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Teaching With Technology So That Students Learn With Understanding:
Authoring to Construct Knowledge
Teaching With Technology So That Students Learn With Understanding:
Authoring to Construct Knowledge
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
Apple NE Leadership Institute, Key West, Florida. 6 April 2003The Evolving Education Digital Library or Why the Plumbing Matters
Apple NE Leadership Institute, Key West, Florida. 6 April 2003The Evolving Education Digital Library or Why the Plumbing Matters
“Let’s Make History”“Let’s Make History”
Apple NELI TeamKey West, April 2003
Apple NELI TeamKey West, April 2003
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
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
But Student Preparation May Be Poorer NowBut Student Preparation May Be Poorer 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
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 only 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 only halfway among the worlds nations
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
Delivery of Contentemphasis 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
A New FoundationA New Foundation
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
Bransford, Brown and Cocking, 2000.
High Priority Educational GoalsHigh Priority Educational Goals
1. Learning with understanding
2. Experiencing investigation
1. Learning with understanding
2. Experiencing investigation
High Priority Educational GoalsHigh Priority Educational Goals
1. Learning with understanding
2. Experiencing investigation
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
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.
Reaching Students: Teaching HamletReaching Students: Teaching Hamlet
Steve’s Pedagogy: Connecting with student emotions, first 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, first 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
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.
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
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.
Learning with Understanding
Requires
Student Construction of Knowledge
Learning with Understanding
Requires
Student Construction of Knowledge
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
High Priority Educational GoalsHigh Priority Educational Goals
1. Learning with understanding
2. Experiencing investigation
1. Learning with understanding
2. Experiencing investigation
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
COMMUNICATING
VISUALIZING
ANALYZING
MODELING
DATACOLLECTION
Technology can be an Enabler
COMMUNITYOF
LEARNERS
SIMULATING
BioQUEST Curriculum Consortium
Pedagogical Feature Set of Instructional Technology
Pedagogical Feature Set of Instructional Technology
InteractivityInteractivity: : fosters fosters active-learningactive-learning
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 AssessmentGoals of Formative Assessment
• To improve the communication of learning goals
• To foster mindful engagement …by promoting reflection and metacognition
• To punctuate iterative learning cycles ...”chunking”
• To provide timely feedback
• To build incentive systems for competency-based learning
• To collect diagnostic clues about individual needs
• To provide a pedagogical “steering wheel” to support individualistic constructivist experiences
• To improve the communication of learning goals
• To foster mindful engagement …by promoting reflection and metacognition
• To punctuate iterative learning cycles ...”chunking”
• To provide timely feedback
• To build incentive systems for competency-based learning
• To collect diagnostic clues about individual needs
• To provide a pedagogical “steering wheel” to support individualistic constructivist experiences
Instructional Technology Assessment Tools Vary with Learning Goals
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
S U M M A R YS U M M A R Y
Grappling With Facts Is Necessary, But Memorization Is Not Enough
Grappling With 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
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.
Authoring
Promotes Constructionof Knowledge
Facilitates FormativeAssessment
Authoring
Promotes Constructionof Knowledge
Facilitates FormativeAssessment
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/NELI_Apr2003.ppthttp://faculty.quinnipiac.edu/health/biology/buckley/NELI_Apr2003.pdf