Web-basedProfessional Development

Turning Ideas in Reality

Al ByersDirector, The NSTA Institute

With Sincere ThanksConference Host:Rishi Singh-NEERI

Primary Organizers:Surajit SenVinod Gaur

International Co-Organizers:Srikanth SastryPervez HoodbhoyKirthi Tennakoon

Overview

• The NSTA Institute portal

• Science Objects• SCORM• Best practices in

online learning• Webwatchers

The NSTA Institute

• Professional Development for the K-16 community

• Online, Onsite, Blended Training Opportunities

• NSTA Partners– NASA Institute symposiums– McRel inquiry course– NCATE training program– NTEN online masters– Jason Academy short

courses– University of Maryland online

masters

NSTA InstituteScience Objects

• Online Professional Development that helps teachers learn science content

• Easily digestible chunks• Engaging interactive

content 24-7-365• Incorporates embedded

“Jim Minstrell-like” assessment for deeper understanding

Our country needs to improve science

teacher knowledge - student science

literacy depends on it

Current efforts fail to:• provide the content

background teachers need

• reach the scale of impact that national reform demands

• address the individual needs of teachers

• connect to the national and state science standards

• achieve an attractive cost/benefit ratio for users

Why Science Objects?

NSTA Science Objects

• Built from Standards:– ATLAS of Scientific Literacy

(AAAS 2000)– National Science Education

Standards (NSTA/NRC 1996)

• Designed using model (ASCD): Understanding by Design

• Based on current research for PD

• Developed and evaluated using ASTD E-learning courseware standards

The Universe: Gravity

6-8

3-5

K-2

9-12

6-8

3-5

K-2

The Universe: Gravity

9-12

If a force acts toward a single center, the object’s path may curve into an orbit around the center... 4F/3

An unbalanced force acting on an object changes its speed or direction of motion, or both. 4F/3…

Changes in speed or direction of motion are caused by forces. 4F/1…

The way to change how something is moving is to give it a push or a pull. 4F/2

to and from LAWS OF MOTION

to and from LAWS OF MOTION

forces and motion

science object(s) recommended

into teacher portfolio

teacher chooses science object(s)

self study

Teacher takes self-assessment

“Help desk” online

joins others

institute research database

content/knowledge assessment

discussion group online Expert facilitator online

takes mediated course

• LMS for serving up online modules, tracking final scores overall module completion

• LCMS to help in the creation, management, and distribution of online modules/assessments & tracking/branching within Science Object

The Mechanics of Science Objects

LMS versus LCMS

Evolution

Enterprise Learning Management Platform

Selected Customers Selected Customers

KANA

Evolution Learning Management Platform Evolution Learning Management Platform

• Quick & Easy Content Development• Centralized Content Management• Dynamic Content Delivery• Learner Management & Tracking

Evolution Content DeliveryEvolution Content Delivery

• Query generators dynamically deliver learning content to a variety of mediums– Dynamic Web– Print– Presentation-PPT– Mobile Web-PDA– Offline delivery/CD– Variety of standards-

XML, SCORM, and more

• Administrative functions to manage look and feel

Evolution Content PersonalizationEvolution Content Personalization

• Separation of content from presentation allows for extensive personalization– Change look without touching

content– Serve up different content based

on student profile– Prescribe learning path with

appropriate content and navigation based on student pre- and post-assessments and/or profile

PDA device

OutstartEvolution

CD-ROM

Classroom Print Version

Web delivery

iMISmembership DatabaseScience Objects

Traditional short courses using science objects

Institute Portal

Portfolio/tracking

InstructionalDesignerGraphic/FlashSME reviewersTeacher users

User/District customized

NOTE: NSTA is not metatagging every asset, but entire SO to be served with other products for complete PD plan

Import native Word/PPT format and parse, maintaining style sheet of document

• Managed by ADLnet• Focuses on separating

content from proprietary delivery platform into chunks

• Permits portability, updating, reuse of content

• Cost and time savings in production

The Mechanics of Science Objects

SCORM (1.2-1.3)

Subsumes 3 existing standards:• IMS Global Learning

Consortium standard for packaging content in container between systems

• IEEE Metadata schema for describing content as packaged (Dublin Core/LOM)

• AICC standard for communicating score

• Sequencing/branching within content of SCOs

The Mechanics of Science Objects

SCORM (1.2-1.3)

Digital Library

National STEM

Tracks progress and completion of learning via LMS

Allows branching/skipping, tallying individual scores from embedded assessments

• Identifies and describes an information object

• Documents how that object behaves, its function and use

• Its relationship to other objects

• How it should be managed

The Mechanics of Science Objects

What is Metadata

LOM BaseSchema Example

• General• Lifecycle• Meta-Metadata• Technical• Educational• Rights• Relation• Annotation• Classification

The Mechanics of Science Objects

Metadata Categories

LOM BaseSchema Example

Context-independent features of the learning object – Title – Catalog ids – Language – Description – Coverage

The Mechanics of Science Objects

General Element

LOM BaseSchema Example

Educational/pedagogic features of the object – Learning resource type (5.2)

– Educational context (5.6)

– Age range (5.7)

– Intended end user (5.5)

– Language of end-user– Duration (5.9)

– Interactivity type (5.1)

– Semantic Density (5.4)

The Mechanics of Science Objects

Education Element

LOM BaseSchema Example

• Copyright considerations

• Cataloging of metadata for every asset huge undertaking

• Reusability for Assets and small SCOs negate instructional design and learning context-nonsense for learner

Deficits to SCORM

Note: NSTA is not cataloging every asset for repurposing, but entire science object, NSTA book, complete journal article, and strands at conventions

The Sharable Content Object Reference Model (SCORM) – A Critical Review. Oliver Bohl, Dr. Jörg Schellhase, Ruth Sengler, Prof. Dr. Udo Winand. University of Kassel. Proceedings of the International Conference on Computers in Education (ICCE’02). 0-7695-1509-6/02 $17.00 © 2002 IEEE

National Staff Development Council in conjunction with the National Institute for Community Innovations:

E-learning for Educators: Implementing the standards for staff development (2001)

Best Practices

Best Practices

I remain a skeptical friend to those who say that e-learning will transform professional learning in schools…I want evidence that e-learning improves practice, boosts student learning, and contributes to the development of high-performing schools.

Dennis Sparks

Executive Director

National Staff Development Council

It’s not the technology…It’s what you do with it!• Case Study• Debate• Presentations/Products• Role Playing• Problem-based

Learning• Panel Discussion• Collaborative Inquiry• Data Analysis

Best Practices

E-Learning should be• just-in-time, just

enough, just for me

• time, place and pace independent

• ongoing, high quality, results driven, content specific, increasing achievement of all students

Best Practices

E-Learning should• incorporate reflection,

real-life contexts, demonstrations, modeling

• be aligned to standards

• train educators in content, assessment and instructional strategies

John Seely BrownCo-Founder, Institute for Research on Learning; Chief Scientist, Xerox Palo Alto Research Center (PARC)

The Human Side of Knowledge

Management: Learning and Knowledge Sharing

in the Digital Age

Understanding is socially constructed. Find ways to support conversations around content.

Pedagogy: Design evocative knowledge objects.

Learning and knowledge sharing is fundamentally social.

Key is to provide sufficient structure and learning context to engage this social community…

Role Playing…

• Create authentic, engaging scenario

• Opposing stakeholders positions• Urgency to act created• Eight-ten unique roles• Public and private agendas• Voting and purchasing privileges• Four weeks maximum duration• Critical number of exchanges• Teachable moment when reveal

agendas, debriefAlbert Ip (Univ. of Australia)

Beyond the Current E-Learning paradigm: Applications of Role Play Simulations (RPS) - case studies. Roni Linser, Department of Political Science, The University of Melbourne, Parkville, VIC 3052. Albert IP. Digital Learning Systems, Australia. Presented at "E-Learn 2002", AACE Conference, Montreal, Canada, Oct. 15-19, 2002 .

Webwatcher Science Guides

Web Guide Topic Area

Several Themes for each web guide topic area

List of Keywords for each theme

Clicking Keyword provides list of URL Resources aligned to keyword

Webwatcher Keywords

Each Keyword coded with six URLs:

2 Core ContentURLs

2 Inquiry ActivityURLs

2 Aligned-AssessmentsURLs

Cutting across all three areas pages may contain or address:Misconceptions, Multimedia, Interactivity

 

 

How are the Web Guides created?

Discussion

 

 

Web-basedProfessional Development

Turning Ideasin Reality

Al ByersDirector, The NSTA Instituteabyers@nsta.org