teaching with technology so that students learn with understanding donald p. buckley, ph.d....

Teaching With Technology So That StudentsLearn With Understanding

Teaching With Technology So That StudentsLearn With Understanding

Donald P. Buckley, Ph.D.Professor of Biology

Director of Learning Technology, School of Health SciencesQuinnipiac UniversityHamden, CT 06518

Apple Distinguished Educator Smithsonian Computerworld Laureate

Donald P. Buckley, Ph.D.Professor of Biology

Director of Learning Technology, School of Health SciencesQuinnipiac UniversityHamden, CT 06518

Apple Distinguished Educator Smithsonian Computerworld Laureate

2003 Mid-South Instructional Technology Conference2003 Mid-South Instructional Technology Conference

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 LiteracyEducational 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

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

Emerging Trends

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. Soul-searching about alarming levels of literacy:1. Soul-searching about alarming levels of literacy: 1. Soul-searching about alarming levels of literacy:1. Soul-searching about alarming levels of literacy:

Emergence of the Emergence of the Learning ParadigmLearning ParadigmEmergence of the Emergence of the Learning ParadigmLearning Paradigm

2. The 2. The Decade of the BrainDecade of the Brain:: 2. The 2. 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

3. Information technology:3. Information technology: 3. Information technology:3. Information technology:

AuthoringAuthoring tools promote the construction of knowledge tools promote the construction of knowledge

SimulationsSimulations enable students to experience investigation enable students to experience investigation

CommunicationCommunication tools promote learning in a social context tools promote learning in a social context

Formative AssessmentFormative Assessment …the glue that holds it all together …the glue that holds it all together

AuthoringAuthoring tools promote the construction of knowledge tools promote the construction of knowledge

SimulationsSimulations enable students to experience investigation enable students to experience investigation

CommunicationCommunication tools promote learning in a social context tools promote learning in a social context

Formative AssessmentFormative Assessment …the glue that holds it all together …the glue that holds it all together

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?

Institutional Transition to the Learning Paradigm

LearningParadigm

InstructionalParadigm

Barr and Tagg, 1995

LearningParadigm

Current Practice Is Mismatched with the

Pedagogical Potential of Instructional Technology






emphasis on




emphasis on


Bottlenecks to

Transition to the Learning Paradigm

Bottlenecks to

Transition to the Learning Paradigm

Problem: Most faculty reside in the Instructional Paradigm

Effective transition to the Learning Paradigm will require transformational faculty development

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

Problem: Most faculty reside in the Instructional Paradigm

Effective transition to the Learning Paradigm will require transformational faculty development

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

What Should the Highest Priority of IT Be?What Should the Highest Priority of IT Be?

Technology Integration? Technology Integration?

What Should the Highest Priority of IT Be?What Should the Highest Priority of IT Be?

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. Coupled to Institutional Change Processes

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. Coupled to Institutional Change Processes

Let’s Consider…Let’s Consider…

How People Learn

Pedagogical Feature Set of Learningware

Transformational Faculty Development

Institutional Change Process

How People Learn




““What we need to learn beforeWhat we need to learn before doing, we learn by doing.”doing, we learn by doing.”

Aristotle

““What we need to learn beforeWhat we need to learn before doing, we learn by doing.”doing, we learn by doing.”

Aristotle

But Where Do We Start?

Bransford, Brown and Cocking, 2000.

High Priority Educational GoalsHigh Priority Educational Goals

1. Learning with understanding

2. Experiencing investigation



Learning with UnderstandingLearning with Understanding

Memorizing Facts Is Not EnoughMemorizing Facts Is Not Enough

Students Need to Construct KnowledgeStudents Need to Construct Knowledge

TransferTransfer

Learn with UnderstandingLearn with Understanding

Application to Later Learning & Real World ProblemsApplication to Later Learning & Real World Problems


(Transfer) Results From

Student Construction of Knowledge


(Transfer) Results From


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





Reaching Students: Teaching HamletReaching Students: Teaching Hamlet

Steve’s Pedagogy: Connecting with student emotions, asking:How would you feel if your father died all of a sudden?…and then your mother immediately remarried?…and her new husband took over the family business?…and the new guy may have murdered your Dad?…and your Mom might have helped him to do it?

How would your feel? How desperate would you be?What would you do? Would you be yourself?What circumstances might drive someone to extremes?

Steve’s Pedagogy: Connecting with student emotions, asking:How would you feel if your father died all of a sudden?…and then your mother immediately remarried?…and her new husband took over the family business?…and the new guy may have murdered your Dad?…and your Mom might have helped him to do it?

How would your feel? How desperate would you be?What would you do? Would you be yourself?What circumstances might drive someone to extremes?

Jake's Pedagogy: Passion for formal literary scholarshipLinguistic flexivityModernismIn-depth analysis of soliloquiesMemorization of long passages

Jake's Pedagogy: Passion for formal literary scholarshipLinguistic flexivityModernismIn-depth analysis of soliloquiesMemorization of long passages


Construction of Knowledge: Novice versus Expert

Construction of Knowledge: Novice versus Expert

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

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


is based on



is based on


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






Groups create a research agenda together

In conducting research, they are constructing knowledge

Students are surprised to discover that their interests were intermeshed with formal disciplines and that so many disciplines had been engaged

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

Students are surprised to discover that their interests were intermeshed with formal disciplines and that so many disciplines had been engaged

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

High Priority Educational GoalsHigh Priority Educational Goals





study

understanding

defer judgement

BELIEF

study

understanding

Hypothesis

A

Hypothesis

B

Hypothesis

A

Hypothesis

B

The Process of Critical InquiryThe Process of Critical Inquiry

BELIEF

This is how the

brain seems to be wired!

This is how the

brain seems to be wired!

consideralternative

explanations& jeopardize

with evidence


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


How People Learn




How People Learn




LearningParadigm








emphasis on




emphasis on


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


Is Traditional Technology Training Enough?Is Traditional Technology Training Enough?

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

…because

“faculty don’t have the time to commit to deeper efforts”

“a rising tide floats all boats” …what if we need to fly?

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 limited

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

…because

“faculty don’t have the time to commit to deeper efforts”

“a rising tide floats all boats” …what if we need to fly?

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 limited

Faculty Development Is KeyFaculty Development Is Key

Authoring

learning centered activities

is a transformational experience

Authoring

learning centered activities

is a transformational experience

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.

Advanced Educational Computing Project, FIPSE

Core Training ConceptsCore Training Concepts

Focus on Pedagogical Innovation Focus on Pedagogical Innovation

Keep the Technology TransparentKeep the Technology Transparent

Build Collaborations - Faculty MentorsBuild Collaborations - Faculty Mentors

On-going Development Cycles with Scalable Tools

Seek the Eager-BeaversSeek the Eager-Beavers

Focus on Pedagogical Innovation Focus on Pedagogical Innovation

Keep the Technology TransparentKeep the Technology Transparent

Build Collaborations - Faculty MentorsBuild Collaborations - Faculty Mentors

On-going Development Cycles with Scalable Tools

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

Careerists

Systemic Phase

Transformation

Scalability

Careerists

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

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

Web-based Homework for foundational information

Research Simulation

Emulating the Process of Professional Investigation

Revision of Content Delivery (Lecture)

Complementing lectures with Discovery Activities

Mitigating the Coverage Dilemma

Developing Epistemological Skills

Constructing Knowledge

--

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

QuickTime™ and aTIFF (LZW) decompressorare needed to see this picture.

The Coverage Dilemma

Coverage

Currently

Emphasis on Content Delivery

Learning& Inquiry

Emphasis on Learning with Understanding

QuickTime™ and aTIFF (LZW) decompressorare needed to see this picture.

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

smart tutor homework

S U M M A R YS U M M A R Y

GOAL: Institutional Transition to the Learning Paradigm

This will require Transformational Faculty Development

coupled to Institutional Change Processes.

GOAL: Institutional Transition to the Learning Paradigm

This will require Transformational Faculty Development

coupled to Institutional Change Processes.



Studying Facts Is Necessary, But Memorization Is Not Enough

Studying Facts Is Necessary, But Memorization Is Not Enough

Students Need to Construct KnowledgeStudents Need to Construct Knowledge

TransferTransfer

Learn with UnderstandingLearn with Understanding

Application to Later Learning & Real World ProblemsApplication to Later Learning & Real World Problems

• We must foster pedagogies that are learning-centered and inquiry-oriented.

• Interactive, sensory-rich, assessment-rich technology learning environments can foster these pedagogies.

• …especially when coupled with authoring experiences that promote the student’s construction of knowledge.

• 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.

• Research simulations promote student experience in the process of investigation.

• The Coverage Dilemma poses a major obstacle that technology can mitigate.

• New course management systems will provide an enabling technology. A three-tiered model is suggested to make them more learning-centered.

• We must foster pedagogies that are learning-centered and inquiry-oriented.

• Interactive, sensory-rich, assessment-rich technology learning environments can foster these pedagogies.

• …especially when coupled with authoring experiences that promote the student’s construction of knowledge.

• 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.

• Research simulations promote student experience in the process of investigation.

• The Coverage Dilemma poses a major obstacle that technology can mitigate.

• New course management systems will provide an enabling technology. A three-tiered model is suggested to make them more learning-centered.


Teaching With Technology So That Students Learn With Understanding

Teaching With Technology So That Students Learn With Understanding

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

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

http://faculty.quinnipiac.edu/health/biology/buckley/welcome.htmlhttp://faculty.quinnipiac.edu/health/biology/buckley/welcome.htmlhttp://faculty.quinnipiac.edu/health/biology/buckley/MSITC_2003.ppthttp://faculty.quinnipiac.edu/health/biology/buckley/MSITC_2003.pdf

[email protected]

teaching with technology so that students learn with understanding donald p. buckley, ph.d....

Documents

information technology

learning standards nrc

understanding emphasis

delivery of content

information able

united states

content standards nrc

industrial nations