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Five Instructional Design Principles (from Brenda Sugrue)
Learning is not performance The medium is not the method Match external and internal conditions Authentic practice makes perfect One size does not fit all
Learning is not Performance
Performance depends upon Knowledge Capacity Available tools and information Motivation
Learning requires Generalization Reflection Self-testing of scope of what is learned
The Medium Is Not the Method
Some learning environments support performances substantially more or less than the worlds in which those performances ultimately will be needed
Media afford opportunities to use various instructional approaches but are not, per se, the source of learning
Match External and Internal Conditions Allow for initial verbal learning followed by
automation through practice Allow for reflection opportunities that can
support transfer Be sensitive to issues of perceived difficulty
and perceived value of learning tasks, as well as student preferences for features of the learning environment
Authentic Practice Makes Perfect Since so much of schooling is verbal, it is
easy to confuse verbalizing of concepts and principles with the ability to apply those principles and to confuse describing performances with doing them
Cognitive authenticity is sufficient as long as the cognitive scope matches the expected realm of applicability for what is being learned
One Size Does Not Fit All
For example, newcomers to a field need simple text, with no gaps in explanations, or they get confused; old hands need enough loose ends and missing details to keep them from going on autopilot
In general, Compensate for weaknesses Leverage strengths Remediate weaknesses
Overview
Why use technology? Facilitating effective learning
processes Simulating instructive environments Tutoring
Facilitating effective learning processes SWoRD [Schunn and Cho]
(http://ladybug.lrdc.pitt.edu/sword3/)
Peer critique of writing• Manage the process• Provide incentives by evaluating students via
comparison to other students• Cumulate the feedback and make it available• Support reviewee reactions to feedback
Works as well as or better than instructor feedback and allows much more use of writing assignments
Suthers’ Collaborative Knowledge Construction Tool
Hypothesis
Data
Supporting relationship
Can have disconfirming
relationships too
Unevaluated relationship
Simulating instructive environments – Yaron’s Virtual Chemistry Lab
Cognitiverealism of key
artifacts
“Meters” convey key information
Graphs show additional data
Key Aspects of Simulations
Cognitive realism Ease of understanding and use Recordkeeping Instructor modifiability Compatibility of timescale and nature
of simulation activities with the school day
Direct links to curriculum
The Importance of Interoperability
See Tom Friedman’s book, “The World is Flat”
School systems need to have integrated curricular components Artifacts must work with other artifacts,
gradebook systems, curriculum management systems, etc.
Offering a proprietary “seamless” package is no longer sufficient – the marketplace has been clear about this. The connection to other vendors’ packages must be seamless!
Agile “little guys” do well while the slow-moving “big
guys” run into trouble!
Use of XML Base to Permit Interoperability <?xml version="1.0" standalone="yes" ?> - <VIRTUALLAB version="1.4.8"> <TITLE>Gravimetric Determination of Arsenic</TITLE> <AUTHOR>Jordi Cuadros</AUTHOR> <DESCRIPTION>Determine the amount of arsenic present in soil samples.</DESCRIPTION> - <!-- <SOLUTION_MODELLERS> <MODELLER property="waterConcentration" model="waterFinite" /> <MODELLER
property="liquidVolume" model="evaluated" /> </SOLUTION_MODELLERS> --> - <SOLUTION_VIEWERS> <VIEWER honorSignificantFigures="false" name="Solution Properties" enabled="true"
driver="irydium.vlab.viewer.PropertiesPanel" /> --> <VIEWER sEnabled="true" aqEnabled="false" name="Species Viewer" enabled="true" gEnabled="true"
driver="irydium.vlab.viewer.SpeciesViewer" /> --> <VIEWER name="Thermometer" enabled="true" driver="irydium.vlab.viewer.Thermometer" /> <VIEWER name="PH Meter" enabled="false" driver="irydium.vlab.viewer.PhViewer" /> </SOLUTION_VIEWERS>- <TRANSFERBAR> <MODEL name="Precise Transfer" enabled="true" driver="irydium.vlab.transfer.PreciseTransferModel" /> <MODEL name="Significant Figures Transfer" enabled="true"
driver="irydium.vlab.transfer.SignificantFiguresTransferModel" /> <MODEL name="Realistic Transfer" enabled="true" driver="irydium.vlab.transfer.RealisticTransferModel" /> </TRANSFERBAR> <KNOWLEDGEBASE reactions="arsgrav/reactions.xml" species="arsgrav/species.xml"
driver="irydium.textRealm.TextKnowledgebase" /> <REALM name="arsgrav" driver="irydium.textRealm.TextRealm" filesystem="arsgrav/filesystem.xml" /> - <STOCKROOM> <MOUNT realm="arsgrav" path="/Irydium Solutions">Irydium Solutions</MOUNT> </STOCKROOM> </VIRTUALLAB>
Building Blocks
Standard components Model of expertise Domain simulations Student Modeling Tools Dialogue Tools Interface Components
Eventually, it should be possible to combine tools from VanLehn’s tutors with other tools by other people, but even now, interoperability helps make the project work!
Facilitating effective learning processes Better connections to past
experiences Digital video
Support learning by doing• Novices seldom notice everything of
importance in a situation• Video replay better ties coaching to
experienceMake coursework more case-based
Electronic Portfolios
NeedsProvide basis for mentoringDocument student learning for
accrediting and certifying bodiesGive student a sense of what has
been learnedProvide objects for reflectionProvide basis for video resume
KEEP Portfolio Editor
Developed by Knowledge Media laboratory (KML) of The Carnegie Foundation for the Advancement of Teaching
Portfolio for Teaching
Lesson plans Video of classroom activity Student products Reflections Interactions with mentors
Lessons Learned: Collaborative Technology to Support Learning of Professional Skills
The Mission The Process Followed Lessons Learned
The Mission
Stimulate reform in school districts Nested learning communities Driven by principles of learning LearningWalk™ as central to process External quality assessment Content-Focused Coaching™
Focus on urban districts Focus on building “high performance
learning communities”
The Principles of Learning
Accountable Talk™ Clear Expectations Fair and Credible
Evaluations Learning as
Apprenticeship Organizing for
Effort
Recognition of Accomplishment
Socializing Intelligence
Self-management of Learning
Academic Rigor in a Thinking Curriculum
LearningWalk™
An organized visit through a school's learning areas Participants move in and out of several classrooms
looking at student work and classroom artifacts, and talking with students and teachers
Between classroom visits, participants gather to discuss what they learned in the classroom by making factual statements and generating questions they have about what they observed which, if asked of teachers, could stimulate them to think more deeply about practice
At the end of the LearningWalk™, participants work with the principal to refine observations and questions and to look for patterns within the school.
External Quality Assessment
Provides school districts with an external assessment of the quality in teaching and learning in their schools.
Objectives determine if the quality of instruction supports
achievement of rigorous academic standards by all students
guide principals and instructional leaders in supporting their teachers to improve practice
guide teachers in analyzing their teaching and learning to improve instructional practice.
Content-Focused Coaching™ Training coaches to work individually with classroom
teachers to design, implement, and reflect on rigorous, standards-based lessons that promote student learning
Coach and teacher work together during a pre-conference to refine lesson design during the enactment of the lesson in which both the
teacher and coach are co-accountable for student learning during a post-conference in which they reflect on evidence
of student learning and plan for subsequent lessons. Coaches use a set of 'moves' designed to focus the dialogue
with teachers on a set of core issues derived from the research on teaching and learning.
Nested Learning Communities All members of the school district are learners--
students, teachers, principals, and administrators. Learning is the work of both students and professional
educators Continuous learning in pursuit of educational
improvement is the norm. The "glue" that holds the community together is two-
way accountability between layers. A school system that is a learning organization must
treat upgrading of instructional competencies as a key part of its definition of professionalism.
It should be structured to inspire and require continuous learning on the part of everyone in the system, from teachers to senior administrators.
The Process
Stimulate the development of the higher levels of nested communities, so that they in turn can stimulate development at lower levels.
Study groupsIn person
• Supported by hypermedia toolsOver networks synchronously
• Supported by discussion tools
Solution
Approach dissemination of technology as a task of leveraging existing cultural support and shaping cultural change to make promising new tools “fit”
Cultural Support Is the Key
No one takes a course in making telephone calls!
We only learn the aspects of a tool that our culture supportsGrandma uses email attachments to
see pictures of the grandchildrenProfessor X says he can’t understand
attachments and refuses to use them
Technology Failures
The clock on a generation of video cassette recorders still says 1200!
I flew to New York for a 1-hour meeting recently, instead of using NetMeeting!
The paperless office now has more paper!
Academic Conferences – An Example
Electronic submissionCommon today but a failure in 1995 –
even with Computer Scientists! Electronic review On-Line abstracts and papers On-Line programs that can build a
personal schedule and download it to a personal digital assistant (Palm) tool
My Video Experience – First Time
Staff Resisted Complaints about cost Complaints about quality of staff
efforts Need for continual motivation of staff
The Second Time
Camcorders are part of our culture Minimal training needed Moderate enthusiasm among a less
techie staff than last time Staff add their own extensions
The Moral: Enculturated commodities get used; the best choices do not get used if outside our cultures
Summary
The world of instructional technology is moving toward collections of interoperable components that come from multiple sources and permit a coherent overall approach to curriculum
A key role for technology is to bridge the gap between didactic and learning by doing
Cognitive realism is always important; physical fidelity is only important for special purposes