiPS Intelligent Tutor– Adult basic skills mathAdult basic skills math

Situated Simulations for StatisticsSituated Simulations for Statistics– Middle school math, sci, social studiesMiddle school math, sci, social studies– Pre-service teachersPre-service teachers

““The Learning Sciences” through The Learning Sciences” through Instructional DesignInstructional Design– Pre-service teachersPre-service teachers

Studies of Inquiry Science ClassroomsStudies of Inquiry Science Classrooms– Middle schoolsMiddle schools

Results/FindingsResults/Findings

Moderate to Good Learning GainsModerate to Good Learning Gains Desired Performance Improvements Over Desired Performance Improvements Over

Comparison ClassroomsComparison Classrooms Resource IntensiveResource Intensive Mixed ReviewsMixed Reviews Conclusion:Conclusion:

– Teaching and learning curriculum in the Teaching and learning curriculum in the context of authentic problem solving requiring context of authentic problem solving requiring self-directed problem framing and learning self-directed problem framing and learning presents tough instructional design challenges.presents tough instructional design challenges.

The Trojan Horse

Challenges Challenges

I.I. Problem FindingProblem Finding

II.II. Domain “Disorganization”Domain “Disorganization”

III.III. The Modeling ProblemThe Modeling Problem

Design Challenges in ITS TermsDesign Challenges in ITS Terms

Modeling Domain KnowledgeModeling Domain Knowledge Modeling Modeling Students’Students’ Domain Knowledge Domain Knowledge Problem Modeling With Domain ConceptsProblem Modeling With Domain Concepts Real-Time Modeling of Students’ Evolving Real-Time Modeling of Students’ Evolving

SolutionsSolutions Modeling Students’ Affective StatesModeling Students’ Affective States Scaffolding Student Problem SolvingScaffolding Student Problem Solving Selecting Tutorial DigressionsSelecting Tutorial Digressions Machine LearningMachine Learning

I. Problem FindingI. Problem Finding

1.1. No constraints on students’ No constraints on students’ problem choice.problem choice.

2.2. Full constraints on students’ Full constraints on students’ problem choice.problem choice.

3.3. Guided/mentored problem Guided/mentored problem framingframing..

Full Constraints on ChoiceFull Constraints on Choice

Examples: Examples: – Math problems matching goals are assigned.Math problems matching goals are assigned.

Advantages: Advantages: – Problems match student needs, curriculum.Problems match student needs, curriculum.– It's expected, accepted, desired.It's expected, accepted, desired.– Arguably appropriate for early learning.Arguably appropriate for early learning.– Does not “reorganize“ domain.Does not “reorganize“ domain.

Challenges: Challenges: – Students do not learn to find/frame problems.Students do not learn to find/frame problems.– Problems do not arise from interests.Problems do not arise from interests.– Problems often contrived, trivial.Problems often contrived, trivial.

Guided Problem FindingGuided Problem Finding

ExamplesExamples– Practice-based professional developmentPractice-based professional development– Project-based learningProject-based learning

AdvantagesAdvantages– Learners find personally relevant problemsLearners find personally relevant problems

DilemmasDilemmas– Finding curriculum-appropriate problem Finding curriculum-appropriate problem

without prior knowledge of curriculum?without prior knowledge of curriculum?– How model problem framing? How model problem framing? – Important problems “disorganize” curriculum.Important problems “disorganize” curriculum.

II. The Domain “Disorganization II. The Domain “Disorganization Problem”Problem”

PROB 2

PROB 3

COGNITIVETHEORY

X-THEORYIDEAS

SOCIOCOGNITIVE

IP VIEW

SOCIOCULTURAL THEORYPROB

1

LEARNING SCIENCES

Challenges Challenges

I.I. Problem FindingProblem Finding

II.II. Domain “DisorganizationDomain “Disorganization””

III.III. The Modeling ProblemThe Modeling Problem

The Modeling Problem: A StoryThe Modeling Problem: A Story

The authentic context: Building The authentic context: Building balloon Cars (LBDballoon Cars (LBD™)™)

A curriculum goal: Newton’s Third A curriculum goal: Newton’s Third LawLaw

Summary of Teacher’s ModelingSummary of Teacher’s Modeling

Makes tutorial digressionMakes tutorial digression Models operation of car with abstract Models operation of car with abstract

physics conceptsphysics concepts– Develops intermediate representation making Develops intermediate representation making

tradeoffs on what “not” to modeltradeoffs on what “not” to model Exhibits in-depth knowledge of physicsExhibits in-depth knowledge of physics Engages in critical reflective practice Engages in critical reflective practice

regarding representational system and regarding representational system and success of her lecturesuccess of her lecture

ITS’s ITS’s Intelligent Learning Intelligent Learning Communities Communities

New 21New 21stst Century Goals for Learners: Century Goals for Learners:– Participate in interdisciplinary learning Participate in interdisciplinary learning

communitiescommunities that use subject that use subject knowledge to frame and solve real knowledge to frame and solve real problems.problems.

– Acquire mindsets and skills for lifelong Acquire mindsets and skills for lifelong learning,learning, including ability to use human including ability to use human and technology resources to acquire and technology resources to acquire knowledge knowledge duringduring problem solving. problem solving.

– Develop concern for Develop concern for real-world needsreal-world needs and willingness to become and willingness to become engaged engaged citizens.citizens.

Hands-On Environmentalism

Evolving Case Library

Project Collaborations

ESS WebResources

Collaborative Tools

CommunityStandards

seed

sets

ESS Project Case Templates(epistemological commitments)

Continuing Community:Scientists, Teachers, Facilitators,Env. Groups,K-12 Students

Enrolled Learners

Everything is vague to a degree you do not realize till you have tried to make it precise.

Bertrand Russell