2008 osu job talk 12 05
TRANSCRIPT
Oregon State University SeminarDecember 5, 2008
Better understand and facilitate the variety of ways in
which people of all ages and backgrounds engage in
science and mathematics learning throughout their day
and lifespan.
Instructional Technology
Design Research Methods
Science Education
Temporary Agency, New York
Doctorate, George Mason University
Masters, University of South Florida
Eighth-grade Science Teacher, Tampa
Mining Engineer, Nicaragua
Bachelors, Columbia University
Manager, CAISE, Washington, DC
Coordinate an online Masters of Science and Mathematics
Education in Free-Choice Learning degree program.
50% Administrative Objective: Support transition of Instructional
Design graduate certificate to totally online delivery.
Outcomes: Enrollments are up and growing.
Limiting scope of work to maximize impact Online courses were available but not aligned The important role of the website Adoption of some SaaS technologies
Program Coordinator: Dr. Kevin Clark
Led the technical design team◦ Build a template system◦ Build a security system◦ Build an administrative system
Outcomes: 16 high school and 9 graduate online courses
“The Online Academy is based on the Community of Practice Learning System. This model recognizes the need for an e-learning system that is responsive to the world of learning in natural, informal contexts; incorporates learning characteristics evolving in a high technology society; and produces richer and deeper understanding or learning outcomes.”
“Each student is paired with a mentor, or expert in the community of practice. Each student's mentor is a highly qualified classroom teacher holding state licensure and expertise in online learning. The mentor serves as a coach or model to the student by prompting and questioning the student, interacting with the student to support learning, and providing feedback on submitted work.”
Project Director: Dr. Priscilla Norton
CAISE Leadership & Diversity Fellows Program◦ Leadership Development in ISE◦ Cohort 1: Proposal Development◦ Cohort 2: CAISE Inquiry Groups◦ Underrepresented groups and geographic regions◦ Distance program, monthly dial-in seminars
CAISE Director: Ellen McCallieL & D Chair: Preeti Gupta
Work with other faculty in support of the Department, including teaching, doctoral
student advising, committees and other activities as
appropriate
50% Teaching Included course design in WebCT
Podcasting (Face-to-Face or Online) Instructional Design (Blended) Mid-Program Masters Portfolio Assessment
(F2F or Online) End-Program Masters Portfolio Assessment
(Online)
Department Chair: Dr. Kevin Clark
Formal science education background Inquiry, constructivist, and action research
orientation
Research methods Integrating digital media with STEM education
Secure funding, conduct and publish original research in
the area of free-choice learning
Handbook of Design Research Methods in Education: Innovations in Science, Technology, Engineering and Mathematics Learning and Teaching
Kelly, Lesh, & Baek, 2008
Principal Investigator: Dr. Eamonn Kelly
Principal Investigator: Dr. Brenda Bannan
This five year program of research entitled "Comprehension Strategy in Inquiry-based Science" strives to investigate: 2.Teachers‘ understanding and use of inquiry-based methods in science; 3.Teachers' participation in the design and development of a technology-based system that integrates inquiry-based science and reading comprehension strategies and ; 4.Children's conceptual understanding of science content and use of comprehension strategy support when using a technology-based system during inquiry-based science lessons in the fourth grade.
NARST 2006◦ Design Research on the Means of Support for Teaching
and Learning Geological Observation ICTMA 2007◦ The Perception of Slope and Geological Observation
Performance: Exploring the Mathematical Component of a ◦ Geoscience Domain Model
Dissertation 2007◦ Exploring the Assessment of Geological Observation with
Design Research AERA 2008◦ Design Research on a Diet: A Methodological Framework
Called Design Assessment NARST 2009◦ Design Research on the Assessment of Geological
Observation: The Components of Perception, Explanation, and Gestures
Educational goal: Improve geoscience learning, instruction and assessment.
Design goal: Build solutions that support authentic geological observation performance.
Practical goal: Research activities occur within the actual setting in which improvements are expected.
Diffusion goal: Solutions are accessed, adopted and used by all teachers and students.
Research goal: Explore how to assess student geological observations.
How can the performance of geological observation be assessed?
Field testing◦ Student work◦ Video recording
Mixed-methods analysis◦ Typology development◦ Non-parametric analyses◦ Item difficulty analysis◦ Data consolidation
18 fourth grade: Katerina & Oscar 21 fifth grade: Katerina & Sylvia Dual language immersion school◦ Suburban-urban school district
7 classroom visits◦ 3 field tests of GO Inquire◦ 2 field tests of cutting task◦ 2 field tests of fieldguide task
How can the performance of geological observation be assessed?◦ Assessing Perception◦ Assessing Explanation◦ Assessing Gesture
278 GO Inquire stamp task responses were analyzed.
Did they see “high” in the photo? Distinction between Perception &
Identification Irrelevance -> Relevance -> Seeing Process
“Verbal Retreat” in reverse Incorrect -> Static Descriptions -> Process
Descriptions -> Explanations Explaining how the object came to be.
6.5 hours of classroom interaction videorecordings.
108 episodes involving both gestures and geological observation were analyzed.
Continuing to retreat back to non-verbal communication
Deictic -> Iconic gestures Stamping, acts like gestures
Assessment model of geological observation
Conceptual development of geological processes is indicated by perceptual development.
Scientific language develops when communicating what one sees, given progressively difficult tasks.
Geoscientific cognitive development is indicated by communicating mental models of geological processes.
Motivational support is vital for geoscientific cognitive development. We used visual tasks, social computing, and field trips.
Many interactions need to be monitored in the design. User-computer, student-teacher, student-student, student-task.