buckley, d. 2002. educause review 37 (1): 28-38. (jan/feb)

Buckley, D. 2002. EDUCAUSE Review 37(1): 28-38. (Jan/Feb)

http://www.educause.edu/pub/er/erm02/erm021w.asp

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

Student Preparation Standards May Be Lower 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

Educational 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 halfway among the worlds nations

A Revolution In Science Education

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

A Revolution in Education!A Revolution in Education!

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


Formative AssessmentFormative Assessment

emphasis on

Delivery of Contentemphasis on


Learning with Understanding

emphasis on


What Is Our Greatest Challenge?

Institutional Transition to the Learning

Paradigm

What Is Our Greatest Challenge?


Paradigm

LearningParadigm

InstructionalParadigm

We Occupy A Special Opportunity In History.

Only once in our species’ history

will education progress from teaching

styles based on metaphors about how we

thought people learned

to teaching styles

based on an understanding of the way

the brain functions in learning.

The time is now …and we are the stewards of this

transition

We Occupy A Special Opportunity In History.

Only once in our species’ history

will education progress from teaching

styles based on metaphors about how we

thought people learned

to teaching styles

based on an understanding of the way

the brain functions in learning.

The time is now …and we are the stewards of this

transition

Bottlenecks to

Transition to the Learning Paradigm

Bottlenecks to

Transition to the Learning Paradigm

Problem: Most faculty reside in the Instructional Paradigm because this is the way that our teacher role models taught us: emphasis on content delivery, not learning with understanding.

Effective transition to the Learning Paradigm will require transformational faculty development:

Transformational faculty development must be coupled to institutional change processes to be effective




Current Practice Is Mismatched with the

Pedagogical Potential of Instructional Technology

Current Practice Is Mismatched with the


LearningParadigm




LearningParadigm

emphasis on




emphasis on


What Should the Highest Priority of IT Be?


Technology Integration? Technology Integration?



Technology Integration? Technology Integration? No, a secondary goal

Promoting Institutional Transition to Learning Paradigm

How?

1. Providing a Repertoire of Learning-Centered Tools

2. Transformational Faculty Development

3. Driving Institutional Change

Technology Integration? Technology Integration? No, a secondary goal

Promoting Institutional Transition to Learning Paradigm

How?

1. Providing a Repertoire of Learning-Centered Tools

2. Transformational Faculty Development

3. Driving Institutional Change

Let’s Consider…Let’s Consider…

How People Learn

Pedagogical Feature Set of Learningware

Authoring as a Transformational Faculty Development Experience

Institutional Change Process

How People Learn




But Where Do We Start?

Bransford, Brown and Cocking, 2000.

Principle Educational Goals

1. Teaching so students learn with understanding

2. Promoting student experience of investigation

Learning with UnderstandingLearning with Understanding

Studying Facts Is Necessary, But Memorization Is Not EnoughStudying Facts Is Necessary, But Memorization Is Not Enough

Students Need to Construct Their Own MeaningStudents Need to Construct Their Own Meaning

TransferTransfer

Learn for UnderstandingLearn for Understanding

Application to Solve New Real World ProblemsApplication to Solve New Real World Problems

Key Principles about How People LearnKey Principles about How People Learn

1. Learning is both constructive & reconstructive

2. Students need to construct knowledge to learn with understanding …constructive learning is knowledge-centered

3. Students must develop metacognitive skills habits of reflection that help them to gauge their progress toward making meaning

1. Learning is both constructive & reconstructive

2. Students need to construct knowledge to learn with understanding …constructive learning is knowledge-centered

3. Students must develop metacognitive skills habits of reflection that help them to gauge their progress toward making meaning

Bransford, Brown and Cocking, 2000.

Expertise: A Pivotal Cognitive Window

Comparison of Novices and Experts

Reveals the Pathway to Expertise

Expertise Is the Basis of Transfer

Constructing of Knowledge: Novice versus Expert

Constructing of Knowledge: Novice versus Expert

KnowledgeSystems:

“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

revised schema

Learning for Understanding

Involves an Iterative Construction of

Knowledge

student interests, emotions,initial understanding

Expertise

TRANSFER

new chunked content

new chunked content

new chunked content

new chunked content

new chunked content

revised schemarevised schema

Expertiseschema

schema

chunked content

early schema:

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIAC

study

understanding

defer judgement

collectevidence

BELIEF

study

understanding

Hypothesis

A

Hypothesis

B

Hypothesis

A

Hypothesis

B

The Process of Critical Inquiry

BELIEF

This is how the

brain seems to be wired!

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIAC

Why don’t we seek alternative explanations and exploit evidence?Why don’t we seek alternative explanations and exploit evidence?

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

The perceptual region of the brain draws lots of assumptions and makes lots of snap decisions in order for us to navigate though our daily existence to prevent cognitive overload

Critical inquiry skills are not intuitive and students need lots practice to develop them

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

The perceptual region of the brain draws lots of assumptions and makes lots of snap decisions in order for us to navigate though our daily existence to prevent cognitive overload

Critical inquiry skills are not intuitive and students need lots practice to develop them

emphasis on




emphasis on


How Do We Drive


Paradigm

How Do We Drive


Paradigm

LearningParadigm



How People Learn




How People Learn




COMMUNICATING

VISUALIZING

ANALYZING

MODELING

DATACOLLECTION

Technology can be an Enabler

COMMUNITYOF

LEARNERS

SIMULATING

BioQUEST Curriculum Consortium

Pedagogical Feature Set of Instructional Technology

InteractivityInteractivity: : fosters fosters active-learningactive-learning experiences experiences

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 Assessment

• To improve the To improve the communication of learning goalscommunication of learning goals

• To foster To foster mindful engagementmindful engagement …by promoting reflection …by promoting reflection and metacognition and metacognition

• To To construct learning cyclesconstruct learning cycles ...”chunking” ...”chunking”

• To provide To provide timely feedbacktimely feedback

• To build incentive systems for To build incentive systems for competency-based competency-based learninglearning

• To collect To collect diagnostic clues about diagnostic clues about individualindividual needs needs

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

Assessment of Open-ended Simulations

A Contradiction in Terms?

Assessment of Open-ended Simulations

A Contradiction in Terms?

Iterative, analogous scenarios to build meaning

Perhaps some structured assessment

Student portfolio model …authoring & construction of knowledge

But needs epistemological scaffolding …e.g., 3P's1. Problem posing (hypothesis generating)2. Problem solving (data collection and analysis)3. Peer persuasion (formulating an argument before

peers)

Path analysis …monitor decision making

Iterative, analogous scenarios to build meaning

Perhaps some structured assessment

Student portfolio model …authoring & construction of knowledge

But needs epistemological scaffolding …e.g., 3P's1. Problem posing (hypothesis generating)2. Problem solving (data collection and analysis)3. Peer persuasion (formulating an argument before

peers)

Path analysis …monitor decision making


How People Learn




How People Learn




WE NEED TO SOLVE TWO PROBLEMS SIMULTANEOUSLY

Transform faculty communities: learning & technology savvy

WE NEED TO SOLVE TWO PROBLEMS SIMULTANEOUSLY

Transform faculty communities: learning & technology savvy

Instructional TechnologyInstructional Technology

emphasis on




emphasis on


LearningParadigm


The Bottleneck to Transition to the Learning Paradigm

The Bottleneck to Transition to the Learning Paradigm







Traditional Technology TrainingTraditional Technology Training

Limited training model (e.g., slide show authoring)

…because “faculty don’t have the time to commit to deeper

efforts”

Problem: this training is not transformational

Doesn’t foster transition to learning-centered pedagogies

Faculty wonder “why spend the effort?”

•Result: faculty willingness to participate in training is limited

Limited training model (e.g., slide show authoring)

…because “faculty don’t have the time to commit to deeper

efforts”

Problem: this training is not transformational

Doesn’t foster transition to learning-centered pedagogies

Faculty wonder “why spend the effort?”

•Result: faculty willingness to participate in training is limited

Faculty Development Is KeyFaculty Development Is Key

Authoring

learning centered activities

is a transformational experience

Authoring

learning centered activities

is a transformational experience

Solution: Up the AnteSolution: Up the Ante

Transformational experience …altering practice through authoring

Capture the pedagogical high ground …focus on learning & inquiry

Formative Training …on-going development cycles

Long-term support and scalable tools …needs change with experience

Value faculty learners …heroes and heroines take risks …create a culture of teaching reform, promote the scholarship of teaching

Transformational experience …altering practice through authoring

Capture the pedagogical high ground …focus on learning & inquiry

Formative Training …on-going development cycles

Long-term support and scalable tools …needs change with experience

Value faculty learners …heroes and heroines take risks …create a culture of teaching reform, promote the scholarship of teaching

Deep Authoring WorksDeep Authoring Works

It was enormously stimulating to most participants

to create learning environments that would enable

them to teach things that they could not teach

well before.

It was enormously stimulating to most participants

to create learning environments that would enable

them to teach things that they could not teach

well before.

Assessment data available in Q&A

Core Training Concepts

Focus on Pedagogical Innovation Focus on Pedagogical Innovation

Keep the Technology TransparentKeep the Technology Transparent

Build Collaborations …Involve Faculty Build Collaborations …Involve Faculty

MentorsMentors

Seek the Eager-BeaversSeek the Eager-Beavers

Focus on Pedagogical Innovation Focus on Pedagogical Innovation

Keep the Technology TransparentKeep the Technology Transparent

Build Collaborations …Involve Faculty Build Collaborations …Involve Faculty

MentorsMentors

Seek the Eager-BeaversSeek the Eager-Beavers


How People Learn




How People Learn




Problem with Authoring As Training: ScalabilityProblem with Authoring As Training: Scalability

Authoring LearningWare is a deep experience

Faculty do become sophisticated consumers of LearningWare and explore learning principles

Problem …very effort intensive

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

Course Management Systems: Coupling Transformation & Scalability?

Authoring LearningWare is a deep experience

Faculty do become sophisticated consumers of LearningWare and explore learning principles

Problem …very effort intensive

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

Course Management Systems: Coupling Transformation & Scalability?

Institutional Transition Process

LoneRangers

Entrepreneurs

LoneRangers

Entrepreneurs

Boutique Phase

TransformationScalability

Early Adopters

Boutique Phase

TransformationScalability

Early Adopters

Systemic Phase

Transformation

Scalability

Later Adopters

Systemic Phase

Transformation

Scalability

Later Adopters

Local R&D,Mentoring,

& CMS1-on-1Authoring

Hartman, NLII 2001

Registrar

CMS Database

Course Management Systems:The Enabling Technology Infrastructure?

Faculty

Content Comm Tools Assessment

Student Experience on the Web

StudentPortfolios

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

Content DeliveryContent Delivery


AssessmentAssessment

LectureContent delivery

ActivitiesProblem-basedProject-basedCase-based

Episodic PervasiveSituate learning in social interactions

Summative Formative

Teacher-centered Learner-centered

CMS Pedagogical ToolsCMS 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 for foundational information

Research Simulation

Emulating the Process of Professional Investigation

Revision of Class Timecontent delivery system

Complementing lectures with Discovery Activities

Mitigating the Coverage DilemmaDeveloping Epistemological Skills

Building Meaning

--

A model for coupling the feature set of course management systems

to learning centered principles.

Smart Tutor …JiTT

Web-based Homework: routine formative

assessment out of class time

Mitigating the Coverage Dilemma

A Dilemma

Coverage

Learning& Inquiry

NOW

Emphasis on Delivery of Content

Emphasis on Effective Learning

A Solution to the Dilemma?

GOAL

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

SUMMARYSUMMARY

Learning with UnderstandingLearning with Understanding

Sudying Facts Is Necessary to Develop Expertise,…but Memorization Is Not Enough

Sudying Facts Is Necessary to Develop Expertise,…but Memorization Is Not Enough

Students Need to Construct Their Own MeaningStudents Need to Construct Their Own Meaning

TransferTransfer

Learn for UnderstandingLearn for Understanding

Application to Solve New Real World ProblemsApplication to Solve New Real World Problems

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.

http://faculty.quinnipiac.edu/health/biology/buckley/welcome.htmlhttp://faculty.quinnipiac.edu/health/biology/buckley/welcome.htmlhttp://faculty.quinnipiac.edu/health/biology/buckley/Nercomp_2002.ppthttp://faculty.quinnipiac.edu/health/biology/buckley/Nercomp_2002.ppt

[email protected]

Buckley, D. 2002. EDUCAUSE Review 37(1): 28-38. (Jan/Feb)

http://www.educause.edu/pub/er/erm02/erm021w.asp

buckley, d. 2002. educause review 37 (1): 28-38. (jan/feb)

Documents

learning paradigmemphasis

repertoire of learning

learning paradigmproblem

institutional change

delivery of contentemphasis

instructional paradigm

teaching styles

effective transition