classroom orchestration of elearning that fosters complex ...classroom orchestration of elearning...
TRANSCRIPT
Classroom Orchestration of eLearning that Fosters Complex
Problem Solving
Krista [email protected]
Associate Professor and Department ChairInstructional Systems Technology
Indiana University
Classroom Orchestration: Engaging Imaginations &Populating Imaginations
A Theory of Action
Design Principles Interventions Mediating Processes Outcomes
Design Principles Interventions Mediating Processes Outcomes
§ Ambitious, Complex Problems
§ Immersive eLearning
§ Content
§ Engagement with Content
§ Engagement with Support Systems
§ Learning§ Problem
Solving§ High-Quality
Engagement
Design Principles Interventions Mediating Processes Outcomes
§ Ambitious, Complex Problems
§ Immersive eLearning
§ Content
§ Engagement with Content
§ Engagement with Support Systems
§ Learning§ Problem
Solving§ High-Quality
Engagement
Design Principles
Ambitous, Complex Problems
Design Principles
Ambitous, Complex Problems
§ Multilogical, ill-structured problems§ No direct path to arrive at a solution§ Can be dilemma or design problems§ Set a rich context for the imagination
Dilemma
ProblemsDefinition An ill-structured problem; typically no solution that
will be acceptable to a significant portion of the stakeholders
Targeted Skills (in Addition to Content)
Disciplinary Reasoning, Argumentation, Ethical Decision Making
Driving Question Stems
What is the next best course of action in…?
What do we recommend for…?
What laws / guidelines / policy should govern …?
What is the feasibility of…?
What should be done about…?Example When should we use personal genetic information
to make decisions?
Design
ProblemsDefinition An ill-structured problem that involves applying
strategic knowledge and resulting in an original design
Targeted Skills (in Addition to Content)
Design Reasoning, Needs Assessment, Optional Solution Development, Constraints & Resources Evaluation
Driving Question Stems
Develop a thing to…Design a thing to…Propose two ideas for…Other…?
Example • What would reduce the incidence of medical injury resulting in cast removal?
But…
§ The learning must be worth the effort
§We need to foster the felt need, felt difficulty (Dewey, 1915)
§ Interactive Multimedia§ Immersive Worlds§ Augmented Reality§ Simulation & Games§ Problem- or Project-Based Learning
Interventions
Immersive eLearning
Content
GamesCrystal Island: Ecojouneys Lester, Mott, Glazewski
Source: Saye, J. W., & Brush, T. (2002). Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments. Educational Technology Research and Development, 50(3), 77-96.
Interactive MultimediaDecision Point: Tom Brush & John Saye
Source: http://www.velscience.com/modules.html
Immersive WorldVEL Science: Susan Pedersen & Colleagues
Augmented Reality / Place-Based Immersive History Ed: David Hicks and Colleagues
Source http://circlcenter.org/exp-mobile-augmented-reality-for-historical-inquiry-learning/
Inquiry + MakingAquaponics Project: Glazewski, Brush, Wallace, Banks, & Team
§ Create opportunity for all learners to engage in complex problem solving
§ Create space for deeper and transformative student-teacher interaction
Mediating Processes
Engagement with Content
Engagement with Support
Systems
Scaffolding
Definition Tools, guides, interactions, or supports that foster and enable student success [TEMPORARY]
How? Embedded expertiseMaking thinking visibleForward guidanceModeling+…
Examples One strategy for…Let’s sort the ideas…Have you tried…
“Students haven’t learned to think critically [in high school / in their prior coursework / by their parents].”
“I won’t know if they’ve learned the content.”
Outcomes
§ Learning§ Problem
Solving§ High-Quality
Engagement
Summary of our Research
Should organizations be allowed to use personal genetic information to make decisions?
Should there be a meat tax?
• Summary of findings• Demonstrated high engagement throughout the unit• Performed significantly better (from pre- to post-test) on the teacher-
developed assessments• Biggest effect for Low Prior Knowledge learners
Genetics Unit
Meat TaxUnit
5
10
15
20
Pretest Posttest
Low PK
High PK
Low & HighPrior
Knowledge
S: And I liked the variance in the roles, because it wasn’t just like here’s a scientist for and here’s a scientist against, there was like an ecologist and a doctor and a parent, and I don’t think a lot of people would think of that when you’re initially talking about a meat tax…H: Going along with that, it was neat because most of us had the same facts like for it or against it, and you’re hearing the same facts over and over but here each group put their own twist on it to make it match their role. So you would hear that being sometimes that not eating meat is healthier, so that’d be presented in the ecologist role, and we’d spin it off to explain more about that, where the parent might hear that and spin it off a completely different way.J: The ecologist was for it and the mom or the farmer was against it or the doctor, and they’d have that it was like bad for your health and it’d be better to be a tvegetarian, but completely different, then the farmer would be like it’s bado have an all vegetarian diet because you need this and this and this. Having different opinions and different spins on what people say.
Overview of Findings on Active Learning Approaches
• Method• Analysis of 225 studies of undergraduate courses • Comparisons of the same instructor across two approaches• Active Learning techniques: use of problem-solving
approaches
• Primary Findings Favor Active Learning• Increased participation• Increased problem-solving• Increased exam grades by 6% (½ a letter grade or more)• Lower failure rates
• 34 percent for lecturing• 22 percent for classes wit some active learning
What Stands Out…
• Intuitively true• Even a little bit makes a difference
• Money quote from lead author: “We've got to stop killing student performance and interest … by lecturing and instead help them think…”
Source: Leslie, S. J., Cimpian, A., Meyer, M., & Freeland, E. (2015). Expectations of brilliance underlie gender distributions across academic disciplines. Science, 347(6219), 262-265.
Classroom Orchestration: Engaging Imaginations &Populating Imaginations
An Issue of Equity
Design Principles Interventions Mediating Processes Outcomes
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