connecting curriculum to problem-solving through distributed intelligent tutoring sharon j. derry...
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Connecting Curriculum to Connecting Curriculum to Problem-Solving Through Problem-Solving Through
Distributed Intelligent TutoringDistributed Intelligent TutoringSharon J. DerrySharon J. Derry
Dept. of Educational PsychologyDept. of Educational PsychologyWisconsin Center for Education Wisconsin Center for Education
ResearchResearchUniversity of Wisconsin-MadisonUniversity of Wisconsin-Madison
ContributorsContributors
Mary LeonardMary Leonard Donald WorthamDonald Wortham Alan HackbarthAlan Hackbarth Margaret WilsmanMargaret Wilsman Michael PetersonMichael Peterson
In Nintendo's "The Legend of Zelda™," Link must travel through many rooms arranged in a coordinate maze to find the silver arrow. From the entry room, he goes right 3 rooms, up 4 rooms, left 5 rooms, down 2 rooms, left 1 room, up 3 rooms, and right 4 rooms to find the chamber that has the silver arrow. If the entry room has coordinates (0,0) and all directions are as you view the maze, find the coordinates of the room with the arrow.
Making School Curricula Useful Making School Curricula Useful and Interesting to Studentsand Interesting to Students
Curricular domainsCurricular domains– Statistics, Algebra, Earth Systems ScienceStatistics, Algebra, Earth Systems Science
Cognitive Theoretical ApproachCognitive Theoretical Approach– ““Authentic” problem contexts for learningAuthentic” problem contexts for learning– Relevant, knowledge-appropriate problemsRelevant, knowledge-appropriate problems
Instructional strategies allowing choices in Instructional strategies allowing choices in problem framing and selectionproblem framing and selection
ProjectsProjects
TiPS Intelligent TutorTiPS Intelligent Tutor– Adult basic skills mathAdult basic skills math
Situated Simulations for StatisticsSituated Simulations for Statistics– Middle school math, sci, social studiesMiddle school math, sci, social studies– Pre-service teachersPre-service teachers
““The Learning Sciences” through The Learning Sciences” through Instructional DesignInstructional Design– Pre-service teachersPre-service teachers
Studies of Inquiry Science ClassroomsStudies of Inquiry Science Classrooms– Middle schoolsMiddle schools
Results/FindingsResults/Findings
Moderate to Good Learning GainsModerate to Good Learning Gains Desired Performance Improvements Over Desired Performance Improvements Over
Comparison ClassroomsComparison Classrooms Resource IntensiveResource Intensive Mixed ReviewsMixed Reviews Conclusion:Conclusion:
– Teaching and learning curriculum in the Teaching and learning curriculum in the context of authentic problem solving requiring context of authentic problem solving requiring self-directed problem framing and learning self-directed problem framing and learning presents tough instructional design challenges.presents tough instructional design challenges.
The Trojan Horse
Challenges Challenges
I.I. Problem FindingProblem Finding
II.II. Domain “Disorganization”Domain “Disorganization”
III.III. The Modeling ProblemThe Modeling Problem
Design Challenges in ITS TermsDesign Challenges in ITS Terms
Modeling Domain KnowledgeModeling Domain Knowledge Modeling Modeling Students’Students’ Domain Knowledge Domain Knowledge Problem Modeling With Domain ConceptsProblem Modeling With Domain Concepts Real-Time Modeling of Students’ Evolving Real-Time Modeling of Students’ Evolving
SolutionsSolutions Modeling Students’ Affective StatesModeling Students’ Affective States Scaffolding Student Problem SolvingScaffolding Student Problem Solving Selecting Tutorial DigressionsSelecting Tutorial Digressions Machine LearningMachine Learning
I. Problem FindingI. Problem Finding
1.1. No constraints on students’ No constraints on students’ problem choice.problem choice.
2.2. Full constraints on students’ Full constraints on students’ problem choice.problem choice.
3.3. Guided/mentored problem Guided/mentored problem framingframing..
Full Constraints on ChoiceFull Constraints on Choice
Examples: Examples: – Math problems matching goals are assigned.Math problems matching goals are assigned.
Advantages: Advantages: – Problems match student needs, curriculum.Problems match student needs, curriculum.– It's expected, accepted, desired.It's expected, accepted, desired.– Arguably appropriate for early learning.Arguably appropriate for early learning.– Does not “reorganize“ domain.Does not “reorganize“ domain.
Challenges: Challenges: – Students do not learn to find/frame problems.Students do not learn to find/frame problems.– Problems do not arise from interests.Problems do not arise from interests.– Problems often contrived, trivial.Problems often contrived, trivial.
Guided Problem FindingGuided Problem Finding
ExamplesExamples– Practice-based professional developmentPractice-based professional development– Project-based learningProject-based learning
AdvantagesAdvantages– Learners find personally relevant problemsLearners find personally relevant problems
DilemmasDilemmas– Finding curriculum-appropriate problem Finding curriculum-appropriate problem
without prior knowledge of curriculum?without prior knowledge of curriculum?– How model problem framing? How model problem framing? – Important problems “disorganize” curriculum.Important problems “disorganize” curriculum.
II. The Domain “Disorganization II. The Domain “Disorganization Problem”Problem”
PROB 2
PROB 3
COGNITIVETHEORY
X-THEORYIDEAS
SOCIOCOGNITIVE
IP VIEW
SOCIOCULTURAL THEORYPROB
1
LEARNING SCIENCES
Challenges Challenges
I.I. Problem FindingProblem Finding
II.II. Domain “DisorganizationDomain “Disorganization””
III.III. The Modeling ProblemThe Modeling Problem
The Modeling Problem: A StoryThe Modeling Problem: A Story
The authentic context: Building The authentic context: Building balloon Cars (LBDballoon Cars (LBD™)™)
A curriculum goal: Newton’s Third A curriculum goal: Newton’s Third LawLaw
Summary of Teacher’s ModelingSummary of Teacher’s Modeling
Makes tutorial digressionMakes tutorial digression Models operation of car with abstract Models operation of car with abstract
physics conceptsphysics concepts– Develops intermediate representation making Develops intermediate representation making
tradeoffs on what “not” to modeltradeoffs on what “not” to model Exhibits in-depth knowledge of physicsExhibits in-depth knowledge of physics Engages in critical reflective practice Engages in critical reflective practice
regarding representational system and regarding representational system and success of her lecturesuccess of her lecture
ITS’s ITS’s Intelligent Learning Intelligent Learning Communities Communities
New 21New 21stst Century Goals for Learners: Century Goals for Learners:– Participate in interdisciplinary learning Participate in interdisciplinary learning
communitiescommunities that use subject that use subject knowledge to frame and solve real knowledge to frame and solve real problems.problems.
– Acquire mindsets and skills for lifelong Acquire mindsets and skills for lifelong learning,learning, including ability to use human including ability to use human and technology resources to acquire and technology resources to acquire knowledge knowledge duringduring problem solving. problem solving.
– Develop concern for Develop concern for real-world needsreal-world needs and willingness to become and willingness to become engaged engaged citizens.citizens.
Hands-On Environmentalism
Evolving Case Library
Project Collaborations
ESS WebResources
Collaborative Tools
CommunityStandards
seed
sets
ESS Project Case Templates(epistemological commitments)
Continuing Community:Scientists, Teachers, Facilitators,Env. Groups,K-12 Students
Enrolled Learners
Everything is vague to a degree you do not realize till you have tried to make it precise.
Bertrand Russell