Post on 22-Dec-2015
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The Yellow Brick Road for Educators? Assessment-Rich Instructional Technology to
Advance Learning-centered and Inquiry-oriented
Pedagogies in Science Education
The Yellow Brick Road for Educators? Assessment-Rich Instructional Technology to
Advance Learning-centered and Inquiry-oriented
Pedagogies in Science Education
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Donald P. Buckley, Ph.D.Associate Professor of Biology
Director of Instructional Technology, School of Health Sciences
Quinnipiac University
Hamden, CT 06518
Apple Distinguished Educator
Computerworld Smithsonian Laureate
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Science Education in a Twenty-First Century University ◊ Quinnipiac UniversityScience Education in a Twenty-First Century University ◊ Quinnipiac University
A Revolution in Education?Only once in our species history …NOW
A Revolution in Education?Only once in our species history …NOW
1. The 1. The Decade of the BrainDecade of the Brain:: 1. The 1. 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
2. Soul-searching about alarming levels of literacy:2. Soul-searching about alarming levels of literacy: 2. Soul-searching about alarming levels of literacy:2. Soul-searching about alarming levels of literacy:
Emergence of the Emergence of the Learning ParadigmLearning ParadigmEmergence of the Emergence of the Learning ParadigmLearning Paradigm
3. Information technology:3. Information technology: 3. Information technology:3. Information technology:
Data collection/analysis & authoringData collection/analysis & authoring
SimulationSimulation
CommunicationCommunication
Formative AssessmentFormative Assessment
Data collection/analysis & authoringData collection/analysis & authoring
SimulationSimulation
CommunicationCommunication
Formative AssessmentFormative Assessment
KnowingKnowing
The meaning of “knowing” has shifted from being able to repeat and remember
information to being able to find and use it
Herbert SimonNobel Laureate
The meaning of “knowing” has shifted from being able to repeat and remember
information to being able to find and use it
Herbert SimonNobel Laureate
Learning with Understanding
Sudying Facts Is Necessary, But Memorization Is Not EnoughSudying Facts Is Necessary, But Memorization Is Not Enough
Students Need to Build Their Own MeaningStudents Need to Build Their Own Meaning
TransferTransfer
Learn for UnderstandingLearn for Understanding
Application to Solve New ProblemsApplication to Solve New Problems
But where do we start?
Bransford, Brown and Cocking, 2000.
““What we need to learn beforeWhat we need to learn before doing, we learn by doing.”doing, we learn by doing.”
Aristotle
Why?Why?
The part of the brain that we use for critical inquiry seems to have evolved from part of the brain that we use for :
Perception
Which draws lots of assumptions and makes lots of snap decisions in order for us to navigate though our daily existence
The part of the brain that we use for critical inquiry seems to have evolved from part of the brain that we use for :
Perception
Which draws lots of assumptions and makes lots of snap decisions in order for us to navigate though our daily existence
Learning with Understanding
Sudying Facts Is Necessary, But Memorization Is Inadequate
Learn for Understanding
Application to Solve New Problems
Students Need to Build Their Own MeaningStudents Need to Build Their Own Meaning
TransferTransfer
Where Are We Going?
Instructional ParadigmInstructional Paradigm
Learning ParadigmLearning Paradigm
We Are On the Threshold of a Historical TransitionWe Are On the Threshold of a Historical Transition
InstructionalParadigm
LearningParadigm
Principles to Drive This TransitionPrinciples to Drive This Transition
Learning should be inquiry-oriented
Students need to learn with understanding
Student experiences should be learning-centered
Learning should be socially situated
Pedagogical Innovation must be coupled to institutional change processes
Faculty development should be transformational
Learning should be inquiry-oriented
Students need to learn with understanding
Student experiences should be learning-centered
Learning should be socially situated
Pedagogical Innovation must be coupled to institutional change processes
Faculty development should be transformational
How?
One Approach...
COMMUNICATING
VISUALIZING
ANALYZING
MODELING
DATACOLLECTION
Technology can be an Enabler
COMMUNITYOF
LEARNERS
SIMULATING
BioQUEST Curriculum Consortium
Four FociFour Foci
How do people learn?
What is the role of technology in learning?
Institutional Change: Boutique Phase
Institutional Change: Systemic Phase
How do people learn?
What is the role of technology in learning?
Institutional Change: Boutique Phase
Institutional Change: Systemic Phase
Pedagogical Feature Set of Instructional Technology
InteractivityInteractivity: : fosters active-learning experiencesfosters active-learning experiences
MultimediaMultimedia: : engages cognitive processesengages cognitive processes
CommunicationCommunication::promotes social construction of knowledgepromotes social construction of knowledge
Computing componentsComputing components::• • professional tools professional tools • • simulations to develop critical inquiry simulations to develop critical inquiry
skillsskills• • integrate powerful assessment toolsintegrate powerful assessment tools•• authoring tools for report writingauthoring tools for report writing
Goals of Assessment
• Mindful engagement ...”chunking”Mindful engagement ...”chunking”
• Provide feedbackProvide feedback
• Build incentive systemsBuild incentive systems
• Collect diagnostic clues about Collect diagnostic clues about individualindividual needsneeds
Assessment Tools in Education Technology
Open-endedassessment styles
Structured assessmentstyles
Utility ofUtility ofCompetingCompeting
AssessmentAssessmentStylesStyles
LearnFactsLearnFacts
LearnInquiryLearn
InquiryLearn
Concepts
LearnConcept
s
main learning goalfoundational information
Open-ended Assessment
A Contradiction of Terms?
Open-ended Assessment
A Contradiction of Terms?
Portfolio model …report authoring
Need epistemological scaffolding …e.g., 3P's
Iterative, analogous scenarios to build meaning
Perhaps some structured assessment
Path analysis …monitor decision making
Formative Assessment is Pivotal
Portfolio model …report authoring
Need epistemological scaffolding …e.g., 3P's
Iterative, analogous scenarios to build meaning
Perhaps some structured assessment
Path analysis …monitor decision making
Formative Assessment is Pivotal
Examples
The Bottleneck to Transition
Most faculty reside in the Instructional Paradigm because we are trained primarily as researchers, not as teachers
Effective transition to the Learning Paradigm will require faculty development that is:
1) Learning centered pedagogies2) Advanced Instructional Technology3) Transformational: altering practices
Transformational faculty development must be coupled to institutional change processes
Faculty Preparation for Learning-Centered Instruction
ContentContentKnowledgeKnowledge
ContentContentKnowledgeKnowledge
PedagogicalPedagogicalKnowledgeKnowledge
PedagogicalPedagogicalKnowledgeKnowledge
PedagogicalPedagogicalContentContent
KnowledgeKnowledge
PedagogicalPedagogicalContentContent
KnowledgeKnowledge
Learning-Centered InstructionLearning-Centered Instruction
Technology Is Often Heralded as a Solution, but…Technology Is Often Heralded as a Solution, but…
InstructionalParadigm
LearningParadigm
Faculty PracticesPedagogical Potential of Instructional Technology
Faculty Development KeyFaculty Development Key
Authoring learning centered activities is a transformational experience
Authoring learning centered activities is a transformational experience
AEAECC
U N I V E R S I T Y U N I V E R S I T Y O F O F H A R T F O R D H A R T F O R D
Advanced Educational Computing
A Tool To Foster Student-Centered Learning
Advanced Educational Computing
A Tool To Foster Student-Centered Learning
FIPSFIPSEE
NSFNSFCulpeCulpeperper
Deep Authoring Is Transformational Experience
It was enormously stimulating for most participants
to create learning environments that would
enable them to teach things that they
could not teach well before.
It was enormously stimulating for most participants
to create learning environments that would
enable them to teach things that they
could not teach well before.
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: 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: Transformation & Scalability?
The Chasm
Innovators
Early Adopters Skeptics
Early Adopters Late Adopters
The Chasm
Willing to step out of traditional roles?
YES NO
Innovators
Early Adopters Skeptics
Early Adopters Late Adopters
Hagner, NLII 2001 White Paper
The Chasm
Willing to step out of traditional roles?
YES NO
Careerists
Risk Seekers Risk Adversives
Innovators
Early Adopters Skeptics
Early Adopters Late Adopters
Hagner, NLII 2001 White Paper
Institutional Transition Process
Lone Rangers
Innovators
Lone Rangers
Innovators
Boutique Phase
TransformationScalability
Early Adopters
Boutique Phase
TransformationScalability
Early Adopters
Systemic Phase
Transformation
Scalability
Later Adopters
Systemic Phase
Transformation
Scalability
Later Adopters
LocalR&D
1-on-1Authoring
Harding, NLII 2001
Registrar
CMS Database
Course Management Systems:The Enabling Technology Infrastructure?
Faculty
Content Comm Tools Assessment
Student Experience on the Web
Some Emergent Goals for Utilizing CMS Technology:Technology-assisted Facilitation of Learning-centered Teaching Styles
Content Delivery
Communication
Assessment
LectureContent delivery
ActivitiesProblem-basedProject-basedCase-based
Episodic PervasiveRoutine reflection within and among
teams
Summative Formative
Teacher-centered Learner-centered
CMS 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 System: routine formative
assessment out of class time
Research Simulation
Emulating the Process of Professional Investigation
Revision of Class Timecontent delivery system
from Lecture to Discovery Activities
Mitigating the Coverage DilemmaMitigating the Coverage DilemmaDevelop Epistemological SkillsDevelop Epistemological Skills
Students Need to Build MeaningStudents Need to Build Meaning
A Dilemma
Coverage
Learning& Inquiry
NOW
Emphasis on Delivery of Content
Emphasis on Effective Learning
A Solution to the Dilemma?
GOAL
Coverage
Emphasis on Delivery of Content
Learning& Inquiry
Emphasis on Effective Learning
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
The holy grail is:
Learning with Understanding
The holy grail is:
Learning with Understanding
Learning with Understanding
Sudying Facts Is Necessary, But Memorization Is Inadequate
Learn for Understanding
Application to Solve New Problems
Students Need to Build Their Own MeaningStudents Need to Build Their Own Meaning
TransferTransfer
S U M M A R Y
• We need to integrate pedagogies that are learning-centered and inquiry-oriented.
• Interactive, sensory-rich, assessment-rich technology learning environments can foster these goals in scaffolded activities that allow students to build meaning.
• Research simulations promote student experience in the process of investigation.
• 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.
• The Coverage Dilemma. These time-intensive pedagogies are commonly viewed as a conflict with coverage demands. However, assessment-rich web “homework” systems may be able to move the coverage of foundational information to student time with a competency-based learning standard, making room for more learning-centered and inquiry-oriented pedagogies in class time.
• New course management systems will provide an enabling technology infrastructure. A three-tiered model is suggested to supplement current CMS’s.
Science Education in a Twenty-First Century University
Science Education in a Twenty-First Century University
don.buckley@quinnipiac.edu
http://faculty.quinnipiac.edu/health/biology/buckley/welcome.html
Memory for Words versus Pictures
How well do we remember?» Best: Pictures alone» Next best: Pictures and Words» Worst: Words alone
Different communication formats entail different learning opportunities, e.g. words
» Linear strings of concept elements» Limited to 5-7 elements» With overload, we loose the middle
elements» Then an individualistic synthesis
Comparison of Novices and Experts
Novices versus Experts Novices versus Experts
Left -brain
Serial processing
Scanning possibilities
Superficial distracters
Abstraction
Left -brain
Serial processing
Scanning possibilities
Superficial distracters
Abstraction
Right-brain
Parallel processing
Recognizing useful patterns
Core concepts
Perception
Right-brain
Parallel processing
Recognizing useful patterns
Core concepts
Perception
Chunking: Novice & Experti.e., n00b versus guy with mad skillz
schemaschema schemaschema
schemaschema schemaschema
expertexpert
novicenovice
factfact
Chunking & Background Knowledge
Then same with letters …back to 7 again
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)
94100 = 9.41 seconds for 100 yards
3591 = 3 minutes, 59.1 seconds for 1 mile
Break big strings into smaller number of elements (chunking)
Each chunked element was remembered with a trick: races (background knowledge)
94100 = 9.41 seconds for 100 yards
3591 = 3 minutes, 59.1 seconds for 1 mile
Major Kinds of Assessment
Summative Assessment - measuring learning outcomes
Formative Assessment - a pedagogical steering wheel
» Communicate learning goals to students
» Provide timely feedback to students
» Collect diagnostic clues about student needs
» Build an incentive system for competency standards
Learning with UnderstandingThe Third International Mathematics and
Science Survey (TIMSS; Schmidt, 1997)
"criticized curricula that are a mile wide and an inch deep"
and argued that this is more of a problem in
the U.S. than in other countries.
"The fact that expert's knowledge is organized
around important ideas or concepts suggests that
curricula should also be organized in ways
that lead to conceptual understanding"
NRC, 2000