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Teaching With Technology So That StudentsLearn With Understanding
Teaching With Technology So That StudentsLearn With Understanding
Donald P. Buckley, Ph.D.Professor of Biology
Director of Learning Technology, School of Health SciencesQuinnipiac UniversityHamden, CT 06518
Apple Distinguished Educator Smithsonian Computerworld Laureate
Donald P. Buckley, Ph.D.Professor of Biology
Director of Learning Technology, School of Health SciencesQuinnipiac UniversityHamden, CT 06518
Apple Distinguished Educator Smithsonian Computerworld Laureate
2003 Mid-South Instructional Technology Conference2003 Mid-South Instructional Technology Conference
The Information Age Has Changed the Educational Landscape
1800’s 1900’s 2000’s
Industrial Age
Information Age
Learning Goals Have Changed
The meaning of ‘knowing’ has shifted from beingThe meaning of ‘knowing’ has shifted from being
able to repeat and remember information able to repeat and remember information
to being able to find and use itto being able to find and use it
Herbert Simon, Nobel LaureateBransford et al., 2000
Student Preparation Standards May Be Lower Now
Vocabularies of entering college freshman
1962: 10,000 words
Today: 4,000 words
The region of our brain most related to language has multiple duties:
1. Communication
2. Synthesis
3. Long term memory
Educational Consequences: e.g., Scientific LiteracyEducational Consequences: e.g., Scientific Literacy
In the early 1990's...
The United States ranked 13 out of the top 14 industrial nations of the world
By the late 1990's...
The United States ranked halfway among the worlds nations
In the early 1990's...
The United States ranked 13 out of the top 14 industrial nations of the world
By the late 1990's...
The United States ranked halfway among the worlds nations
Emerging Trends
1980’s 1990’s 2000’s
A Revolutionary Opportunity Has Emerged
LearningStandards
NRC 2000 - How People Learn
today
ContentStandards
NRC 1995 - National Science Education Standards
A Revolution in Education!A Revolution in Education!
1. Soul-searching about alarming levels of literacy:1. Soul-searching about alarming levels of literacy: 1. Soul-searching about alarming levels of literacy:1. Soul-searching about alarming levels of literacy:
Emergence of the Emergence of the Learning ParadigmLearning ParadigmEmergence of the Emergence of the Learning ParadigmLearning Paradigm
2. The 2. The Decade of the BrainDecade of the Brain:: 2. The 2. The Decade of the BrainDecade of the Brain::
New insights about the cognitive development of learningNew insights about the cognitive development of learningNew insights about the cognitive development of learningNew insights about the cognitive development of learning
3. Information technology:3. Information technology: 3. Information technology:3. Information technology:
AuthoringAuthoring tools promote the construction of knowledge tools promote the construction of knowledge
SimulationsSimulations enable students to experience investigation enable students to experience investigation
CommunicationCommunication tools promote learning in a social context tools promote learning in a social context
Formative AssessmentFormative Assessment …the glue that holds it all together …the glue that holds it all together
AuthoringAuthoring tools promote the construction of knowledge tools promote the construction of knowledge
SimulationsSimulations enable students to experience investigation enable students to experience investigation
CommunicationCommunication tools promote learning in a social context tools promote learning in a social context
Formative AssessmentFormative Assessment …the glue that holds it all together …the glue that holds it all together
emphasis on
Delivery of Contentemphasis on
Delivery of Contentemphasis on
Learning with Understanding
emphasis on
Learning with Understanding
What Is Our Greatest Challenge?
Institutional Transition to the Learning Paradigm
What Is Our Greatest Challenge?
Institutional Transition to the Learning Paradigm
LearningParadigm
InstructionalParadigm
Barr and Tagg, 1995
LearningParadigm
Current Practice Is Mismatched with the
Pedagogical Potential of Instructional Technology
Current Practice Is Mismatched with the
Pedagogical Potential of Instructional Technology
InstructionalParadigm
Pedagogical Potential of Instructional Technology
Pedagogical Potential of Instructional Technology
emphasis on
Delivery of Contentemphasis on
Delivery of Contentemphasis on
Learning with Understanding
emphasis on
Learning with Understanding
Bottlenecks to
Transition to the Learning Paradigm
Bottlenecks to
Transition to the Learning Paradigm
Problem: Most faculty reside in the Instructional Paradigm
Effective transition to the Learning Paradigm will require transformational faculty development
Transformational faculty development must be coupled to institutional change processes to be effective
Problem: Most faculty reside in the Instructional Paradigm
Effective transition to the Learning Paradigm will require transformational faculty development
Transformational faculty development must be coupled to institutional change processes to be effective
What Should the Highest Priority of IT Be?What Should the Highest Priority of IT Be?
Technology Integration? Technology Integration?
What Should the Highest Priority of IT Be?What Should the Highest Priority of IT Be?
Technology Integration? Technology Integration? No, a secondary goal
Promoting Institutional Transition to Learning Paradigm
How?
1. Providing a Repertoire of Learning-Centered Tools
2. Transformational Faculty Development
3. Coupled to Institutional Change Processes
Technology Integration? Technology Integration? No, a secondary goal
Promoting Institutional Transition to Learning Paradigm
How?
1. Providing a Repertoire of Learning-Centered Tools
2. Transformational Faculty Development
3. Coupled to Institutional Change Processes
Let’s Consider…Let’s Consider…
How People Learn
Pedagogical Feature Set of Learningware
Transformational Faculty Development
Institutional Change Process
How People Learn
Pedagogical Feature Set of Learningware
Transformational Faculty Development
Institutional Change Process
Let’s Consider…Let’s Consider…
How People Learn
Pedagogical Feature Set of Learningware
Transformational Faculty Development
Institutional Change Process
How People Learn
Pedagogical Feature Set of Learningware
Transformational Faculty Development
Institutional Change Process
““What we need to learn beforeWhat we need to learn before doing, we learn by doing.”doing, we learn by doing.”
Aristotle
““What we need to learn beforeWhat we need to learn before doing, we learn by doing.”doing, we learn by doing.”
Aristotle
But Where Do We Start?
Bransford, Brown and Cocking, 2000.
High Priority Educational GoalsHigh Priority Educational Goals
1. Learning with understanding
2. Experiencing investigation
1. Learning with understanding
2. Experiencing investigation
Learning with UnderstandingLearning with Understanding
Memorizing Facts Is Not EnoughMemorizing Facts Is Not Enough
Students Need to Construct KnowledgeStudents Need to Construct Knowledge
TransferTransfer
Learn with UnderstandingLearn with Understanding
Application to Later Learning & Real World ProblemsApplication to Later Learning & Real World Problems
Learning with Understanding
(Transfer) Results From
Student Construction of Knowledge
Learning with Understanding
(Transfer) Results From
Student Construction of Knowledge
Key Principles about How People LearnKey Principles about How People Learn
1. Learning must be reconstructive
2. The path to expertise has cognitive structure
3. Students must develop metacognitive skills
1. Learning must be reconstructive
2. The path to expertise has cognitive structure
3. Students must develop metacognitive skills
Bransford, Brown and Cocking, 2000.
Key Principles about How People LearnKey Principles about How People Learn
1. Learning must be reconstructive
2. The path to expertise has cognitive structure
3. Students must develop metacognitive skills
1. Learning must be reconstructive
2. The path to expertise has cognitive structure
3. Students must develop metacognitive skills
Bransford, Brown and Cocking, 2000.
Reaching Students: Teaching HamletReaching Students: Teaching Hamlet
Steve’s Pedagogy: Connecting with student emotions, asking:How would you feel if your father died all of a sudden?…and then your mother immediately remarried?…and her new husband took over the family business?…and the new guy may have murdered your Dad?…and your Mom might have helped him to do it?
How would your feel? How desperate would you be?What would you do? Would you be yourself?What circumstances might drive someone to extremes?
Steve’s Pedagogy: Connecting with student emotions, asking:How would you feel if your father died all of a sudden?…and then your mother immediately remarried?…and her new husband took over the family business?…and the new guy may have murdered your Dad?…and your Mom might have helped him to do it?
How would your feel? How desperate would you be?What would you do? Would you be yourself?What circumstances might drive someone to extremes?
Jake's Pedagogy: Passion for formal literary scholarshipLinguistic flexivityModernismIn-depth analysis of soliloquiesMemorization of long passages
Jake's Pedagogy: Passion for formal literary scholarshipLinguistic flexivityModernismIn-depth analysis of soliloquiesMemorization of long passages
Bransford, Brown and Cocking, 2000.
Key Principles about How People LearnKey Principles about How People Learn
1. Learning must be reconstructive
2. The path to expertise has cognitive structure
3. Students must develop metacognitive skills
1. Learning must be reconstructive
2. The path to expertise has cognitive structure
3. Students must develop metacognitive skills
Bransford, Brown and Cocking, 2000.
Construction of Knowledge: Novice versus Expert
Construction of Knowledge: Novice versus Expert
Big Ideas”
expertexpert
novicenovice
factoid
Constructing of Knowledge Requires
Chunking with Background Knowledge (schema)
Constructing of Knowledge Requires
Chunking with Background Knowledge (schema)
Then same with letters …back to 7 again, but no progress thereafter because there was no schema to organize letter strings
Then same with letters …back to 7 again, but no progress thereafter because there was no schema to organize letter strings
Train to remember digit strings
From 7 to over 70 within 30 days
Train to remember digit strings
From 7 to over 70 within 30 days
Break big strings into smaller number of elements (chunking)
Each chunked element was remembered with a trick: races (background knowledge …schema)
94100 = 9.41 seconds for 100 yards 3591 = 3 minutes, 59.1 secs for 1 mile
Break big strings into smaller number of elements (chunking)
Each chunked element was remembered with a trick: races (background knowledge …schema)
94100 = 9.41 seconds for 100 yards 3591 = 3 minutes, 59.1 secs for 1 mile
Learning for Understanding
Involves an Iterative Construction of Knowledge
Expertise
TRANSFER
new chunked content
revised schema
new chunked content
revised schema
new chunked content
Expertiseschema
schema
chunked content
new chunked content early schema
student interests, emotions and prior understanding
revised schemanew chunked content
Key Principles about How People LearnKey Principles about How People Learn
1. Learning must be reconstructive
2. The path to expertise has cognitive structure
3. Students must develop metacognitive skills
1. Learning must be reconstructive
2. The path to expertise has cognitive structure
3. Students must develop metacognitive skills
Bransford, Brown and Cocking, 2000.
Learning with Understanding
is based on
Student Construction of Knowledge
Learning with Understanding
is based on
Student Construction of Knowledge
the Barbara Johnson model
Teaching so students Learn with Understanding…
the Barbara Johnson model
Teaching so students Learn with Understanding…
Barbara starts a unit by asking her students:
How does this topic relate to you?
How do these issues relate to the world?
Students connect with prior understanding
Student groups identify and prioritize issues and seek themes
Barbara starts a unit by asking her students:
How does this topic relate to you?
How do these issues relate to the world?
Students connect with prior understanding
Student groups identify and prioritize issues and seek themes
Bransford, Brown and Cocking, 2000.
the Barbara Johnson model
Teaching so students Learn with Understanding…
the Barbara Johnson model
Teaching so students Learn with Understanding…
Groups create a research agenda together
In conducting research, they are constructing knowledge
Students are surprised to discover that their interests were intermeshed with formal disciplines and that so many disciplines had been engaged
In these investigations, students have: engaged prior knowledge, interest, and emotions reconstructed previous knowledge constructed new knowledge on previous foundations developed critical inquiry skills assumed the authority of knowledge-making built a community of learners and team mates
Groups create a research agenda together
In conducting research, they are constructing knowledge
Students are surprised to discover that their interests were intermeshed with formal disciplines and that so many disciplines had been engaged
In these investigations, students have: engaged prior knowledge, interest, and emotions reconstructed previous knowledge constructed new knowledge on previous foundations developed critical inquiry skills assumed the authority of knowledge-making built a community of learners and team mates
What enables Barbara to use this method?What enables Barbara to use this method?
PEDAGOGICAL-CONTENT KNOWLEDGE
FORMATIVE ASSESSMENT
…guides individualistic student paths:
from their prior knowledge and interests
to the her curriculum and their competencies
Teachers model metacognition in formative assessment
PEDAGOGICAL-CONTENT KNOWLEDGE
FORMATIVE ASSESSMENT
…guides individualistic student paths:
from their prior knowledge and interests
to the her curriculum and their competencies
Teachers model metacognition in formative assessment
High Priority Educational GoalsHigh Priority Educational Goals
1. Learning with understanding
2. Experiencing investigation
1. Learning with understanding
2. Experiencing investigation
study
understanding
defer judgement
BELIEF
study
understanding
Hypothesis
A
Hypothesis
B
Hypothesis
A
Hypothesis
B
The Process of Critical InquiryThe Process of Critical Inquiry
BELIEF
This is how the
brain seems to be wired!
This is how the
brain seems to be wired!
consideralternative
explanations& jeopardize
with evidence
Let’s Consider…Let’s Consider…
How People Learn
Pedagogical Feature Set of Learningware
Transformational Faculty Development
Institutional Change Process
How People Learn
Pedagogical Feature Set of Learningware
Transformational Faculty Development
Institutional Change Process
COMMUNICATING
VISUALIZING
ANALYZING
MODELING
DATACOLLECTION
Technology can be an Enabler
COMMUNITYOF
LEARNERS
SIMULATING
BioQUEST Curriculum Consortium
Pedagogical Feature Set of Instructional Technology
InteractivityInteractivity: : fosters fosters active-learningactive-learning experiences experiences
MultimediaMultimedia: : engages engages important cognitive processesimportant cognitive processes
CommunicationCommunication::promotes promotes social construction of knowledgesocial construction of knowledge
Computing componentsComputing components::• • experience with experience with professional tools & skillsprofessional tools & skills• • simulations to develop simulations to develop critical inquirycritical inquiry skillsskills• • authoring tools for authoring tools for construction of knowledgeconstruction of knowledge• • integration of powerful integration of powerful formative assessment formative assessment
toolstools
Goals of Formative Assessment
• To improve the To improve the communication of learning goalscommunication of learning goals
• To foster To foster mindful engagementmindful engagement …by promoting reflection …by promoting reflection and metacognition and metacognition
• To To construct learning cyclesconstruct learning cycles ...”chunking” ...”chunking”
• To provide To provide timely feedbacktimely feedback
• To build incentive systems for To build incentive systems for competency-based competency-based learninglearning
• To collect To collect diagnostic clues about diagnostic clues about individualindividual needs needs
Instructional Technology Assessment Tools Vary with Learning Goals
Open-endedassessment styles
Structured assessmentstyles
Utility ofUtility ofCompetingCompeting
AssessmentAssessmentStylesStyles
LearnFactsLearnFacts
LearnInquiryLearn
InquiryLearn
Concepts
LearnConcept
s
main learning goalfoundational information
Examples
Let’s Consider…Let’s Consider…
How People Learn
Pedagogical Feature Set of Learningware
Transformational Faculty Development
Institutional Change Process
How People Learn
Pedagogical Feature Set of Learningware
Transformational Faculty Development
Institutional Change Process
LearningParadigm
Current Practice Is Mismatched with the
Pedagogical Potential of Instructional Technology
Current Practice Is Mismatched with the
Pedagogical Potential of Instructional Technology
InstructionalParadigm
Pedagogical Potential of Instructional Technology
Pedagogical Potential of Instructional Technology
emphasis on
Delivery of Contentemphasis on
Delivery of Contentemphasis on
Learning with Understanding
emphasis on
Learning with Understanding
WE NEED TO SOLVE TWO PROBLEMS SIMULTANEOUSLY
Transform faculty communities: learning & technology savvy
WE NEED TO SOLVE TWO PROBLEMS SIMULTANEOUSLY
Transform faculty communities: learning & technology savvy
Instructional TechnologyInstructional Technology
emphasis on
Delivery of Contentemphasis on
Delivery of Contentemphasis on
Learning with Understanding
emphasis on
Learning with Understanding
LearningParadigm
InstructionalParadigm
Is Traditional Technology Training Enough?Is Traditional Technology Training Enough?
Limited training model (e.g., slide show authoring)
…because
“faculty don’t have the time to commit to deeper efforts”
“a rising tide floats all boats” …what if we need to fly?
Problem: this training is not transformational
Doesn’t foster transition to learning-centered pedagogies
Faculty wonder “why spend the effort?”
•Result: faculty willingness to participate in training limited
Limited training model (e.g., slide show authoring)
…because
“faculty don’t have the time to commit to deeper efforts”
“a rising tide floats all boats” …what if we need to fly?
Problem: this training is not transformational
Doesn’t foster transition to learning-centered pedagogies
Faculty wonder “why spend the effort?”
•Result: faculty willingness to participate in training limited
Faculty Development Is KeyFaculty Development Is Key
Authoring
learning centered activities
is a transformational experience
Authoring
learning centered activities
is a transformational experience
Deep Authoring WorksDeep Authoring Works
It was enormously stimulating to most
participants to create learning environments
that would enable them to teach things that
they could not teach well before.
It was enormously stimulating to most
participants to create learning environments
that would enable them to teach things that
they could not teach well before.
Advanced Educational Computing Project, FIPSE
Core Training ConceptsCore Training Concepts
Focus on Pedagogical Innovation Focus on Pedagogical Innovation
Keep the Technology TransparentKeep the Technology Transparent
Build Collaborations - Faculty MentorsBuild Collaborations - Faculty Mentors
On-going Development Cycles with Scalable Tools
Seek the Eager-BeaversSeek the Eager-Beavers
Focus on Pedagogical Innovation Focus on Pedagogical Innovation
Keep the Technology TransparentKeep the Technology Transparent
Build Collaborations - Faculty MentorsBuild Collaborations - Faculty Mentors
On-going Development Cycles with Scalable Tools
Seek the Eager-BeaversSeek the Eager-Beavers
Let’s Consider…Let’s Consider…
How People Learn
Pedagogical Feature Set of Learningware
Transformational Faculty Development
Institutional Change Process
How People Learn
Pedagogical Feature Set of Learningware
Transformational Faculty Development
Institutional Change Process
Problem with Authoring As Training: ScalabilityProblem with Authoring As Training: Scalability
Authoring LearningWare is a deep experience
Faculty do become sophisticated consumers of LearningWare and explore learning principles
Problem …very effort intensive
We need another kind of authoring experience to provide transformational faculty & curriculum development
Course Management Systems:Coupling Transformation & Scalability?
Authoring LearningWare is a deep experience
Faculty do become sophisticated consumers of LearningWare and explore learning principles
Problem …very effort intensive
We need another kind of authoring experience to provide transformational faculty & curriculum development
Course Management Systems:Coupling Transformation & Scalability?
Institutional Transition Process
LoneRangers
Entrepreneurs
LoneRangers
Entrepreneurs
Boutique Phase
TransformationScalability
Early Adopters
Boutique Phase
TransformationScalability
Early Adopters
Systemic Phase
Transformation
Scalability
Careerists
Systemic Phase
Transformation
Scalability
Careerists
Local R&D,Mentoring,
& CMS1-on-1Authoring
Hartman, NLII 2001
Registrar
CMS Database
Course Management Systems:The Enabling Technology Infrastructure?
Faculty
Content Comm Tools Assessment
Student Experience on the Web
StudentPortfolios
Some Emergent Goals for Utilizing CMS Technology:Technology-assisted Facilitation of Learning-centered Teaching StylesSome Emergent Goals for Utilizing CMS Technology:Technology-assisted Facilitation of Learning-centered Teaching Styles
Content DeliveryContent Delivery
CommunicationCommunication
AssessmentAssessment
LectureContent delivery
ActivitiesProblem-basedProject-basedCase-based
Episodic PervasiveSituate learning in social interactions
Summative Formative
Teacher-centered Learner-centered
CMS Pedagogical ToolsCMS Pedagogical Tools A Continuum of Teaching Styles
--
A Model for Coupling the Feature Set of Course Management Systems to Learning Centered Principles
Smart Tutor
Web-based Homework for foundational information
Research Simulation
Emulating the Process of Professional Investigation
Revision of Content Delivery (Lecture)
Complementing lectures with Discovery Activities
Mitigating the Coverage Dilemma
Developing Epistemological Skills
Constructing Knowledge
--
A model for coupling the feature set of course management systems
to learning centered principles.
Smart Tutor …JiTT
Web-based Homework: routine formative
assessment out of class time
Mitigating the Coverage Dilemma
QuickTime™ and aTIFF (LZW) decompressorare needed to see this picture.
The Coverage Dilemma
Coverage
Currently
Emphasis on Content Delivery
Learning& Inquiry
Emphasis on Learning with Understanding
QuickTime™ and aTIFF (LZW) decompressorare needed to see this picture.
Solving The Coverage Dilemma
Learning Paradigm
Coverage
Emphasis on Content Delivery
Learning& Inquiry
Emphasis on Learning with Understanding
Can we use technology to mitigate the Coverage Dilemma?
Routine Online Assessment In Class
TraditionalApproach
WebAssisted
Foundational InformationInquiry-orientation and powerful pedagogies
smart tutor homework
S U M M A R YS U M M A R Y
GOAL: Institutional Transition to the Learning Paradigm
This will require Transformational Faculty Development
coupled to Institutional Change Processes.
GOAL: Institutional Transition to the Learning Paradigm
This will require Transformational Faculty Development
coupled to Institutional Change Processes.
S U M M A R YS U M M A R Y
S U M M A R YS U M M A R Y
Studying Facts Is Necessary, But Memorization Is Not Enough
Studying Facts Is Necessary, But Memorization Is Not Enough
Students Need to Construct KnowledgeStudents Need to Construct Knowledge
TransferTransfer
Learn with UnderstandingLearn with Understanding
Application to Later Learning & Real World ProblemsApplication to Later Learning & Real World Problems
• We must foster pedagogies that are learning-centered and inquiry-oriented.
• Interactive, sensory-rich, assessment-rich technology learning environments can foster these pedagogies.
• …especially when coupled with authoring experiences that promote the student’s construction of knowledge.
• Communication technology and authoring tools can promote cooperative learning experiences and help students to build meaning, when coupled with pedagogies such as case-based and problem-based learning activities.
• Research simulations promote student experience in the process of investigation.
• The Coverage Dilemma poses a major obstacle that technology can mitigate.
• New course management systems will provide an enabling technology. A three-tiered model is suggested to make them more learning-centered.
• We must foster pedagogies that are learning-centered and inquiry-oriented.
• Interactive, sensory-rich, assessment-rich technology learning environments can foster these pedagogies.
• …especially when coupled with authoring experiences that promote the student’s construction of knowledge.
• Communication technology and authoring tools can promote cooperative learning experiences and help students to build meaning, when coupled with pedagogies such as case-based and problem-based learning activities.
• Research simulations promote student experience in the process of investigation.
• The Coverage Dilemma poses a major obstacle that technology can mitigate.
• New course management systems will provide an enabling technology. A three-tiered model is suggested to make them more learning-centered.
S U M M A R YS U M M A R Y
Teaching With Technology So That Students Learn With Understanding
Teaching With Technology So That Students Learn With Understanding
Buckley, D. 2002. EDUCAUSE Review 37(1): 28-38. (Jan/Feb)
http://www.educause.edu/pub/er/erm02/erm021w.asp
http://faculty.quinnipiac.edu/health/biology/buckley/welcome.htmlhttp://faculty.quinnipiac.edu/health/biology/buckley/welcome.htmlhttp://faculty.quinnipiac.edu/health/biology/buckley/MSITC_2003.ppthttp://faculty.quinnipiac.edu/health/biology/buckley/MSITC_2003.pdf