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7/29/2019 Udlaip Pellegrino

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How People Learn:ow People Learn:Incorporating Theory and Research intoncorporating Theory and Research intoInstructional Practicenstructional PracticeJames W. PellegrinoJames W. Pellegrino

Distinguished Professor in Psychology and Education

Center for the Study of Learning, Instruction and Teacher Development

Department of Psychology

University of Illinois at ChicagoUniversity of Illinois at Chicago

Overview of TodayOverview of Today!!s Presentations Presentation

!How People Learn- What we know, its

implications, & illustrative applications toinstructional design in bioengineering

!Knowing What Students Know- Understandinthe nature of assessment, especially its integralrole in the teaching and learning process

! Linking the Scholarship of Discoverywith theScholarship of Teachingin domains of

engineering education


!How People Learn- What we know, its

implications, & illustrative applications toinstructional design in bioengineering

!Knowing What Students Know- Understanding

the nature of assessment, especially its integralrole in the teaching and learning process

! Linking the Scholarship of Discoverywith theScholarship of Teachingin domains of

engineering education

Advances in Sciences ofAdvances in Sciences of

Thinking & LearningThinking & Learning

!The most important cognitive principles

about thinking and learning are derivedfrom study of the nature of competenceand the development of expertise inspecific curriculum domains."Characteristics of expertise*

"Knowledge organization*

"Metacognition

"Multiple paths to competence

"Preconceptions and mental models*

"Situated knowledge and expertise*




about thinking and learning are derivedfrom study of the nature of competenceand the development of expertise inspecific curriculum domains.

""Characteristics of expertiseCharacteristics of expertise*


"Metacognition





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Characteristics of ExpertiseCharacteristics of Expertise

!Experts have well-organized knowledge:" their knowledge is organized to support understanding

and it is conditionalized for use.

" they have fluent access to their knowledge andrecognize patterns and chunks.

" they have domain-specific problem solving strategies

"

expertise is acquired over time and depends onmultiple, contextualized experiences.

!Questions --"What are examples and features of expertise and its

consequences in the engineering domain?

"What assumptions can be made about the necessaryconditions & time course of acquiring expertise?

What Do You NoticeWhat Do You Notice

& Understand?& Understand?

What Did You NoticeWhat Did You Notice

& Understand?& Understand?

What Would You ReportWhat Would You Report

About What You Saw?About What You Saw?

A NoviceA Novice

An Expert in Bio-ImagingAn Expert in Bio-Imaging

Innovation

Efficiency

AdaptiveExpert

Routine

Expert

OverwhelmedNovice

Novice

Optimal Adaptability Corridor

OAC

Adaptive Experts are both efficientAdaptive Experts are both efficient

and innovativeand innovative


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!The most important cognitive principlesabout thinking and learning are derivedfrom study of the nature of competenceand the development of expertise inspecific curriculum domains."Characteristics of expertise*

""Knowledge organization*Knowledge organization*

"Metacognition




Knowledge OrganizationKnowledge Organization

!Effective knowledge organization in areassuch as bioengineering means thatpersons:" have a deep foundation of factual and procedural knowledge,

" understand facts, ideas and procedures in the context of aconceptual framework,

" organize knowledge into schemas that facilitate retrieval andapplication

!Questions --" What defines the key conceptual, procedural

knowledge & schemas for areas of engineering?

" Are existing ABET documents and sources anadequate starting place?

" What must be done to capture core competencies?

Novice Map: Biomedical engineeringNovice Map: Biomedical engineering

!

Expert Map -- Biomedical engineeringExpert Map -- Biomedical engineering

Learning With UnderstandingLearning With Understanding

!Problem of transfer -- Judd!s 1908 dartthrowing experiment with children

!Learning facts versus understanding theircontext and significance"Geography -- memorizing names and places vs

understanding how natural features define borders &importance of water -- transfer across continents

" History -- facts and dates of civil war versusunderstanding conditions of life and true causes

" Biology -- properties of arteries and veins versus howthose properties relate to the functions they serve

" Engineering and Technology -- specific design artifactsvs understanding systems, constraints, & processes






""MetacognitionMetacognition





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MetacognitionMetacognition

!Competent performers consciously keeptrack of their own thinking and adjust theirunderstanding while they learn or solve aproblema process called metacognition." self-aware learners can explain which strategies they

used and why

" less competent students monitor their thinkingsporadically and ineffectively.

!Questions --" How does metacognition develop for specific

engineering content areas?

"What does this monitoring look like?

"What is specific to areas of engineering?





"Metacognition

""Multiple paths to competenceMultiple paths to competence



Multiple Paths to CompetenceMultiple Paths to Competence

!Not all persons learn in the same way orfollow the same paths to competence." problem solving strategies become more effective over

time and with practice

" the growth process is not a simple, uniformprogression, nor is there movement directly fromerroneous to optimal solution strategies.

!Questions --"What does this look like for specific areas of

engineering?

"What specific patterns exist in the growth ofunderstanding and competence?

Advances in Sciences ofAdvances in Sciences ofThinking & LearningThinking & Learning



"Metacognition


""Preconceptions and mental models*Preconceptions and mental models*


Preconceptions & Mental ModelsPreconceptions & Mental Models

!Students come to the classroom withknowledge representations containing pre-conceptions about how the world works." If their initial understanding in a domain is not engaged

they may fail to grasp new concepts & information thatare the focus for learning.

!Questions --"What are the preconceptions and mental models that

apply to the domain of engineering?

# e.g. -- Constraints? Systems? Design? Invention?

"Which are serious concerns for future learning?

" How can these be identified and externalized?

LionniLionni!!ssFish is FishFish is Fish


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The FishThe Fish!!s Image of Birdss Image of Birds The FishThe Fish!!s Image of Cowss Image of Cows

The FishThe Fish!!s Image of Peoples Image of People Some Analogs to Fish is FishSome Analogs to Fish is Fish

!Young children who believe the earth is flat.

!Physics students who assume force of thehand when a ball is thrown into the air

!Electrical engineering students who use waterpipe analogies for electricity

!Student beliefs that history is about the goodguys vs the bad guys

!Students at multiple ages beliefs about seasons-- distance from sun not tilt

!Professors who believe that learning is aprocess of absorbing knowledge transmitted bythe instructor






"Metacognition



""Situated knowledge and expertise*Situated knowledge and expertise*

Situated Knowledge & Expertise (1)Situated Knowledge & Expertise (1)

!Knowledge frequently develops in a highlycontextualized and inflexible form, and

often does not transfer very effectively." Transfer depends on the development of an explicit

understanding of when and how to apply what hasbeen learned.

!Questions --" What constitutes evidence of transfer in areas of

engineering?

" How context bound is knowledge of engineering andhow much does current practice constrain transfer?

" To what extent is training for transfer part of theteaching & learning process?


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Situated Knowledge & Expertise (2)Situated Knowledge & Expertise (2)

!There are important relationships amonglearners and the contexts in which they

learn which define major parts of knowingand expertise." Expert performers, through interactions with peers,

build communities of practice and understanding whichare distributed and build on the learning of others.

!Questions --"What are the communal and participatory practices that

constitute part of the domains of engineering?

" How is community established and supported in areasof engineering?

Applying the Principles of HPL:Applying the Principles of HPL:

A Design Framework forA Design Framework for

Effective Learning EnvironmentsEffective Learning Environments

!Goal -- to significantly impact the nature andquality of bioengineering and biomedicalengineering education

!Approach -- combine expertise in multiplecontent domains with expertise from the learningsciences and use the power of informationtechnologies to redesign learning environments

Examples fromExamples fromVaNTHVaNTHofof

Applying HPL conceptsApplying HPL concepts

!Domain analysis" Develop taxonomies of core knowledge and competencies -- e.g.,

bio-optics, systems physiology, bio-imaging, bio-mechanics, bio-transport, bio-tech

!HPL-based modular course design" Apply HPL principles to the design of instructional materials and

modules for core concepts

" Conduct design experiments

!Conduct research on instructional processes &student learning outcomes" Evidence of changes in instructional practices

" Student evaluations of the features of the learning environments

" Levels of student engagement

!But what about the assessment of studentlearning?

Partial List of Concepts and Skills foPartial List of Concepts and Skills fo

Introductory BiomechanicsIntroductory Biomechanics! FUNDAMENTALS

" units

" vector analysis, vector components, vector products

" forces

" moments, couples

" equivalent force systems, resultant force systems

" composite body center of gravity, center of mass

" centroid, distributed body centroid, distributed load

! MUSCULOSKELETAL SYSTEM AND STATICS" levers, musculoskeletal machines

" bone, joints, tendon, ligament, muscle

" equilibrium, free body diagrams

" types of support

" 2 force and 3 force system statics, method of sections

" equilibrium analysis - upper extremities

" equilibrium analysis - lower extremities

! DYNAMICS" linear kinematics, linear kinetics

" angular kinematics, angular kinetics

" impulse-momentum methods

" area and mass moments of inertia, moment of impulse


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Bioreactor Design ChallengeBioreactor Design ChallengeDifferences in Teaching Methods in HPL and non-HPL

Biomechanics Lessons

010

20

30

40

50

ContentK

nowl

edge

ProceduralKn

owled

ge

Questio

n-An

swer

Professor-g

uidedP-S

Inde

pend

entP

-S

Grou

pP-S

Percentof

Possible

Instances non-HPL

HPL

Figure 2: Comparison of Student Course Evaluation Questions

1

2

3

4

5

6

Class

Participation

Lecture Group Work Student

Presentations

Real Life

Problems

Discussed Ideas

Frequency

HPL Non HPL

** = Significant at p


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! How People Learn- What we know, its implications, &illustrative applications to instructional design inbioengineering

! Knowing What Students Know- Understanding the

nature of assessment, especially its integral role in theteaching and learning process

! Linking the Scholarship of Discoverywith theScholarship of Teachingin domains of engineeringeducation

AAssessment as a Process ofssessment as a Process ofReasoning from EvidenceReasoning from Evidence

! cognition" model of how students

represent knowledge & developcompetence in the domain

! observations" tasks or situations that allow

one to observe students!performance

! interpretation"

method for making sense of thedata

observation interpretation

cognition

Must becoordinated!

Why Cognitive Models of KnowledgeWhy Cognitive Models of Knowledge

in Content Domains are Criticalin Content Domains are Critical

! Tell us what are the important aspects ofknowledge that we should be assessing." Give deeper meaning and specificity to standards

!Give us strong clues as to how such knowledgecan be assessed" Suggest what can and should be assessed at points proximal or

distal to instruction

!Can lead to assessments that yield moreinstructionally useful information -- within andacross levels and contexts

!Can guide the development of systems ofassessments" Comprehensive, Coherent & Continuous

Rationalist &Rationalist &SocioculturalSociocultural

PerspectivesPerspectives

!Rationalist: Focused on the nature ofcompetence and the development of knowledge

in specific curriculum domains or topic areaslike bioengineering, electrical engineering etc.." Individual cognition -- the mind of the individual

!Sociocultural: Focused on the nature ofpractice and forms of participation in

communities of practice like bioengineering." Distributed cognition -- the collective mind


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Contrasting & ComplementaryContrasting & Complementary

EmphasesEmphases

Forms of

Mediated Activity

Mental

Representations

Understanding

Knowledge

Trajectories of

Participation

Trajectories of

Learning

UnderstandingDevelopment

Communal

Practices

Task

Analysis

UnderstandingPerformance

Sociocultural

Perspective

Rationalist

Perspective

Foci for

Explanation

Generalizations AboutGeneralizations About

PerformancePerformance

Expert" performance develops in communities that value certain forms o

knowledge and activity, like modeling in science or design inengineering.

" knowledge is tuned to specific patterns of activity, l ike solvingcertain kinds of problems or designing classes of objects and

tools." performance increases in scope and precision with multiple,

contextualized experiences.

" no magic levers: practice, disciplined inquiry.

! Implication -- Assessments must be designed tocapture the complexity of expertise andcompetent performance, ranging from mentalprocesses to participation in forms of practice

Generalizations aboutGeneralizations aboutDevelopmentDevelopment

!Not all persons learn in the same way or follow

the same paths to competence." Conceptual change is often not a simple, uniform progression, nor

is there movement directly from erroneous to optimal solutionstrategies or incorrect to correct representations.

" Intermediate forms of knowledge may not resemble expert forms,so simple building block relations may not hold.

" Participation often starts at the edges and becomesprogressively more aligned with core disciplinary practices.

! Implication - Assessments should identify specific

strategies, knowledge representations, and formsof activity with respect to the role they play in

developmental trajectories.

Generalizations about KnowledgeGeneralizations about Knowledge

!Disciplinary Knowledge" Is organized in ensembles that facilitate its use.

" Is amplified by processes of self regulation, or metacognition,where learners spontaneously evaluate their knowledge and itslimits.

" Is developed in communities that foster identity and interest.

! Implications for Assessment -- multiple

questions" Knowledge Issues - Specific Facts, Procedures, Schemas

" Reflection Issues - Articulation, Evaluation

" Practice Issues - Why prove? Model?

APPLICATIONS of KWSK CONCEPTS:

the ASSESSMENT SPACE in VaNTH

CHARACTERISTICS of the LEARNING ENVIRONMENT

META-COGNITIVE

SKILLS

DECLARATIVE

KNOWLEDGE

PROCEDURAL

KNOWLEDGE

PROBLEM

SOLVINGTRANSFER

ADAPTIVE

EXPERTISE

Key Knowledge Outcomes

PRECONCEPTIONS &

MISCONCEPTIONS

APTITUDE

MOTIVATION

ATTITUDES

FUNDS OF

KNOWLEDGE

Individual Differences

Examples of Assessment inExamples of Assessment inVaNTHVaNTH

!Learning environment characteristics"

HPL-ness of a module, course or program" Impact of course redesign on student engagement

!Formative assessment during learning" Use of personal response systems & diagnostic

assessment tasks during learning

" Importance of formative assessment

!Acquisition of student knowledge" Application of concept maps

" Expert-novice differences


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Assessment During InstructionAssessment During Instruction

! Large lecture courses hinder instructors! abilityto judge how well students grasp coursematerial." Difficult to establish a sense of classroom community where

students will ask questions when confused.

!One tool that removes these roadblocks tolearning is the Personal Response System(PRS)" Students use hand-held remotes to respond to questions

during class time; individual answers are fed into a computerprogram that calculates group statistics and immediately reportsthem to the professor in the form of a histogram.

" Responses can also be displayed on a screen that is visible tothe entire class.

A B C D

0

10

20

30

40

50

60

70

Q. What percentage of falls occur in

people older than 70 years?

A. 10%

B. 30%

C. 60%

D. 90%

*

Importance of Formative AssessmentImportance of Formative Assessment! As instruction is occurring, teachers need

information to evaluate whether their teachingstrategies are working.

! They also need information about the currentunderstanding of individual students and groupsof students so they can identify the mostappropriate next steps for instruction.

! Students need feedback to monitor their ownlearning success and to know how to improve.

! Black & Wiliam (1998) reviewed impact offormative assessment practices on learning

outcomes -- effect sizes ranging from .4 - .7! Similar results for higher ed courses -- Nyquist &

Cordray (2004)

Concept Mapping as aConcept Mapping as a

Form of StudentForm of Student

Assessment and InstructionAssessment and InstructionJoan M.T. Walker & David S. Cordray

Department of Psychology and Human Development

Paul H. King

Biomedical EngineeringVanderbilt University

Three Major QuestionsThree Major Questions

!Can concept maps differentiatenovices from experts?

!Can concept maps captureindividual student growth over time?

!Can a concept map be used as aninstructional framework thatenhances student learning?

Study 1: Novice-Expert ContrastStudy 1: Novice-Expert Contrast

Participants" Undergraduates (n = 8)

" Graduate students (n = 9)

" Faculty (n = 3)

Sophisticated tools" Pencils, paper and post-it notes

Focus question:What are the 10-20 most important concepts in BMEand how are they related?


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Novice MapNovice Map

!

Expert MapExpert Map

Density ScoresDensity Scores

Mean NodeGroup Nodes Lines Line/Node Range

Undergrad 20.0 24.5 1.22 14-24

Graduate 16.7 19.8 1.19 11-21

Faculty 16.0 25.7 1.61 11-24

Qualitative DifferencesQualitative Differences

Novices emphasize domain contenbiotechnology, physiology

Experts emphasize"Higher order principles

# synthesis of engineering and medicine

"Application of principles

# interdisciplinary communication

Study 2: Individual GrowthStudy 2: Individual Growth

Participants"4 seniors in year-long design course#worked in pairs at 2 time points in Fall 2001

#3rd map constructed in Spring 2002

Focus question:What is your current conceptualunderstanding of what is involved in theBME design process?

Pair One:Pair One: Time 1Time 1


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Pair One: Time 3Pair One: Time 3 Pair Two: Time 1Pair Two: Time 1

Pair 2: Time 3Pair 2: Time 3Validity RatingsValidity Ratings

0

20

40

60

invalid 3 0 0 0 2 1

partially valid 6 2 0 1 3 0moderately valid 5 11 12 12 5 9

valid 0 8 16 20 22 52

Pair 1 Pair 2 Pair 1 Pair 2 Pair 1 Pair 2

Time 1 Time 2 Time 3

Qualitative DifferencesQualitative Differences

!Greater differentiation"more precise vocabulary

!Fewer dead ends" increased integration

!More coherent structure" awareness of the big picture

!Reviewed all Time 1 maps" Complained about quality of own Time 1 map

" Articulated differences between pairs

!Provided tangible evidence of theirintellectual growth, something traditionalassessment had not offered

Student ReflectionsStudent Reflections


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Study 3: Development of ExpertiseStudy 3: Development of Expertise

! "Mined! map structures to establish a benchmark

of expertise in bioengineering design.

!Extracted the contents of bioengineering design

experts! maps, reduced them to a set of 27

unique concepts, and then sorted them intoconcept categories

! 6 key areas pertinent to pertinent to

bioengineering design:" the design process (e.g., prototyping, protocols),

" the technical and interpersonal skills necessary for design,

" overriding social concerns (e.g., ethics),

" genesis of the design (e.g., scientific need, client need),

" market opportunities and constraints

" Walker, King, Cordray & Fries, 2004

Figure 4: Expert and Novice Definitions of the Biodesign

Process

0

20

40

60

80

100

Desig

nproc

essEth

ics

Comm

unica

tion

Backg

round

Genes

isofd

esign

Marke

ting

Perce

ntofcontentcoverage Time 1

Time 3

Expert

*

*

** * *

Assessment Issues & OpportunitiesAssessment Issues & Opportunities

! Importance of an integrated assessment &evaluation effort in the engineering educationprocess" Critical to advancing student learning and the instructional process

" Responds to the need for internally & externally acceptable indices ofstudent achievement

" Demonstrates efficacy of the instructional process & program

! A persistent issue needing attention" HELP! -- Can anyone out there from the A&E group tell me what to do?

I need a test!!!

" Assessment design must be a collaborative enterprise

!Opportunity to advance knowledge

" If programs are planful & systematic they can address all their A&Eneeds ---> respond thoughtfully to ABET requirements

" Possible to show how the ideas in HPL & KWSKcan be made to workin actual instructional practice


! How People Learn- What we know, its implications, &illustrative applications to instructional design inbioengineering

! Knowing What Students Know- Understanding thenature of assessment, especially its integral role in theteaching and learning process

! Linking the Scholarship of Discoverywith theScholarship of Teachingin domains of engineeringeducation

Linking Research & PracticeLinking Research & Practice


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Areas of Engineering EducationAreas of Engineering Education

Needing Further AttentionNeeding Further Attention

!Building the cumulative knowledge base forteaching, learning & assessment indomains of engineering" Defining core knowledge constructs

" Research on fundamental teaching & learning issues

" Research on instructional and assessment practices

!Applying HPL & KWSK principles to thesystematic analysis of:" Existing educational programs, materials & tools

" Assessments used for high stakes decisions

" Faculty & TA training models, methods & content

Working in PasteurWorking in Pasteur!!s Quadrants Quadrant

Practical Valueractical Valuelow high

low

high

TheoreticalValue

Pasteurasteur

Edisondison

Bohrohr

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