Inquiry-based Software MicroWorlds: Promoting Understanding and Retention of Concepts
Wade Ellis, Jr.West Valley CollegeSaratoga, California
Landow 1993
It took only twenty-five years for the overhead projector to make it from the bowling alley to the classroom. I'm optimistic about academic computing; I've begun to see computers in bowling alleys.
Outline
The Story MERLOT as a repository Examples: A Contour Map & ALEKS Tour Models for course design
– Brain Research– Adult Learners– Bloom’s Taxonomy of Learning– Action/Consequence Reflection & Inquiry
Questions A Methodology for creating materials Two essential understandings in education Comments and questions
The Story I think that things can be changed
(improved) I’m attracted to gadgets: I wanted to use
technology in teaching mathematics Technology was about students learning
mathematics (efficiently and effectively) Students should learn to learn
mathematics (or your chosen discipline) I should facilitate and improve their
learning I couldn’t do it by myself: teams are
needed
Things I’ve Been Involved in
NSF National Science Digital Library Visiting Team
ODE Architect software package 50 hours of Inter. Algebra Videotapes Taught Online Beg. Algebra Courses Online Tutorial for Derive Co-Authored 20 mathematics textbooks Co-Authored 10 computer software manuals Used Blackboard and Angel Consulting on hardware, software and prof.
dev. Developed Computer-based learning
activities
MERLOT as a Repository
What’s kinds of things are in MERLOT?– Text– Simulations– Animations
Telling what you should observe– Lessons– And more
What might also be in MERLOT?
Examples Contour Map from the National Curve
Bank ALEKS Tour
On the Contour Map website, click on the line above [Be patient.].
Brain Research (Kolb & Zull)
Abstract hypothes
es
Active testin
g
Concrete experience
Reflectiveobservatio
n
Premotor and
MotorSensory
and postsensory
Temporal
integrative
cortex
FrontalIntegrative
cortex
Brain Research Engaging in a concrete experience Following it with reflective
observation Developing an abstract
conceptualization based upon the reflection
Actively experimenting based upon the abstraction
Brain Research
Experience it Reflect on it Abstract it Try it
Brain Research
Bathe the whole learning
event in
emotion!
Adult Learners
Malcolm Knowles makes the following assumptions about the design of learning for adult learners [Andragogy]:
1. Adults need to know why they need to learn something,
2. Adults need to learn experientially, 3. Adults approach learning as problem-
solving, and 4. Adults learn best when the topic is of
immediate value.
Bloom’s Taxonomy of Learning Information - remembering Knowledge - understanding Application - applying Problem Solving - analyzing Evaluation - judging Research - creating
Bloom’s Taxonomy of Learning Information Knowledge Application Problem Solving Research Evaluation
An Action/Consequence Document Slope
Slope is a TI-Nspire document. A trial version of TI-Nspire for eitherWindows or Mac OS X can be found at:
TI-Nspire Software
Action/Consequence Activities Embedding technology in learning
activities Embedding Inquiry Questions in
learning activities
Inquiry Questions
When is the length of P1Q negative? How are y1 and P1 related? When is the boxed value negative? When will the value be zero? Can the value be undefined? When will the value for a line be ½? What will happen when P1 and P2 are
interchanged? Will that always happen?
Learning Process Methodology1. Preparation2. Learning Activity3. Reflection
1. Preparation Why? Where does it fit in your
knowledge framework? Prerequisites Goals Performance Criteria Language Resources
2. Learning Activity Plan Key Questions/Critical Thinking
Questions (Inquiry Questions encouraging Reflection)
Examples and Models Application Problem Solving
3. Reflection Self-Assessment Extension
Learning as a Process Learning Skills
– Reading carefully– Abstracting– Generalizing– Dealing with frustration
1. PreparationWhy?
Understanding contour mapping will help you in reading such maps when you deciding on paths for power lines or hiking paths.Where does it fit in the knowledge framework?You can currently read road maps and hiking trail maps. The ability to understand topographic information superimposed on these maps can allow you to understand the placement of buildings or plan hikes more effectively. Prerequisites
The ability to read street and road maps. An understanding of the coordinate plane.
GoalsThe ability to interpret topographic maps.The ability to create a simple topographic map from data.
Performance CriteriaReading topographic maps.
LanguageSlicing planeLevel curveContourContour map
ResourcesContour map animation
2. Learning ActivityPlan
1. Read the Critical Thinking Questions2. Work with the Contour map program4. Answer the Critical Thinking Questions3. Interpret the Applications4. Solve the ProblemsExamples and ModelsContour Maps (see below)Key Questions/Critical Thinking Questions (Inquiry Questions)
1. Why are the slicing planes the same distance apart?2. What does it mean when the contour lines are close together
on the 2D contour map?3. How can you tell which peak is highest from the contour plot?4. Could the contour plot be of a set of valleys rather than a set
of peaks?5. What does it mean when there is a large region at the top of a
peak?Application Another topographic map to interpret (see below)Problem Solving
Decide on the steepest ascent to the highest mountain or ridge. Interpret a temperature contour map.
3. ReflectionSelf-Assessment
1. Can you determine basic features of a region from its topographic map?2. Can you determine which hills are the highest from a topographic map?Extension1. What other kinds of maps are there that use level curves?2. What kinds of information can you determine from these other kinds contour maps?
Two Essential Ways of Thinking The Axiomatic Method The Scientific Method
Bits and Pieces Social aspects of learning in
communities (situated learning)– John Seeley Brown
Tablet PCs and Classroom Communications
Using the Internet to expand the curriculum (American History)
Comments and Questions
References John Seely Brown, Growing Up Digital,
Change, March/April 2000.http://www.usdla.org/html/journal/FEB02_Issue/article01.html;http://www.johnseelybrown.com/mindsonfire.pdf James Zull, ( 2002). The Art of Changing
the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning,.
Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.
Dan Apple, and others (2009). Electronic Faculty Guidebook. Lisle, Illinois: Pacific Crest.
Electronic Faculty Guidebook