learning with and from others: designing massive experiences for studying peer networks for learning...

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Learning with and

from Others:Designing Massive Experiences for

Studying Peer Networks’ Learning and Knowledge-building

 Joe Blatt, Chris Dede, Jim HonanHarvard Graduate School of Education

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 The Promise of MASSIVE

Serves a broader range of learners increased human capital

greater diversity in co-learners

 Wider opportunities for social capital and for linksto workplace and life

Self-improving via research and continual feedback

Relatively inexpensive, so excellent return oninvestment by learners and by society

If  effective (mastery, full range of skills) 

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Reduced Cost Per Participant

 with Diverse Range of Learners

Reduced instructional presence

 Adaptive materials limited  to certain types ofsubjects and instructional goals

Sufficient social reinforcement to aid retention

Sufficient peer contribution to increase mastery

The key to MASSIVE is personalization via peer

learning

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Limits of Computer-based Adaptation

Effective for subjects based on procedural skills(e.g., mathematics, grammar, vocabulary,

computer programming) Does not work for parts of the curriculum that

are not reducible to algorithmic recipes

(e.g., reading comprehension, creative

 writing,design, inquiry, collaboration, leadership)

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Personalized Learning

…ensuring that a student’seducational path, curriculum,instruction, and schedule bepersonalized to meet her

unique needs, inside andoutside of school… through a

 wide range of resources andstrategies appropriate for her

learning style, abilities, andinterests, as well as social,

emotional, and physicalsituation. 

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Case-based

Immersive

Video-based

Types of Peer Learning

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Next Generation Interfaces

for “Immersive Learning” 

Multi-User Virtual Environments Immersion in virtual contexts with digitalartifacts and avatar-based identities

 Virtual RealityFull sensory immersion via head-mounteddisplays or CAVES

Ubiquitous Computing:  Wearable wireless devices coupled to smartobjects for “augmented reality” 

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Module 1: Pond Ecosystem

Modeled after Black’s Nook Pond in Cambridge, MA 

http://ecomuve.gse.harvard.edu

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EcoMUVE is a MODEL of a natural environment- simplified components and

interactions

- emphasis on space and

time

- takes advantage of

technological affordances

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Naturalist Microscopic

Specialist

 Water

Chemist

Private

Investigator

Observe pond for

similarities toEcoMUVE

Observe duckweed Observe pond for

similarities toEcoMUVE

 Talk to virtual golfer

Observe virtual fish View 3D model ofduck

Measure dissolvedoxygen

Observe storm water pipe overlay

Calculate fishpopulation size  Video of starchdecomposition bybacteria

 Video of howoxygen dissolves in water

Find inlet and outletof pond

Collectmacroinvertebrates

Observe virtualbacteria

Measure watertemperature

 Talk to young girlabout what a watershed is

ID macroinverts andcalculate toleranceindex

Measure pH Measure phosphates Measure turbidity

 Work together to create video that summarizes the health of the pond based on whole

team’s observations 

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Non-obvious causes A submarine tool explores the microscopic organisms in the pond,helping students understand that organisms that they cannot see play acritical role in the pond ecosystem.

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 Atom Tracker Atom tracker allows students to track three specific simulated atoms over time –  oxygen, carbon, and phosphorus –  these anthropomorphized atoms give students an“atom’s-eye- view” of conservation of matter.

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 TI Nspire

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Texas Instruments NSpires with Vernier

Environmental Probes

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 A Different Model of Pedagogy

Experiences central, rather thaninformation as pre-digested experience

Knowledge is situated in a contextand distributed across a community

Reputation, experiences, and accomplishments asmeasures of quality(rather than tests, papers)

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 Actions as Basis for Assessments

Logfiles Indicate with Timestamps  Where students went  With whom they communicated and what they said  What artifacts they activated

 What databases they viewed  What data they gathered using virtual scientific

instruments  What screenshots and notations they placed in

team-based virtual notebooks  What hints they accessed  What mathematical representations they created

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Logfiles: Events, Chats, Notebooks

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Rubrics and A/B Experiments

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Formative and Diagnostic

Formative, diagnostic assessment provides more

leverage for improvement  than summative measures.

Formative, diagnostic assessment is richer

and more accurate  than summative measures.

Potentially, formative, diagnostic assessmentcould substitute for  summative measures.

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Case-based

Immersive

Video-based

Types of Peer Learning

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Face-to-face case teaching has manybenefits/strengths –  high levels of interaction,multiple opportunities for peer learning, can

foster deeper learning over time.

Challenge –  translating these benefits/strengthsinto virtual environments.

Pedagogical dimensions and technologicalaspects.

Moving Face-to-Face Case Teaching

Online

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 Virtual Online Case Teaching

Purpose: To develop skills related to improvingproblem diagnosis/problem solving skillsthrough peer learning and to sharpen abilities to

generalize lessons and insights from case studyteaching/learning to specific/individualcontexts.

Curricular materials –  case study of actualproblem/challenge and background readings toprovide research-based framing.

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 Approaches to Fostering

Peer Learning

Synchronous and asynchronous

Individual preparation

Small group/peer interactions –  discussionboards

Synchronous virtual case discussion

Reflection/application translatinglessons/insights from case study into actionplans.

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Early Lessons Learned

 Teamwork –  faculty, information technologystaff, executive education staff, teaching fellows

Infrastructure/platform

 Training/orientation

Planning/execution/evaluation = improvement

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Case-based

Immersive

Video-based

Types of Peer Learning

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Beyond

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Hallmarks of formal learning

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Hallmarks of formal learning

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Informal learning settings

Institutions

Play

 Arts Places

 Activities

Family and

community

Media Incidental

Peers

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Hallmarks of informal learning

Contextual and organic

 Activity- and experience-based

Often arises in situations where learning isnot the main aim

Self-selected, and managed by individual

learner

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 What peers can add

Motivation

Diversity of background experience

race and ethnicity age

national and cultural setting

 work and previous study

Competition

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Potential interaction structures

peer groups given issue-oriented discussionprompts

groups identify and frame their own issue choice

groups presented with follow ‐up storylines thatreflect different positions

groups given access to expert testimony

groups given access to program producers

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Multidimensional Learning

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Connections Between Learners

Interactions with others (whether as audience,coach, or co-creator) can broaden our capacities aslearners.

How do we think beyond the facilitator-learnerrelationship to the many learner-learnerrelationships?

Experiments with creatingsmall groups (by geography,prior expertise, interests) within larger community.

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Deepening Learning Outcomes

Expertise as tacit rather than explicit

Distributed understandings and performances

rather than “in the head” knowledge and skills  Situation resolution rather than solving

routine problems

 Affective and social dimensions of competencegiven equal weight with cognitive

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National Science Foundation (2013)

 Advances intechnology and inknowledge about

expertise, learning, andassessment have thepotential to reshapethe many forms ofeducation and trainingpast matriculationfrom high school.

C P i i l f

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Core Principles of

Professional Development

 Teachers teach as they were taught. 

 The important issue is not technology usage,but changes in content, pedagogy, assessment,

and learning outside of school.

Continuous peer learning is the best strategyfor long-term improvement.

f

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Professional Development:

“Unlearning” 

Developing fluency in using the full range ofemerging interactive media

Complementing presentational instruction with situated, collaborative learning

Unlearning almost unconscious assumptions and

beliefs and values about the nature of teaching,learning, and schooling