Teaching With Technology So That Students Learn With Understanding:

Authoring to Construct Knowledge

Teaching With Technology So That Students Learn With Understanding:

Authoring to Construct Knowledge

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

Apple NE Leadership Institute, Key West, Florida. 6 April 2003The Evolving Education Digital Library or Why the Plumbing Matters

Apple NE Leadership Institute, Key West, Florida. 6 April 2003The Evolving Education Digital Library or Why the Plumbing Matters

“Let’s Make History”“Let’s Make History”

Apple NELI TeamKey West, April 2003

Apple NELI TeamKey West, April 2003

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

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

But Student Preparation May Be Poorer NowBut Student Preparation May Be Poorer 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

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 only 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 only halfway among the worlds nations

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

A New FoundationA New Foundation

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

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

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

Requires

Student Construction of Knowledge

Learning with Understanding

Requires

Student Construction of Knowledge

Major Conclusion of HPL ProjectMajor Conclusion of HPL Project

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.

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, first 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, first 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

Requires

Student Construction of Knowledge

Learning with Understanding

Requires

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

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

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

COMMUNICATING

VISUALIZING

ANALYZING

MODELING

DATACOLLECTION

Technology can be an Enabler

COMMUNITYOF

LEARNERS

SIMULATING

BioQUEST Curriculum Consortium

Pedagogical Feature Set of Instructional Technology

Pedagogical Feature Set of Instructional Technology

InteractivityInteractivity: : fosters fosters active-learningactive-learning

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 AssessmentGoals of Formative Assessment

• To improve the communication of learning goals

• To foster mindful engagement …by promoting reflection and metacognition

• To punctuate iterative learning cycles ...”chunking”

• To provide timely feedback

• To build incentive systems for competency-based learning

• To collect diagnostic clues about individual needs

• To provide a pedagogical “steering wheel” to support individualistic constructivist experiences

• To improve the communication of learning goals

• To foster mindful engagement …by promoting reflection and metacognition

• To punctuate iterative learning cycles ...”chunking”

• To provide timely feedback

• To build incentive systems for competency-based learning

• To collect diagnostic clues about individual needs

• To provide a pedagogical “steering wheel” to support individualistic constructivist experiences

Instructional Technology Assessment Tools Vary with Learning Goals

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

S U M M A R YS U M M A R Y

Grappling With Facts Is Necessary, But Memorization Is Not Enough

Grappling With 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

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.

Authoring

Promotes Constructionof Knowledge

Facilitates FormativeAssessment

Authoring

Promotes Constructionof Knowledge

Facilitates FormativeAssessment

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/NELI_Apr2003.ppthttp://faculty.quinnipiac.edu/health/biology/buckley/NELI_Apr2003.pdf

don.buckley@quinnipiac.edu