Date post: | 09-Jan-2017 |
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Technology |
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Changing Classroom Designs & Availability of Technologies:
Elizabeth S. Charles, Nathaniel Lasry & Chris Whittaker
prepared for RISQ Colloquium 2016
How we might disrupt teaching practices and improve students' learning
Challenges:
Instructional Technologies (IT) often do not make it into the classroom
Implementing IT requires infrastructure support ◦ what needs to change within the system?◦ how do we make these changes?
Our SALTISE research focus:
Supporting pedagogical change◦ Active learning instruction
◦ Designing for collaboration & learning
Designing disruptive technologies
Principles driving the research
Research-Practice Partnerships◦ (Penuel, et al., 2007)
Design-Based Implementation Research ◦ (Hoadley, 2004; Penuel et al., 2015)
Orchestration ◦ (Dillenbourg & Fischer, 2007)
Researchers + Practitioners observe
and work with Learning Community
Methods: Design-based Implementation Research
P+ AR
R
R = researchersP = practitionersA = decision makersC = Learning Community
Consideration of empirical and practical findings
(Re)defining goals
Consideration of constraints (piloting)
DBR
CYCLE
Cycle Level 2
R P P+A
R+P C+A
Cycle Level 1
Cycle Level 3+
R+P C+A
3 projects with cégep support
1. Active Learning Classrooms
2. GRASP ◦ Group Response & Ambient Student
Participation
3. DALITE◦ Distributed Active Learning Information
Technology Environment
What is Active Learning?
Based on constructivist & social constructivist theories of learning (student-centered instruction)
Engages students in higher order thinking activity (debate, problem solving, etc.)
Uses variety of modes of presentation/ representations (visualization, simulations, etc.)
It is evidence-based instruction
Project 1: Active Learning Classrooms (ALCs)
ALCs are physical spaces for active learning:
◦ Student collaboration [tables]
◦ Knowledge visualization [interactive whiteboards]
◦ Joint-problem spaces & sharing [boards & tables]
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• SMART Boards for student groups
• Table design facilitates flow
• Tables focus students toward SMART Boards
• Teacher at centre facilitates orchestration
• Teacher can interact with each table easily
Dawson ALC – version 2.1
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soctech conventional
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Classroom Design
Impact of Classroom Design on Pedagogical Approach
active
traditional
Pedagogy(F value 28.808, p<0.001)
Classroom design(F=0.201, p=0.7)
Pedagogical Approach
GRASP app
• Co-designed with researcher-practitioner team
• Supported by: Colleges, ECQ-ALPIC grant, SSHRC-CCSIF grant
Project 3: DALITE
Distributed Active Learning Interactive Environment (DALITE)◦ web-based asynchronous Peer Instruction
Acknowledgements
Financial Support:◦ Dawson College◦ Ministère de l'Éducation et de l'Enseignement supérieur ◦ PAREA, Grant # PA-2011-006
◦ Chantier 3, Grant Number: 1126
◦ Entente Canada-Québec (ECQ), ALPIC – SALTISE◦ NSERC – DALITE
Software Development:◦ Gordon Isnor (GRASPv1)
◦ Sameer Bhatnagar, Dawson (DALITE/EdX.v4)
◦ Koya Charles, Edu8 (DALITE v.2-3)
◦ Jim Slotta & Mike Tissenbaum, University of Toronto (OISE) (DALITE v.1)
◦ Chris Whittaker, Dawson (CLACC)