institutional transition to the learning paradigm: coupling transformation and scalability through...

Institutional Transition to the Learning Paradigm:Coupling Transformation and Scalability

Through Instructional Technology

Institutional Transition to the Learning Paradigm:Coupling Transformation and Scalability

Through Instructional Technology

--------------------------<<>>-------------------------

Donald P. Buckley, Ph.D.Associate Professor of Biology

Director of Instructional Technology, School of Health Sciences

Quinnipiac University; Hamden, CT 06518

Apple Distinguished Educator Computerworld Smithsonian Laureate

don.buckley@quinnipiac.eduhttp://faculty.quinnipiac.edu/health/biology/buckley/welcome.html

--------------------------<<>>-------------------------

University of North Carolina System - TLT Symposium

AEAECC

U N I V E R S I T Y U N I V E R S I T Y O F O F H A R T F O R D H A R T F O R D

Advanced Educational Computing

A Tool To Foster Student-Centered Learning

FIPSFIPSEE

NSFNSFCulpeCulpeperper

A Revolution in Education?Only once in our species history …NOW

1. The 1. The Decade of the BrainDecade of the Brain:: 1. The 1. 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

2. Soul-searching about alarming levels of literacy:2. Soul-searching about alarming levels of literacy: 2. Soul-searching about alarming levels of literacy:2. Soul-searching about alarming levels of literacy:

Emergence of the Emergence of the Learning ParadigmLearning ParadigmEmergence of the Emergence of the Learning ParadigmLearning Paradigm

3. Information technology:3. Information technology: 3. Information technology:3. Information technology:

Data collection/analysis & authoringData collection/analysis & authoring

SimulationSimulation

CommunicationCommunication

Formative AssessmentFormative Assessment

Data collection/analysis & authoringData collection/analysis & authoring

SimulationSimulation

CommunicationCommunication

Formative AssessmentFormative Assessment

KnowingKnowing

The meaning of “knowing” has shifted from being able to repeat and remember

information to being able to find and use it

Herbert SimonNobel Laureate

The meaning of “knowing” has shifted from being able to repeat and remember

information to being able to find and use it

Herbert SimonNobel Laureate

The core goal is:

Learning with Understanding

The core goal is:

Faculty Preparation for Learning-Centered Instruction

ContentContentKnowledgeKnowledge

PedagogicalPedagogicalKnowledgeKnowledge

PedagogicalPedagogicalContentContent

KnowledgeKnowledge

PedagogicalPedagogicalContentContent

KnowledgeKnowledge

Learning-Centered InstructionLearning-Centered Instruction

Institutional Transitionto the Learning ParadigmInstitutional Transition

to the Learning Paradigm

Learning-centered faculty development is crucial

Faculty need transformational experiences

Transformation conflicts with scalability

Non-scalable processes may remain insular and transient …institutional change processes needed

Faculty populations have structure, which influences the scalability challenge

Learning-centered faculty development is crucial

Faculty need transformational experiences

Transformation conflicts with scalability

Non-scalable processes may remain insular and transient …institutional change processes needed

Faculty populations have structure, which influences the scalability challenge

The Chasm

Innovators

Early Adopters Skeptics

Early Adopters Late Adopters

The Chasm

Willing to step out of traditional roles?

YES NO

Innovators

Hagner, NLII 2001 White Paper

The Chasm

Willing to step out of traditional roles?

YES NO

Careerists

Risk Seekers Risk Adversives

Innovators

Hagner, NLII 2001 White Paper

Institutional Transition Process

Lone Rangers

Innovators

Lone Rangers

Innovators

Boutique Phase

TransformationScalability

Early Adopters

Boutique Phase

Early Adopters

Systemic Phase

Transformation

Scalability

Later Adopters

Systemic Phase

Transformation

Scalability

Later Adopters

LocalR&D

1-on-1Authoring

Harding, NLII 2001

Four FociFour Foci

How do people learn?

What is the role of technology in learning?

Institutional Change: Boutique Phase

Institutional Change: Systemic Phase

Four FociFour Foci

Why?Why?

The part of the brain that we use for critical inquiry seems to have evolved from part of the brain that we use for :

Perception

Which draws lots of assumptions and makes lots of snap decisions in order for us to navigate though our daily existence

The part of the brain that we use for critical inquiry seems to have evolved from part of the brain that we use for :

Perception

Which draws lots of assumptions and makes lots of snap decisions in order for us to navigate though our daily existence

Sudying Facts Is Necessary, But Memorization Is Inadequate

Learn for Understanding

Application to Solve New Problems

Students Need to Build Their Own MeaningStudents Need to Build Their Own Meaning

TransferTransfer

Where Are We Going?

Instructional ParadigmInstructional Paradigm

Learning ParadigmLearning Paradigm

Principles to Drive This TransitionPrinciples to Drive This Transition

Learning should be inquiry-oriented

Students need to learn with understanding

Student experiences should be learning-centered

Learning should be socially situated

Pedagogical Innovation must be coupled to institutional change processes

Faculty development should be transformational

Learning should be inquiry-oriented

Students need to learn with understanding

Student experiences should be learning-centered

Learning should be socially situated

Pedagogical Innovation must be coupled to institutional change processes

Faculty development should be transformational

One Approach...

COMMUNICATING

VISUALIZING

ANALYZING

MODELING

DATACOLLECTION

Technology can be an Enabler

COMMUNITYOF

LEARNERS

SIMULATING

BioQUEST Curriculum Consortium

Technology Is Often Heralded as a SolutionTechnology Is Often Heralded as a Solution

InstructionalParadigm

LearningParadigm

Faculty PracticesFaculty

PracticesPedagogical Potential of

the TechnologyPedagogical Potential of

the Technology

Faculty still operating within the Instructional Paradigm will not recognize the value of advanced instructional technology, which is best suited to supporting learning

centered pedagogies.

Faculty still operating within the Instructional Paradigm will not recognize the value of advanced instructional technology, which is best suited to supporting learning

centered pedagogies.

Four FociFour Foci

Pedagogical Feature Set of Instructional Technology

InteractivityInteractivity: : fosters active-learning experiencesfosters active-learning experiences

MultimediaMultimedia: : engages cognitive processesengages cognitive processes

CommunicationCommunication::promotes social construction of knowledgepromotes social construction of knowledge

Computing componentsComputing components::• • professional tools professional tools • • simulations to develop critical inquiry simulations to develop critical inquiry

skillsskills• • integrate powerful assessment toolsintegrate powerful assessment tools•• authoring tools for report writingauthoring tools for report writing

Goals of Assessment

• Mindful engagement ...”chunking”Mindful engagement ...”chunking”

• Provide feedbackProvide feedback

• Build incentive systemsBuild incentive systems

• Collect diagnostic clues about Collect diagnostic clues about individualindividual needsneeds

Assessment Tools in Education Technology

Open-endedassessment styles

Structured assessmentstyles

Utility ofUtility ofCompetingCompeting

AssessmentAssessmentStylesStyles

LearnFactsLearnFacts

LearnInquiryLearn

InquiryLearn

Concepts

LearnConcept

main learning goalfoundational information

Open-ended AssessmentA Contradiction of Terms?

Perhaps some structured assessment

Portfolio model …report authoring

Need epistemological scaffolding …e.g., 3P's

Iterative, analogous scenarios to build meaning

Path analysis …monitor decision making

Formative

Perhaps some structured assessment

Portfolio model …report authoring

Need epistemological scaffolding …e.g., 3P's

Iterative, analogous scenarios to build meaning

Path analysis …monitor decision making

Formative

Examples

Four FociFour Foci

AEAECC

FIPSFIPSEE

AEAECC

FIPSFIPSEE

Using Advanced Educational Technology

to Foster Institutional Transition to

the Learning Paradigm

Using Advanced Educational Technology

to Foster Institutional Transition to

the Learning Paradigm

Traditional Technology TrainingTraditional Technology Training

Limited potential (e.g., slide show authoring)

o Because “don’t have the time to commit to deeper efforts”

Problem: making a better lecture is not transformational

o It doesn’t foster transition to learning-centered pedagogies

o Faculty wonder “why spend all that effort for limited gains?”

Result: limited faculty willingness to participate in more training

Limited potential (e.g., slide show authoring)

o Because “don’t have the time to commit to deeper efforts”

Problem: making a better lecture is not transformational

o It doesn’t foster transition to learning-centered pedagogies

o Faculty wonder “why spend all that effort for limited gains?”

Result: limited faculty willingness to participate in more training

Solution: Up the AnteSolution: Up the Ante

Capture the pedagogical high ground …focus on learning & inquiry.

Focus on genuinely transformational faculty development to change faculty attitudes and behaviors

Authoring experiences can be transformational

Capture the pedagogical high ground …focus on learning & inquiry.

Focus on genuinely transformational faculty development to change faculty attitudes and behaviors

Authoring experiences can be transformational

Deep Authoring Is Transformational Experience

It was enormously stimulating for most participants

to create learning environments that would

enable them to teach things that they

could not teach well before.

It was enormously stimulating for most participants

to create learning environments that would

enable them to teach things that they

could not teach well before.

Full-fledged Interactive Multimedia Authoring Was Chosen for Training

Programming Was Required

To Meet Faculty Functionality Goals

To customize interfaces that allow students to explore the content areas in intuitive ways

To build simulations that emulate the real world

To build formative assessment tools

Programming Was Required

To Meet Faculty Functionality Goals

To customize interfaces that allow students to explore the content areas in intuitive ways

To build simulations that emulate the real world

To build formative assessment tools

Summary of Core Training ConceptsSummary of Core Training Concepts

Use Technology that Provides Transformational Use Technology that Provides Transformational

Pedagogical ExperiencesPedagogical Experiences

But Keep the Technology TransparentBut Keep the Technology Transparent

Focus on Pedagogical InnovationFocus on Pedagogical Innovation

Build Collaborations Build Collaborations

Seek the Eager-BeaversSeek the Eager-Beavers

Use Technology that Provides Transformational Use Technology that Provides Transformational

Pedagogical ExperiencesPedagogical Experiences

But Keep the Technology TransparentBut Keep the Technology Transparent

Focus on Pedagogical InnovationFocus on Pedagogical Innovation

Build Collaborations Build Collaborations

Seek the Eager-BeaversSeek the Eager-Beavers

Major Features of Faculty Development ProgramMajor Features of Faculty Development Program

1. Full-fledged Interactive Multimedia Authoring …Transformational

2. But our goal was NOT to create multimedia authors

3. Emphasize pedagogy …this is not about “learning technology.’’

4. Keep the technology transparent ! Technology is the mentor’s job.

5. Heavy reliance on Faculty Mentoring Faculty and other collaboration.

6. High quality support necessary to minimize risk and maximize success.

7. Promote a culture of teaching reform and pedagogical scholarship.

8. Create a versatile faculty reward structure that values innovation.

1. Full-fledged Interactive Multimedia Authoring …Transformational

2. But our goal was NOT to create multimedia authors

3. Emphasize pedagogy …this is not about “learning technology.’’

4. Keep the technology transparent ! Technology is the mentor’s job.

5. Heavy reliance on Faculty Mentoring Faculty and other collaboration.

6. High quality support necessary to minimize risk and maximize success.

7. Promote a culture of teaching reform and pedagogical scholarship.

8. Create a versatile faculty reward structure that values innovation.

Major Features of Faculty Experience

Focus on Focus on Pedagogical Innovation Pedagogical Innovation & Student & Student LearningLearning

Train clusters of 3-4 facultyTrain clusters of 3-4 faculty from a discipline (interdisciplinary next from a discipline (interdisciplinary next

time)time)

First, First, 30 hours of group introduction30 hours of group introduction (1:1 trainee:trainer ratio) (1:1 trainee:trainer ratio)

Then, committed and Then, committed and prolonged individual mentoringprolonged individual mentoring

Let each faculty member build a tool to solve a problem in Let each faculty member build a tool to solve a problem in their their

content areacontent area

Author small projectsAuthor small projects to ensure success and formative development to ensure success and formative development

Don’t let faculty failDon’t let faculty fail

Build a faculty Build a faculty reward structurereward structure …development, class, grants, …development, class, grants,

presentationspresentations

Scale of Faculty Participation in AEC ProgramScale of Faculty Participation in AEC Program

Art 54

Biology 2

Business 4

Chemistry 4

Communication 7

Computer Science 4

Education 5

Engineering/Technology 6

English/Humanities 6

Foreign Languages 2

Health Professions 5

Hillyer College/Humanities 3

Judaic Studies 1

Music 3

Physics 1

Political Science 3

Psychology 5

Sociology 4

Two Year Total (1 June 1996) 74

Number of faculty trained:74 out of a population of 320

Art History

AEC-Trained Faculty?

non-AEC AEC total

innovator 31 14 45-0.027563 0.041345

FacultySelf middle adopter 64 31 95

Images -0.218159 0.327238

late adopter 22 7 290.429189 -0.643783

total 120 52 172

Chi-square = 0.7558 ns (p=0.6853), 2 df

table contents:CountStandardized Residuals

non-AEC AEC total

innovator 31 14 45-0.027563 0.041345

FacultySelf middle adopter 64 31 95

Images -0.218159 0.327238

late adopter 22 7 290.429189 -0.643783

total 120 52 172

Chi-square = 0.7558 ns (p=0.6853), 2 df

Faculty Self-Description of Developmental StageFaculty Self-Description of Developmental Stage

No significant differences were observed between AEC-trained faculty and No significant differences were observed between AEC-trained faculty and other faculty. other faculty.

This suggests that AEC outcomes are not based on preferential recruitment of This suggests that AEC outcomes are not based on preferential recruitment of evangelists into the program.evangelists into the program.

Faculty Attitudes About Student Faculty Attitudes About Student MotivationMotivation

AEC Faculty tend to be more optimistic that educational AEC Faculty tend to be more optimistic that educational technology can improve student motivation to learn.technology can improve student motivation to learn.

Does educational technology improve student motivation to learn?

non-AEC AEC total

Agree 72 41 113-0.812245 1.24413

FacultyAttitudes Disagree 22 4 26

0.883004 -1.35251

No Opinion 28 7 350.698406 -1.06976

total 122 52 174

Chi-square = 6.4* (p=0.0398), 2 df

Does educational technology improve student motivation to learn?

non-AEC AEC total

Agree 72 41 113-0.812245 1.24413

0.883004 -1.35251

No Opinion 28 7 350.698406 -1.06976

total 122 52 174

Chi-square = 6.4* (p=0.0398), 2 df

Faculty Attitudes About Student AbilityFaculty Attitudes About Student Ability

AEC Faculty tend to be more optimistic that educational AEC Faculty tend to be more optimistic that educational technology can improve student ability to learn.technology can improve student ability to learn.

Does educational technology improve student ability to learn?

non-AEC AEC total

Agree 70 41 111-0.780972 1.17146 0

1.17011 -1.75516 0

No Opinion 28 9 370.471159 -0.706739 0

total 117 52 169

Chi-square = 7.153* (p=0.0280), 2 df

Does educational technology improve student ability to learn?

non-AEC AEC total

Agree 70 41 111-0.780972 1.17146 0

1.17011 -1.75516 0

No Opinion 28 9 370.471159 -0.706739 0

total 117 52 169

Chi-square = 7.153* (p=0.0280), 2 df

Faculty Multimedia UseFaculty Multimedia UseAEC Faculty were trained in interactive multimedia authoring.AEC Faculty were trained in interactive multimedia authoring.

These data indicate that AEC-trained faculty exhibit These data indicate that AEC-trained faculty exhibit much greater tendency to use multimedia.much greater tendency to use multimedia.

non-AEC AEC total

Often 11 11 22-1.12428 1.71998

FacultyMultimedia Sometimes 33 21 54

Use -0.785957 1.20239

Never 66 15 811.22766 -1.87813

total 110 47 157

Chi-square = 11.32** (p=0.0035), 2 df

non-AEC AEC total

Often 11 11 22-1.12428 1.71998

FacultyMultimedia Sometimes 33 21 54

Use -0.785957 1.20239

Never 66 15 811.22766 -1.87813

total 110 47 157

Chi-square = 11.32** (p=0.0035), 2 df

Overall Information Technology Use

non-AEC AEC total

0 77 18 951.23065 -1.9004

Numberof Types of 1 21 11 32

Information -0.325482 0.502616Technology

Required 2 14 12 26In Classes -1.00893 1.55801

≥3 12 11 23-1.04448 1.61291

total 124 52 176

Chi-square = 12.62** (p=0.0055), 3 df

non-AEC AEC total

0 77 18 951.23065 -1.9004

Numberof Types of 1 21 11 32

Information -0.325482 0.502616Technology

Required 2 14 12 26In Classes -1.00893 1.55801

≥3 12 11 23-1.04448 1.61291

total 124 52 176

Chi-square = 12.62** (p=0.0055), 3 df

AEAECC

FIPSFIPSEE

Edward KlonoskiEdward Klonoski ◊ ◊ UNIVERSITY UNIVERSITY OFOF HARTFORD HARTFORD ◊ ◊ Donald BuckleyDonald Buckley

Project Outcomes:

Institutional Change in Faculty Attitudes

and Technology Use in Teaching

Project Outcomes:

Institutional Change in Faculty Attitudes

and Technology Use in Teaching

Four FociFour Foci

Problem with IMM Training: ScalabilityProblem with IMM Training: Scalability

Authoring IMM LearningWare is a deep experience

Faculty do become sophisticated consumers of LearningWare and explore learning principles

Problem …very effort intensive

Need another kind of authoring experience to provide transformational faculty & curriculum development

Course Management Systems: Transformation & Scalability?

Authoring IMM LearningWare is a deep experience

Faculty do become sophisticated consumers of LearningWare and explore learning principles

Problem …very effort intensive

Need another kind of authoring experience to provide transformational faculty & curriculum development

Course Management Systems: Transformation & Scalability?

Institutional Transition Process

Lone Rangers

Innovators

Lone Rangers

Innovators

Boutique Phase

Early Adopters

Boutique Phase

Early Adopters

Systemic Phase

Transformation

Scalability

Later Adopters

Systemic Phase

Transformation

Scalability

Later Adopters

LocalR&D

1-on-1Authoring

Harding, NLII 2001

Registrar

CMS Database

Course Management Systems:The Enabling Technology Infrastructure?

Faculty

Content Comm Tools Assessment

Student Experience on the Web

Some Emergent Goals for Utilizing CMS Technology:Technology-assisted Facilitation of Learning-centered Teaching Styles

Content Delivery

Communication

Assessment

LectureContent delivery

ActivitiesProblem-basedProject-basedCase-based

Episodic PervasiveRoutine reflection within and among

Summative Formative

Teacher-centered Learner-centered

CMS Pedagogical Tools A Continuum of Teaching Styles

A model for coupling the feature set of course management systems to learning centered principles.

Smart Tutor

Web-based Homework System: routine formative

assessment out of class time

Research Simulation

Emulating the Process of Professional Investigation

Revision of Class Timecontent delivery system

from Lecture to Discovery Activities

Mitigating the Coverage DilemmaDevelop Epistemological Skills

Students Need to Build Meaning

A Dilemma

Coverage

Learning& Inquiry

Emphasis on Delivery of Content

Emphasis on Effective Learning

A Solution to the Dilemma?

Coverage

Emphasis on Delivery of Content

Learning& Inquiry

Emphasis on Effective Learning

Can we use technology to mitigate the Coverage Dilemma?

Routine Online Assessment In Class

TraditionalApproach

WebAssisted

Foundational InformationInquiry-orientation and powerful pedagogies

smart tutor homework

S U M M A R Y

• We need to integrate pedagogies that are learning-centered and inquiry-oriented.

• Interactive, sensory-rich, assessment-rich technology learning environments can foster these goals in scaffolded activities that allow students to build meaning.

• Research simulations promote student experience in the process of investigation.

• Communication technology and authoring tools can promote cooperative learning experiences and help students to build meaning, when coupled with pedagogies such as case-based and problem-based learning activities.

• The Coverage Dilemma. These time-intensive pedagogies are commonly viewed as a conflict with coverage demands. However, assessment-rich web “homework” systems may be able to move the coverage of foundational information to student time with a competency-based learning standard, making room for more learning-centered and inquiry-oriented pedagogies in class time.

• New course management systems will provide an enabling technology infrastructure. A three-tiered model is suggested to supplement current CMS’s.

institutional transition to the learning paradigm: coupling transformation and scalability through...

instructional technology

role of technology

crucial faculty

systemic phasefour focihow

v e r s i t y o f h

white paperhagner

systemic phasewhy

scalability challengehagner

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