models of interaction diana g. oblinger, ph.d. copyright diana g. oblinger, 2005. this work is the...

Models of InteractionModels of Interaction

Diana G. Oblinger, Ph.D.

Copyright Diana G. Oblinger, 2005. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial,

educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the

author. To disseminate otherwise or to republish requires written permission from the author.

Copyright Diana G. Oblinger, 2005. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial,

educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the

author. To disseminate otherwise or to republish requires written permission from the author.

―

FundamentalsFundamentals

How people learn

conceptualframework

facts

preconceptions

application & use

Competence--Donovan, et al., 1999

What learning outcomes are you seeking?

• Information and media literacy

• Communication skills

• Critical thinking; systems thinking

• Problem identification, formulation and solution

• Creativity and intellectual curiosity

• Interpersonal and collaborative skills

• Self-direction

• Accountability and adaptability

• Social responsibility21stcenturyskills.org

Learning preferences

• Teams, peer-to-peer

• Engagement & experience

• “Make it my own”

• Visual & kinesthetic

• Things that matter

Principles to remember• Coverage model: Learning is not just about covering content; its about

developing competency

• Its not technology alone: Technology must support good pedagogy

• Knowledge construction: Reasoning is not linear, deductive or abstract but begins from the concrete and assembles a “mosaic”

• Interactivity: This is a connected, interactive generation; collaboration and interaction are important learning principles

• Scarcity: Learning is not constrained by a scarcity model anymore

– Dede, 2005

• Formal & informal: Learning can occur anywhere, anytime

―

OptionsOptions

Role selection

• Apprentice

• Builder

• Listener

• Mentor

• Peer teacher

• Publisher

• Team member

• Writer

• Architect

• Consultant

• Expert

• Guide

• Lecturer

• Resource

• Reviewer

• Role model

Student Roles Faculty Roles

Choice of learning activities

authentic project

debate

case study

journaling

brainstorming

concept mapping

peer exchange

simulationcoaching

drill & practice

―

ModelsModels

Person-to-informationPerson-to-information

Digital archives

http://valley.vcdh.virginia.edu/

http://workbench.concord.org/modeler/ss3.htmlhttp://workbench.concord.org/modeler/ss3.htmlhttp://workbench.concord.org/modeler/ss3.htmlhttp://workbench.concord.org/modeler/ss3.html

Simulations

―

ModelsModels

PracticePractice

Application and use

--Kortmeier, 2004

• Provide meaningful formative assessment to students

• Provide timely feedback to both students and instructors

• Reduce blind copying of answers

• Provide a scalable solution within the realities and budgets and available resources

Aplia

• Automatically scores assignments

―

ModelsModels

Serious gamesSerious games

Historical simulation

• In multiplayer mode, players can IM each other

―Muzzy Lane, 2005

• Players choose leadership of a country

• Interaction with variables on the economy, policy, military, natural resources

Augmented reality

• Combines physical world and virtual world contexts

• Embeds learners in authentic situations

• Engages users in a socially facilitated context

Computer simulation on handheld computer triggered by real world location

―Klopfer & Squire, 2003

Environmental detectives• Players briefed about rash of local health

problems linked to the environment

• Provided with background information and “budget”

• Need to determine source of pollution by drilling sampling wells and ultimately remediate with pumping wells

• Work in teams representing different interests (EPA, industry, etc.)

―Klopfer & Squire, 2003

―

ModelsModels

ExperimentationExperimentation

Social Science Data Analysis Network

Visualizing problems

Lab 3D

• Conduct virtual experiments

• Warehouse of parts allows students to create their own experiments

• University of Virginia

• Chemistry & biochemistry

Gel electrophoresis

―Grisham, 2004

Online laboratories

—del Alamo, 2003

Undergraduate research

• Students involved in undergraduate research are more likely to ―Stay in college―Complete their degree―Go on to graduate school

• African-American men completed degrees at different rates―75% of UG research students―56% control group (applied for UG

research)―57% all black male undergraduates

―Gregerman, 2005

―

ModelsModels

Peer-to-peerPeer-to-peer

Blogs

• Promotes literacy through storytelling―Stories help us understand the

world―Express feelings and experiences―Explore imagination and creativity

• Allows collaborative learning

• Anytime, anywhere access

• Bloggers comment and give feedback to others

• Students can write about and edit each other’s work

• 40% of blog authors are under age 20

―Huffaker, 2005

Digital storytelling

• Offers students an opportunity for expression using multiple media

• Encourages reflection, integration and synthesis

• Individual or group projects

What are you? ¿Que Eres Tu?By Jason Zapata Martinez

Calibrated peer review

• Students write abstracts, proposals, microthemes, position papers, analyses, ethics or policy issues

• Students evaluate 3 calibration documents

• Once calibrated, student evaluates 3 peer writing assignments then their own

• Feedback provided on reasoning and writing

―Chapman & Fiore, 2001

• Based on a peer review model: scientists write and review peer proposals

SCALE-UP

• SCALE-UP: Student Centered Activities for Large Enrollment Undergraduate Programs

• Class time spent on tangibles and ponderables

• Problem solving, conceptual understanding and attitudes are improved

• Failure rates are reduced dramatically

--Beichner & Saul, 2003

Peer-led team teaching

• Study groups led by specially trained students

• Material is designed for group learning

• Students apply self-tests

Wikis

―

ModelsModels

Student-centeredStudent-centered

Just-in-time teaching

• Students read text

• Prior to class students complete an assignment―Essay―Problem―Multiple-choice question

• Warm up examples:―What is the difference between…..―What do you think….―What happens if…..―In your own words explain…..

• Faculty member adjusts class based on submitted responses

--Rhem, 2005

Problem-based learning

• Students are presented with a problem

• They organize ideas, discuss prior knowledge, define the problem

• Students pose questions, identifying “learning issues” or aspects of the problem they don’t understand

• Students continually define what they know—and don’t know

• Students rank learning issues and assign the research to groups or individuals

• Work with instructor to define what is needed to solve the problem

--Watson, 2005

Active learning and IT

--Watson, 2005

Critical thinking

Problem solving

Gathering &

evaluating

information

Cooperative

groups

Learning to learn

Communication

skills

Varied learning

experiences

Analyzing

data

Research &

evaluationManaging

information

IT collaboration

Structured

documents

―

ModelsModels

ProjectsProjects

Ancient Spaces

Developed by the Faculty of the Arts, University of British Columbia

Service learning

• Students volunteer for community projects

• Experience is integrated with reflection and mentoring

• Examples:―Political science student works on political campaign―Creative writing major develops writing group in shelter

for homeless women―Veterinary medicine student volunteers at animal

shelter―Teams develop assistive devices for children with

disabilities

―

AssessmentAssessment

Evaluation as learning

• Accountability

• Knowledge building

• Organizational change

• Decision-making

• Program development

• Infrastructure development

―Olds, 2005―Olds, 2005

Many uses for evaluation

Questions that count

• Concept inventories

• Student response units

• Immediate results keep students engaged

• Allows real-time modification of instruction

A. About half as long for the heavier ball

B. About half as long for the lighter ball

C. About the same time for both balls

D. Considerably less for the lighter ball, but not necessarily half as long

E. Considerably less for the heavier ball, but not necessarily half as long

Two metal balls are the same size, but one weighs twice as much as the other. The balls are dropped from the top of a two story building at the same instant of time. The time it takes the balls to reach the ground below will be:

Surveys

How much did each of the following help your learning?

After finishing this course I am confident I can:

Studying individually

Studying with a partner

Studying with a group

Receiving help from a TA

Receiving help from an instructor outside of class

Discuss scientific concepts with friends

Think critically about scientific findings

Determine what is valid—and what is not—scientifically

―SENCER project―SENCER project

ePortfolios

―

SpaceSpace

Informal spaces

• Students spend more time out of class than in it

• Learning occurs through conversations, web surfing, social interactions

• Team projects

• Spontaneous interactions

• Mingle, share, make connections

Enabling spacesClassroom Peer-to-peer

Laboratory Informal

—photos from MIT

―

InfrastructureInfrastructure

Infrastructure components

SustainablechangePolicy

Finance

TechnologyService & support

ProcessesOrganization

Faculty support

Visioning

Learning activities

Content conversion

Technical assistance

Professional development

• New tools

• New principles

• New practices

Involve students

• Students as consumers with a choice

• They have a unique perspective on their learning environment

• Input ranges from opinion to action

• Language and perspectives differ; not all students are alike

• “Spend a day in their shoes”

Finance

• Renewal and replacement cycle

• Academic technology center

• Student technology fees

• Maintenance

• Experimentation

• Professional development

• Rewards

Policy

• Intellectual property; copyright

• Faculty policies:―Tenure, promotion, merit―Faculty workload

• Student rights and responsibilities ―academic honesty ―ownership of eportfolios

• Security and privacy

What will it take to succeed?

– Oblinger and Kidwell, 2000– Oblinger and Kidwell, 2000

VisionVisionVisionVision

Service DeliveryService DeliveryService DeliveryService Delivery

InfrastructureInfrastructure

Technology Financial PoliciesTechnology Financial Policies

InfrastructureInfrastructure

Technology Financial PoliciesTechnology Financial Policies

OrganizationOrganizationOrganizationOrganization

ProcessProcessProcessProcess

VisionRationaleGuiding principlesLeadership

Service

Student supportFaculty supportAdmin & student

InfrastructureTechnology PolicyFinancial

Organization

Org structureLeadershipDecision-making

ProcessBuy-in

Communication

Speed andresponsiveness

―

Institutions falter when they invest too much in “what is” and

too little in “what could be.”

―Hamel & Valiksngas, 2003

© 2005 All rights reserved

doblinger@educause.edudoblinger@educause.edu