Buckley, D. 2002. EDUCAUSE Review 37(1): 28-38. (Jan/Feb)
http://www.educause.edu/pub/er/erm02/erm021w.asp
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 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
A Revolution In Science Education
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. The 1. The Decade of the BrainDecade of the Brain:: 1. The 1. 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
2. Soul-searching about alarming levels of literacy:2. Soul-searching about alarming levels of literacy: 2. Soul-searching about alarming levels of literacy:2. Soul-searching about alarming levels of literacy:
Emergence of the Emergence of the Learning ParadigmLearning ParadigmEmergence of the Emergence of the Learning ParadigmLearning Paradigm
3. Information technology:3. Information technology: 3. Information technology:3. Information technology:
Data collection/analysis & authoringData collection/analysis & authoring
SimulationSimulation
CommunicationCommunication
Formative AssessmentFormative Assessment
Data collection/analysis & authoringData collection/analysis & authoring
SimulationSimulation
CommunicationCommunication
Formative AssessmentFormative Assessment
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
We Occupy A Special Opportunity In History.
Only once in our species’ history
will education progress from teaching
styles based on metaphors about how we
thought people learned
to teaching styles
based on an understanding of the way
the brain functions in learning.
The time is now …and we are the stewards of this
transition
We Occupy A Special Opportunity In History.
Only once in our species’ history
will education progress from teaching
styles based on metaphors about how we
thought people learned
to teaching styles
based on an understanding of the way
the brain functions in learning.
The time is now …and we are the stewards of this
transition
Bottlenecks to
Transition to the Learning Paradigm
Bottlenecks to
Transition to the Learning Paradigm
Problem: Most faculty reside in the Instructional Paradigm because this is the way that our teacher role models taught us: emphasis on content delivery, not learning with understanding.
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 because this is the way that our teacher role models taught us: emphasis on content delivery, not learning with understanding.
Effective transition to the Learning Paradigm will require transformational faculty development:
Transformational faculty development must be coupled to institutional change processes to be effective
Current Practice Is Mismatched with the
Pedagogical Potential of Instructional Technology
Current Practice Is Mismatched with the
Pedagogical Potential of Instructional Technology
LearningParadigm
InstructionalParadigm
Pedagogical Potential of Instructional Technology
Pedagogical Potential of Instructional Technology
LearningParadigm
emphasis on
Delivery of Contentemphasis on
Delivery of Contentemphasis on
Learning with Understanding
emphasis on
Learning with Understanding
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. Driving Institutional Change
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. Driving Institutional Change
Let’s Consider…Let’s Consider…
How People Learn
Pedagogical Feature Set of Learningware
Authoring as a Transformational Faculty Development Experience
Institutional Change Process
How People Learn
Pedagogical Feature Set of Learningware
Authoring as a Transformational Faculty Development Experience
Institutional Change Process
Let’s Consider…Let’s Consider…
How People Learn
Pedagogical Feature Set of Learningware
Authoring as a Transformational Faculty Development Experience
Institutional Change Process
How People Learn
Pedagogical Feature Set of Learningware
Authoring as a Transformational Faculty Development Experience
Institutional Change Process
But Where Do We Start?
Bransford, Brown and Cocking, 2000.
Principle Educational Goals
1. Teaching so students learn with understanding
2. Promoting student experience of investigation
Learning with UnderstandingLearning with Understanding
Studying Facts Is Necessary, But Memorization Is Not EnoughStudying Facts Is Necessary, But Memorization Is Not Enough
Students Need to Construct Their Own MeaningStudents Need to Construct Their Own Meaning
TransferTransfer
Learn for UnderstandingLearn for Understanding
Application to Solve New Real World ProblemsApplication to Solve New Real World Problems
Key Principles about How People LearnKey Principles about How People Learn
1. Learning is both constructive & reconstructive
2. Students need to construct knowledge to learn with understanding …constructive learning is knowledge-centered
3. Students must develop metacognitive skills habits of reflection that help them to gauge their progress toward making meaning
1. Learning is both constructive & reconstructive
2. Students need to construct knowledge to learn with understanding …constructive learning is knowledge-centered
3. Students must develop metacognitive skills habits of reflection that help them to gauge their progress toward making meaning
Bransford, Brown and Cocking, 2000.
Expertise: A Pivotal Cognitive Window
Comparison of Novices and Experts
Reveals the Pathway to Expertise
Expertise Is the Basis of Transfer
Constructing of Knowledge: Novice versus Expert
Constructing of Knowledge: Novice versus Expert
KnowledgeSystems:
“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
revised schema
Learning for Understanding
Involves an Iterative Construction of
Knowledge
student interests, emotions,initial understanding
Expertise
TRANSFER
new chunked content
new chunked content
new chunked content
new chunked content
new chunked content
revised schemarevised schema
Expertiseschema
schema
chunked content
early schema:
QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIAC
study
understanding
defer judgement
collectevidence
BELIEF
study
understanding
Hypothesis
A
Hypothesis
B
Hypothesis
A
Hypothesis
B
The Process of Critical Inquiry
BELIEF
This is how the
brain seems to be wired!
QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIAC
Why don’t we seek alternative explanations and exploit evidence?Why don’t we seek alternative explanations and exploit evidence?
The part of the brain that we use for critical inquiry seems to have evolved from perceptual regions of the brain
The perceptual region of the brain draws lots of assumptions and makes lots of snap decisions in order for us to navigate though our daily existence to prevent cognitive overload
Critical inquiry skills are not intuitive and students need lots practice to develop them
The part of the brain that we use for critical inquiry seems to have evolved from perceptual regions of the brain
The perceptual region of the brain draws lots of assumptions and makes lots of snap decisions in order for us to navigate though our daily existence to prevent cognitive overload
Critical inquiry skills are not intuitive and students need lots practice to develop them
emphasis on
Delivery of Contentemphasis on
Delivery of Contentemphasis on
Learning with Understanding
emphasis on
Learning with Understanding
How Do We Drive
Institutional Transition to the Learning
Paradigm
How Do We Drive
Institutional Transition to the Learning
Paradigm
LearningParadigm
InstructionalParadigm
Let’s Consider…Let’s Consider…
How People Learn
Pedagogical Feature Set of Learningware
Authoring as a Transformational Faculty Development Experience
Institutional Change Process
How People Learn
Pedagogical Feature Set of Learningware
Authoring as a Transformational Faculty Development Experience
Institutional Change Process
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
Assessment of Open-ended Simulations
A Contradiction in Terms?
Assessment of Open-ended Simulations
A Contradiction in Terms?
Iterative, analogous scenarios to build meaning
Perhaps some structured assessment
Student portfolio model …authoring & construction of knowledge
But needs epistemological scaffolding …e.g., 3P's1. Problem posing (hypothesis generating)2. Problem solving (data collection and analysis)3. Peer persuasion (formulating an argument before
peers)
Path analysis …monitor decision making
Iterative, analogous scenarios to build meaning
Perhaps some structured assessment
Student portfolio model …authoring & construction of knowledge
But needs epistemological scaffolding …e.g., 3P's1. Problem posing (hypothesis generating)2. Problem solving (data collection and analysis)3. Peer persuasion (formulating an argument before
peers)
Path analysis …monitor decision making
Let’s Consider…Let’s Consider…
How People Learn
Pedagogical Feature Set of Learningware
Authoring as a Transformational Faculty Development Experience
Institutional Change Process
How People Learn
Pedagogical Feature Set of Learningware
Authoring as a Transformational Faculty Development Experience
Institutional Change Process
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
Delivery of Contentemphasis on
Delivery of Contentemphasis on
Learning with Understanding
emphasis on
Learning with Understanding
LearningParadigm
InstructionalParadigm
The Bottleneck to Transition to the Learning Paradigm
The Bottleneck to Transition to the Learning Paradigm
Problem: Most faculty reside in the Instructional Paradigm because this is the way that our teacher role models taught us: emphasis on content delivery, not learning with understanding.
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 because this is the way that our teacher role models taught us: emphasis on content delivery, not learning with understanding.
Effective transition to the Learning Paradigm will require transformational faculty development:
Transformational faculty development must be coupled to institutional change processes to be effective
Traditional Technology TrainingTraditional Technology Training
Limited training model (e.g., slide show authoring)
…because “faculty don’t have the time to commit to deeper
efforts”
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 is limited
Limited training model (e.g., slide show authoring)
…because “faculty don’t have the time to commit to deeper
efforts”
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 is limited
Faculty Development Is KeyFaculty Development Is Key
Authoring
learning centered activities
is a transformational experience
Authoring
learning centered activities
is a transformational experience
Solution: Up the AnteSolution: Up the Ante
Transformational experience …altering practice through authoring
Capture the pedagogical high ground …focus on learning & inquiry
Formative Training …on-going development cycles
Long-term support and scalable tools …needs change with experience
Value faculty learners …heroes and heroines take risks …create a culture of teaching reform, promote the scholarship of teaching
Transformational experience …altering practice through authoring
Capture the pedagogical high ground …focus on learning & inquiry
Formative Training …on-going development cycles
Long-term support and scalable tools …needs change with experience
Value faculty learners …heroes and heroines take risks …create a culture of teaching reform, promote the scholarship of teaching
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.
Assessment data available in Q&A
Core Training Concepts
Focus on Pedagogical Innovation Focus on Pedagogical Innovation
Keep the Technology TransparentKeep the Technology Transparent
Build Collaborations …Involve Faculty Build Collaborations …Involve Faculty
MentorsMentors
Seek the Eager-BeaversSeek the Eager-Beavers
Focus on Pedagogical Innovation Focus on Pedagogical Innovation
Keep the Technology TransparentKeep the Technology Transparent
Build Collaborations …Involve Faculty Build Collaborations …Involve Faculty
MentorsMentors
Seek the Eager-BeaversSeek the Eager-Beavers
Let’s Consider…Let’s Consider…
How People Learn
Pedagogical Feature Set of Learningware
Authoring as a Transformational Faculty Development Experience
Institutional Change Process
How People Learn
Pedagogical Feature Set of Learningware
Authoring as a Transformational Faculty Development Experience
Institutional Change Process
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
Later Adopters
Systemic Phase
Transformation
Scalability
Later Adopters
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 Class Timecontent delivery system
Complementing lectures with Discovery Activities
Mitigating the Coverage DilemmaDeveloping Epistemological Skills
Building Meaning
--
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
A Dilemma
Coverage
Learning& Inquiry
NOW
Emphasis on Delivery of Content
Emphasis on Effective Learning
A Solution to the Dilemma?
GOAL
Coverage
Emphasis on Delivery of Content
Learning& Inquiry
Emphasis on Effective Learning
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
SUMMARYSUMMARY
Learning with UnderstandingLearning with Understanding
Sudying Facts Is Necessary to Develop Expertise,…but Memorization Is Not Enough
Sudying Facts Is Necessary to Develop Expertise,…but Memorization Is Not Enough
Students Need to Construct Their Own MeaningStudents Need to Construct Their Own Meaning
TransferTransfer
Learn for UnderstandingLearn for Understanding
Application to Solve New Real World ProblemsApplication to Solve New Real World Problems
S U M M A R Y
• We need to integrate pedagogies that are learning-centered and inquiry-oriented.
• Interactive, sensory-rich, assessment-rich technology learning environments can foster these goals in scaffolded activities that allow students to build meaning.
• Research simulations promote student experience in the process of investigation.
• 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.
• The Coverage Dilemma. These time-intensive pedagogies are commonly viewed as a conflict with coverage demands. However, assessment-rich web “homework” systems may be able to move the coverage of foundational information to student time with a competency-based learning standard, making room for more learning-centered and inquiry-oriented pedagogies in class time.
• New course management systems will provide an enabling technology infrastructure. A three-tiered model is suggested to supplement current CMS’s.
http://faculty.quinnipiac.edu/health/biology/buckley/welcome.htmlhttp://faculty.quinnipiac.edu/health/biology/buckley/welcome.htmlhttp://faculty.quinnipiac.edu/health/biology/buckley/Nercomp_2002.ppthttp://faculty.quinnipiac.edu/health/biology/buckley/Nercomp_2002.ppt
Buckley, D. 2002. EDUCAUSE Review 37(1): 28-38. (Jan/Feb)
http://www.educause.edu/pub/er/erm02/erm021w.asp