EUE Proposal FY2015

Project ID# 15_018 Project Title Using Virtual Learning Environments to Embed Experiential Learning Experiences in Undergraduate Courses / Project Director ID Number Telephone Email Susanne James 650-3489 sjames@siue.edu Department Campus Box School/College Special Education and Communication Disorders

1147 Education

Course or Program SPE 422 Adaptations and Accommodations in Content-Area Instruction and SPE 417B Advanced Reading & Language Arts Methods in Special Education Project Co-Director ID Department Email

Wendy Fuchs Special Education wfuchs@siue.edu Multiple Submission Priority: 1 Summary: The purpose of this proposed project titled Using Virtual Learning Environments to Embed Experiential Learning Experiences in Undergraduate Courses / is to determine the effect of virtual learning environments (VLE) on teacher candidate performance in their instructional methods courses.. Traditionally, experiential learning by teacher candidates could only happen within practicum placements or student teaching. This project will provide immersive virtual learning environments to approximate the traditional classroom setting in order to practice high impact teaching strategies. VLE offer a computer-generated mixed-reality classroom experience that supports teacher candidate practice in pedagogy and content. This project will allow teacher candidates to increase learning through discovery and exploration as they apply evidenced-based instructional literacy strategies with a virtual classroom of five computer-generated, animated student avatars, programmed to react to certain commands made by the teacher candidate. This “practice” in the VLE will allow students to reflect on what they have learned throughout their teacher preparation program and improve their teaching skills without the pressure of being in front of an actual classroom. Furthermore, teacher candidates will reflect on their performance in the virtual learning environment by using After Action Review

(AAR). AAR is a structured review or debrief process for analyzing what happened, why it happened, and how it can be improved, by the participants, instructor, and other teacher candidates. The goal of using AAR after interacting in a virtual classroom is to improve future performance in delivering instruction before the teacher candidate is in front of students in a “real” classroom. Currently, the use of the TLE TeachLive simulation lab at SIUE is used in a national research study funded by the Bill and Melinda Gates Foundation. This study is examining the efficacy of inservice Biology teachers using high impact teaching behaviors (feedback, questioning, wait time, etc.). With the funding from the EUE grant, the co-directors of this project can expand this study to include undergraduate students. Project Budget Salary Wages Travel Equip. Comm CServ Auto Tele Awards Total 0 0 1800 0 0 3700 0 0 0 5500 Cost-Sharing Salary Wages Travel Equip. Comm CServ Auto Tele Awards Total 0 0 0 0 0 0 0 0 0 0

  2  

Project Narrative

Current situation: Reforming teacher preparation has generated much discussion

at the local, state, and national level with varying opinions of stakeholders in this debate.

Educational  reformers  expect  teacher  preparation  to  include  innovative  practices  

instead  of  traditional  approaches. Just as teachers are changing the way they use

technology when teaching students, so must teacher education adapt to include innovative

technologies like virtual learning. Immersive virtual learning environments have the

potential to serve as an intensive learning laboratory for future teachers to facilitate the

development of the teacher candidate without harmful effects on student performance

(Dieker, Hynes, Stapleton, & Hughes, 2007). The use of virtual simulation to immerse

students in a learning environment is one innovative practice that can be part of the

evolution of teacher preparation.

Virtual learning. The use of virtual learning environments to approximate

teaching situations is emerging as an effective instructional technology providing teacher

candidate more practical experiences incorporating evidence-based practices (Andreasen

& Haciomeroglu, 2009; Dieker et al., 2008; Hughes et al., 2005; Mapes, Tonner, &

Hughes, 2011; Stigler, & Hiebert, 2009, Zhu et al., 2011). Simulation in virtual learning

environments has existed in other disciplines for many years; however, it is new to the

field of education. For instance, flight simulators make it possible for trainee pilots to

learn how a plane will respond to their actions (Richards & Szilas, 2012; Salas, Bowers,

& Rhodenizer, 1998). Law enforcement trainees use physical training simulators to

improve hand-eye-coordination in high-risk situations and to practice high speed pursuits

(Richards & Szilas, 2012). Simulation technology is used to train healthcare

  3  

(Richards & Szilas, 2012). Simulation technology is used to train healthcare

professionals across all disciplines (Aggarwal, Black, Hance, Darzi, & Cheshire, 2006;

Cioffi, 2001; Gordon, Wilkerson, & Shaffer, 2001; Kneebone et al., 2006). In spite of the

steep acceleration of new products on the market and advancements in relevant

technologies, virtual learning environments are currently under-utilized in educational

training despite its potential (Dodd & Antonenko, 2012; Gibson & Baek, 2008).

Consequently, simulation in virtual learning environments allows for repeated practice of

critical teaching behaviors without the risk of negatively impacting student performance.

Proposed Project: This project has two purposes (1) to determine the efficacy of

virtual rehearsal (i.e., repeated practice with immediate feedback in an immersive

learning environment) in the TLE TeachLivE™ simulator classroom on teacher candidate

practice in terms of increasing targeted pedagogical strategies in literacy and the transfer

of those strategies to a traditional classroom setting and (2) to explore teacher candidates’

reactions to the TLE TeachLivE™ simulator. Two methods courses towards the end of

the special education teacher preparation program will incorporate the use of the TLE

TeachLivE™ simulator to provide personalized learning opportunities for teacher

candidates to develop their skills to deliver evidenced-based literacy strategies. Dr.

Susanne James will embed the use of virtual learning environments in SPE 422

Adaptations and Accommodations in Content-Area Instruction. In this course, novice

teachers learn specific strategies to ensure access for students with disabilities in content

area instruction by providing them specific strategies to understand the content. Dr.

Wendy Fuchs will use the TLE TeachLivE™ simulator classroom in SPE 417B

Advanced Reading & Language Arts Methods in Special Education. In this course,

  4  

teacher candidates learn specific literacy strategies to teach reading to students with

disabilities. The instructors will have the opportunity to individualize the simulation to

develop the specific skill set of each candidate. This personalized learning opportunity

will provide the instructor numerous opportunities to coach the novice teacher in a

controlled environment. Field experiences, as they are currently executed at SIUE, only

provide a limited opportunity for teacher educators to  observe  and  provide  feedback  to  

teacher  candidates and often rely on delayed feedback to coach them. Using the TLE

TeachLivE™ simulator classroom, the instructors can stop the simulation to coach the

candidate in high impact pedagogical practices and provide immediate feedback on

performance. In addition, the candidate can stop the simulation to ask questions and

make corrections and then they can start the simulation again. Both instructors will

incorporate the After Action Review Cycle (Darling, Parry, & Moore, 2005; Parry, Pires,

& Sparkes-Guber, 2007) in order to move the simulation experience from the current

“one size fits all” instructional model for field experiences to a personalized learning

opportunity that a teacher candidate can self-reflect, ask questions, and be coached on

alternative teaching approaches. During the cyclical process for AAR, teacher candidates

will have an opportunity to reflect upon their successes and failures when delivering

instruction (Baird, Holland, & Deacon, 1999; Morrison & Meliza, 1999). The repeated

experiences in the virtual classroom and reflecting using AAR is particularly relevant to

the transfer of knowledge from one field experience to the next and also from acquisition

to application of targeted pedagogical strategies.

Evaluation and Dissemination: This project will use two forms to evaluate the

impact this project has on teacher candidate performance using evidenced-based

  5  

instructional strategies. First, the Supervisor Classroom Observation form (see Appendix

A) will be used to document pedagogical practices within the simulation setting and the

transfer of those strategies to during their student teaching experience. Second, we will

explore teacher candidates’ reactions to the TLE TeachLivE™ simulator with a survey of

social validity (see Appendix B). This qualitative measure will assess the teacher

candidates’ social acceptance of simulated learning environments and how this approach

enhanced their understanding of evidenced-based literacy strategies.

Dissemination: The findings from this study will be shared with the University

community via The SIUE Researcher disseminated by the Office of Research and

Projects. In addition, the School of Education (SOE) will be invited to attend Open

House events of the TLE TeachLivE™ simulation lab where the co-directors of this

project will share the findings from this EUE grant as well as provide fellow faculty

members a chance to interact in the simulation environment. In addition, SOE faculty

including faculty members from the special education preparation program will be

invited to observe the instructors use of TLE TeachLivE™ simulator classroom via a

one-way mirror while we work with the students in the simulation lab. Lastly, the

findings of this grant will inform future publications in peer-reviewed journals that focus

on teacher preparation and innovation in higher education and the submission of

conference proposals on this project. Ultimately, the use of immersive virtual learning

environments with undergraduate students in the SOE has the potential to raise the

effectiveness of the teacher candidates that graduate from SIUE.

Budget– EUE

Direct Costs: Travel - Domestic Professional Conference Funds are requested for the co-directors to support travel to professional conferences to present the EUE project and its outcomes. Estimated cost per trip is as follows: $300 x 2= $600 roundtrip airfare $150 per night x 3 nights x 2= $900 hotel for three nights $50 per day x 3 days x 2= $300 meals Total Domestic Travel = $1800 Contractual Services TLE TeachLivE™ Simulator Usage Fees rate $120 an hour= 3 hours per instructional unit x 5 units x 2 instructors= 30 hours x $120 per hour. Total Other Direct Costs= $3600 Conference registration $50 x 2 co-directors= $100 Total Contractual Services= $3700 Total Direct Costs= $5500

  7  

Budget Justification

In order to successfully implement the project, Using Virtual Learning

Environments to Embed Experiential Learning Experiences in Undergraduate

Courses, certain expenditures are being requested. Currently, the TLE TeachLivE™

Simulation Lab is being funded by a Gates Foundation grant to study the effect of

simulation on high impact teaching behaviors of inservice Biology teachers. The co-

directors would like to expand this line of research to include preservice teachers. The

funds from this EUE grant will allow the use of the simulation lab in a pilot study with

undergraduate students in the special education program. It is hoped that sharing the

findings of this pilot study and exposing other faculty within the School of Education will

interest other departments and faculty to use simulation within their preparation

programs. TLE TeachLivE™ Simulation Lab has the capability to simulate across all

teaching levels and content areas, as well as specific to particular issues the department or

faculty see as crucial areas for their undergraduates to study and learn. Dr. Susanne

James has submitted other grants to support the TLE TeachLivE™ Simulation Lab in

future years beyond this EUE grant and has committed a large portion of her research on

using virtual learning environments to enhance teacher efficacy. Furthermore, Dr.

Wendy Fuchs (Special Education) has joined Dr. James, Dr. Melissa Thomeczek

(Educational Leadership), and Dr. Jenna Gorliewicz (Engineering) as a muti-disciplinary

team to further this line of research.

The funds are being requested for domestic travel for the annual TLE

TeachLivE™ conference in Orlando, Florida. At this conference, teacher preparation

programs from across the country will share their experiences using TLE TeachLivE™

  8  

embedded in coursework. This conference will give the co-directors (Fuchs and James)

an opportunity to learn more about the use of simulation to provide experiential learning

opportunities. This conference will also give the co-directors an opportunity to

disseminate the findings from our project.

The funds for contractual services are being requested for the usage fees required

by TLE TeachLivE™. These fees cover the cost of the interactors who portray the

student avatars. In addition, the conference registration fees for each co-director to

attend the annual conference are being requested.

The School of Education and the Department of Special Education and

Communication Disorders support this project. Currently, Binod Pokhrel, Director of

Information Technology for the SOE, provides assistance to the co-directors for all

technical aspects of the TLE TeachLivE™ Simulation Lab. Due to the extensive

technological aspects of this study, his assistance and troubleshooting is integral in order

to optimize the time allotted for simulation by the instructors. In addition, the SOE has

secured the use of certain equipment that was in place previous to this grant. These items

include the use of a Dell computer and screen, ceiling mounted projector, and projection

screen. This commitment of manpower and equipment conveys the support the SOE and

Department of Special Education and Communication Disorders have in this project.

Biographical Sketch Susanne Marie James, Ph.D Assistant Professor, Southern Illinois University Edwardsville Fall 2011- present Publications Elford, M.D., James. S.M., Haynes-Smith, H. (2014). Literacy instruction for pre-service

educators in virtual learning environments [White paper]. Proceedings from the Inaugural National TLE TeachLive Conference at the University of Central Florida. Orlando, Florida.

Fuchs, W., Fahsl, A., James, S.M. (2014). Redesigning a special education teacher preparation program: The rationale, process and outcomes, The New Educator.

James, S. & Fuchs, W. (2013). Implementing bug-in-ear technology: One teacher preparation programs efforts to improve teacher performance. Manuscript in preparation.

James, S., Haynes, H., & Elford, M. (2013). Augmented reality learning environments: A study of educators’ understanding of evidenced-based literacy practices. Manuscript in preparation.

Synergistic activities Current research: Funded Research- $8000. The Effects of Virtual Rehearsal in Teaching Learning Environment

(TeachLivETM) on the Performance and Perceptions of Practicing Teachers, Co-PI Dr. Melissa Thomeczek, Dr. Wendy Fuchs, Dr. Jenna Gorlewicz, Southern Illinois University Edwardsville, Spring 2014.

Illinois Research Council, $500. Improving Preservice Teacher Performance Using Bug-in-Ear Technology, Co-PI Wendy Fuchs, Southern Illinois University Edwardsville, (2013-2014).

Unfunded Research Innovation in Higher Education: Transforming Teacher Preparation with the Use of Augmented

Reality, Co-PI with Sara Aronin, West Virginia University and Martha Elford, University of Kansas, (2013-2014).

Conference Presentations: James, S., Elford, M., and Fuchs, W. (2013). Bug-In-Ear Technology: Building Special

Education Teacher Candidates Knowledge of Explicit Instruction. A presentation at the 2013 TED Conference: Innovation through ri-joo-vuh-ney- shun: Inspiring effective practice by recharging special education teacher educators, Ft. Lauderdale, FL.

James, S., Elford, M., and Haynes, H., (2013). Augmented Reality LearningEnvironments: A Study of Educators’ Understanding of Evidenced-Based /Literacy Practices. A presentation at the 2013 Council for Exceptional Children Convention and Expo: San Antonio, TX.

Elford, M., James, S., Haynes, H., (2013). Augmented Reality Learning Environments: A Study of Educators’ Understanding of Evidenced-Based Literacy Practices. Inaugural National TLE TeachLivETM Conference at the University of Central Florida, Orlando, FL.

James, S. (2012). Special Education Teacher Knowledge of Literacy: An Analysis of Two Preparation Programs Effectiveness in Increasing Subject-Matter Knowledge and Pedagogical Content Knowledge. A presentation at the 2012 TED Conference: Embracing the Future of Higher Education, Grand Rapids.

Haynes, H., James, S. and Elford, M. (2012). Literacy Instruction Experiences for Pre-service Educators in Augmented Reality Learning Environments. A presentation at the 2012 TED Conference: Embracing the Future of Higher Education, Grand Rapids

Fuchs, W., James, S. and Elford, M. (2012). Improving Teacher Performance using / Bug-in-Ear Technology. A presentation at the 2012 TED Conference: Embracing the Future of Higher Education, Grand Rapids.

James, S. and Fuchs, W. (2011). Preparing Special Educators to be Effective Reading Teachers: Are We on Track?. A presentation at the 2011 TED Conference: Creating Shared Visions for Educators: Moving Forward with New Ideas, Austin.

James, S. and Elford, M. (2010). Increasing Teacher Knowledge in Reading with New Technologies: Future Directions in Teacher Preparation and Mentoring. A presentation at the 2010 TED Conference: Remembering Our Past to Prepare for Our Future, St. Louis.

 

       January  29,  2014    TO:     EUE  Selection  Committee    FROM:     Allison  Fahsl       Chair,  Dept.  of  Special  Education  &  Communication  Disorders    SUBJECT:   EUE  Grant  Proposal      I  fully  support  the  proposal  submitted  by  Drs.  Susanne  James  and  Wendy  Fuchs  for  an  Excellence  in  Undergraduate  Education  Grant.  The  study  focuses  on  the  use  of  simulation  technology  which  could  increase  the  effectiveness  of  instructor  feedback  and  enhance  teacher  preparation.  Department  support  provided  for  the  project  includes  a  computer  for  the  software  and  a  room  to  house  the  necessary  equipment.  A  space  to  use  the  technology  with  students  will  also  be  made  available.  The  project  proposal  aligns  well  with  the  research  agenda  for  both  professors  and  will  provide  a  foundation  for  future  studies.  I  have  every  confidence  that  Dr.  James  and  Dr.  Fuchs  will  be  able  to  successfully  complete  this  project.  

   

   

Memo  To:  Grant  Review  Committee    From:   Dr.  Bette  Bergeron,  Dean  of  the  School  of  Education    Re:       Letter  of  Support  for  Drs.  Susanne  James  &  Wendy  Fuchs    Date:   January  29,  2014      I  am  writing  to  express  my  enthusiastic  support  for  the  EUE  grant  proposal  developed  by  

Using Innovative Technologies to Embed Experiential Learning Experiences in Undergraduate Courses. This project clearly aligns with the academic goals of the School of Education, and will provide critical information for both the Special Education program and the School as a whole related to innovative practices utilizing simulation technology. The well-developed

activities, and effectively builds upon current scholarly work being conducted by the co-investigators.  The  SOE  will  continue  to  support  this  work  through  the  expertise  of  the  School s  technology  specialist  and  the  use  of  specific  equipment  that  exists  within  the  School.    No  matching  funds  are  required.        I  am  highly  supportive  of  Drs.  James  and  Fuchs  and  their  efforts  as  outlined  in  the  proposal,  and  am  confident  in  the  success  and  impact  of  this  important  work.    If  you  have  any  questions  regarding  this  proposal,  please  do  not  hesitate  to  contact  me.      

Prior EUE Support Project Director Project Number Award Amount Project Dates Prior Results Additional Information on Prior Projects