in pursuit of the learning paradigm: promoting institutional change through collaboratoria and stem...
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In Pursuit of the Learning Paradigm: Promoting Institutional Change Through Collaboratoria and STEM Digital Libraries
In Pursuit of the Learning Paradigm: Promoting Institutional Change Through Collaboratoria and STEM Digital Libraries
Joyce Cadwallader, Ph.D.Professor of Biology
Saint-Mary-of-the-Woods College
Donald P. Buckley, Ph.D.Professor of Biology
Director of Learning Technology, School of Health SciencesQuinnipiac University
Apple Distinguished Educator Smithsonian Computerworld Laureate
Joyce Cadwallader, Ph.D.Professor of Biology
Saint-Mary-of-the-Woods College
Donald P. Buckley, Ph.D.Professor of Biology
Director of Learning Technology, School of Health SciencesQuinnipiac University
Apple Distinguished Educator Smithsonian Computerworld Laureate
BioQUEST 2003 Summer Workshop: E5BioQUEST 2003 Summer Workshop: E5
emphasis on
Delivery of Content,Coverage
emphasis on
Delivery of Content,Coverage
emphasis on
Learning with Understanding
emphasis on
Learning with Understanding
What Is Our Greatest Challenge?
Institutional Transition to the Learning Paradigm
What Is Our Greatest Challenge?
Institutional Transition to the Learning Paradigm
LearningParadigm
InstructionalParadigm
Barr and Tagg, 1995
How Should We Best Facilitate the Emergence of Collaboratoria and SDLs to Advance Science Education?
How Should We Best Facilitate the Emergence of Collaboratoria and SDLs to Advance Science Education?
1980’s 1990’s 2000’s
Collaboratoria & STEM DLs
LearningStandards
NRC 2000 - How People Learn
today
ContentStandards
NRC 1995 - National Science Education Standards
NSDL Collections
C/SDL Driving Learning Paradigm
Collaboratoria
On-line On-ground
Teacher-centered communities
Learner-centered communities
NSDL Collections
C/SDL Driving Learning Paradigm
Collaboratoria
On-line On-ground
framing C/SDL online resources in a sophisticated
pedagogical context
framing curricula and instruction in a sophisticated pedagogical context
NSDL Collections
C/SDL Driving Learning Paradigm
Collaboratoria
On-line On-ground
pedagogical framework pedagogical framework
Transformational Faculty Development
Institutional Change Processes
NSDL Collections
C/SDL Driving Learning Paradigm
Collaboratoria
On-line On-ground
pedagogical framework pedagogical framework
Transformational Faculty Development
Institutional Change Processes
NAS/NSF High Priority Educational Goals
1. Experiencing process of science
2. Learning in a social context
3. Learning with understanding
1. Experiencing process of science
2. Learning in a social context
3. Learning with understanding
Bransford, Brown and Cocking, 2000.
Learning with Understanding
Requires
Student Construction of Knowledge
Learning with Understanding
Requires
Student Construction of Knowledge
Major Conclusion of HPL ProjectMajor Conclusion of HPL Project
Bransford, Brown and Cocking, 2000.
Key Principles about How People LearnKey Principles about How People Learn
1. Learning must be reconstructive
2. The path to expertise has cognitive structure
3. Students must develop metacognitive skills
1. Learning must be reconstructive
2. The path to expertise has cognitive structure
3. Students must develop metacognitive skills
Bransford, Brown and Cocking, 2000.
Key Principles about How People LearnKey Principles about How People Learn
1. Learning must be reconstructive
2. The path to expertise has cognitive structure
3. Students must develop metacognitive skills
1. Learning must be reconstructive
2. The path to expertise has cognitive structure
3. Students must develop metacognitive skills
Bransford, Brown and Cocking, 2000.
Key Principles about How People LearnKey Principles about How People Learn
1. Learning must be reconstructive
2. The path to expertise has cognitive structure
3. Students must develop metacognitive skills
1. Learning must be reconstructive
2. The path to expertise has cognitive structure
3. Students must develop metacognitive skills
Bransford, Brown and Cocking, 2000.
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
Learning for Understanding
Involves an Iterative Construction of Knowledge
Expertise
TRANSFER
new chunked content
revised schema
new chunked content
revised schema
new chunked content
Expertiseschema
schema
chunked content
new chunked content early schema
student interests, emotions and prior understanding
revised schemanew chunked content
Key Principles about How People LearnKey Principles about How People Learn
1. Learning must be reconstructive
2. The path to expertise has cognitive structure
3. Students must develop metacognitive skills
1. Learning must be reconstructive
2. The path to expertise has cognitive structure
3. Students must develop metacognitive skills
Bransford, Brown and Cocking, 2000.
the Barbara Johnson model
Teaching so students Learn with Understanding…
the Barbara Johnson model
Teaching so students Learn with Understanding…
Barbara starts a unit by asking her students:
How does this topic relate to you?
How do these issues relate to the world?
Students connect with prior understanding
Student groups identify and prioritize issues and seek themes
Barbara starts a unit by asking her students:
How does this topic relate to you?
How do these issues relate to the world?
Students connect with prior understanding
Student groups identify and prioritize issues and seek themes
Bransford, Brown and Cocking, 2000.
the Barbara Johnson model
Teaching so students Learn with Understanding…
the Barbara Johnson model
Teaching so students Learn with Understanding…
Groups create a research agenda together
In conducting research, they are constructing knowledge
In these investigations, students have: engaged prior knowledge, interest, and emotions reconstructed previous knowledge constructed new knowledge on previous foundations developed critical inquiry skills assumed the authority of knowledge-making built a community of learners and team mates
Groups create a research agenda together
In conducting research, they are constructing knowledge
In these investigations, students have: engaged prior knowledge, interest, and emotions reconstructed previous knowledge constructed new knowledge on previous foundations developed critical inquiry skills assumed the authority of knowledge-making built a community of learners and team mates
What enables Barbara to use this method?What enables Barbara to use this method?
PEDAGOGICAL-CONTENT KNOWLEDGE
FORMATIVE ASSESSMENT
…guides individualistic student paths:
from their prior knowledge and interests
to the her curriculum and their competencies
Teachers model metacognition in formative assessment
PEDAGOGICAL-CONTENT KNOWLEDGE
FORMATIVE ASSESSMENT
…guides individualistic student paths:
from their prior knowledge and interests
to the her curriculum and their competencies
Teachers model metacognition in formative assessment
NSDL Collections
C/SDL Driving Learning Paradigm
Collaboratoria
On-line On-ground
pedagogical framework pedagogical framework
Transformational Faculty Development
Institutional Change Processes
The Chasm
Innovators
Early Adopters Skeptics
Early Adopters Late Adopters
The Chasm
Innovators
Early Adopters Skeptics
Early Adopters Late Adopters
Mid Adopters
The Chasm
Willing to step out of traditional roles?
YES NO
Careerists
Risk Seekers Risk Adversives
Innovators
Early Adopters Skeptics
Early Adopters Late Adopters
Hagner, NLII 2001 White Paper
The Chasm
Innovators
Early Adopters Skeptics
Early Adopters Late Adopters
The Chasm
Innovators
Early Adopters Skeptics
Early Adopters Late Adopters
The Chasm
Innovators
Early Adopters Skeptics
Early Adopters Late Adopters
Institutional Change
LoneRangers
Entrepreneurs
LoneRangers
Entrepreneurs
Boutique Phase
TransformationScalability
Early Adopters
Boutique Phase
TransformationScalability
Early Adopters
Systemic Phase
Transformation
Scalability
Careerists
Systemic Phase
Transformation
Scalability
Careerists
Local R&D,Mentoring,
& CMS1-on-1Authoring
Hartman, NLII 2001
LR B S
Registrar
CMS Database
Course Management Systems:An Enabling Technology Infrastructure for Transformation?
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
CommunicationCommunication
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 …JiTT
Web-based Homework: routine formative assessment out
of class time
Research Simulation
Emulating the Process of Professional Investigation
Revision of Content Delivery (Lecture)
Complementing lectures with Discovery Activities
Mitigating Coverage DilemmaCritical Inquiry Skills
Constructing Knowledge
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The Coverage Dilemma
Coverage
Currently
Emphasis on Content Delivery
Learning& Inquiry
Emphasis on Learning with Understanding
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Solving The Coverage Dilemma
Learning Paradigm
Coverage
Emphasis on Content Delivery
Learning& Inquiry
Emphasis on Learning with Understanding
Can we use technology to mitigate the Coverage Dilemma?
Routine Online Assessment In Class
TraditionalApproach
WebAssisted
Foundational InformationInquiry-orientation and powerful pedagogies
online learning resources
Buckley, D. 2002. EDUCAUSE Review 37(1): 28-38. (Jan/Feb)
http://www.educause.edu/pub/er/erm02/erm021w.asp