1. Learning to Solve Problems with Technology: A Constructivist PerspectiveP. Brandon Crenshaw TED 8770 March 4, 2009Table of Contents

2. Table of Contents Preface - Constructivism & TechnologyVisualizing with Tech: Reco 5- 1- What is Meaningful Learning? 6 Learning with Hypermedia 2 - Problem Solving 7 - Learning with Virtual Realiti 3 - Learning from the Internet 8 - Problem-Based Learning En 4 - Building Tech-Supported Learning -Communities 9 Assessing Learning & Probl 2 3. Preface Constructivism & Technology Table of Contents 4. Preface People naturally construct meaning. Teaching/learning that relies on efficient transmission of pre-packaged material is not natural. This book is about how to use technology to support constructive learning. learning 4 5. Preface Meaningful learning is: active constructive intentional authentic cooperative Students learn best by solving problems.5 6. Preface I could not agree with these statements more. We expect our students to learn material simply because it is there. We rarely give true meaning to what we do in class. It is assumed that because its in the book, its important to students. Conversely, if its not in the book/curriculum, then it neednt be taught because its not important. These ideas have to change if todays students are to take education seriously. seriously 6 7. Chapter 1 What is Meaningful Learning? Table of Contents 8. What is Learning? a biochemical activity in the brain a change in behavior information processing remembering and recalling social negotiation thinking skills 8 9. What is Learning? knowledge construction conceptual change contextual change distributed among the community chaotic! (at times)9 10. What is Meaningful Learning? Active (Manipulative, Observant) Constructive (Articulative, Reflective) Intentional(Reflective, Regulatory) Authentic(Complex, Contextualized) Cooperative (Collaborative, Conversational)10 11. How does technology facilitate learning? In the Past: educators used new tech to teach in old ways. Students role was to learn from tech, just like they did from the teacher. Students used tech to produce products, but they've been simply reproducing what the teacher told them.11 12. How does technologyfacilitate learning Students should use tech to present what they know, not simply reproduce it. Tech should function as a tool kit to let learners build meaning. Students don't learn from teachers or tech, but learn from thinking and doing.12 13. How Tech Fosters Learning: Supports: knowledge construction learning by doing learning by collaborating Provides: information to explore learning means to reflect 13 14. My Thoughts on Educational Technology Tech should be used as a tool for learning, not the end goal itself. Tech should make the job easier and better. We shouldnt use tech just to say we did so. Not all tech is good, and we should carefully inspect whats out there before purchasing. 14 15. Implications of Constructivism Teachers: must relinquish some authority help students evaluate what others think be familiar with technology Students: must construct own meaning from learning assume responsibility for own learning 15 16. Chapter 2Problem Solving is Meaningful Learning Table of Contents 16 17. What Drives Learning? The nature of the task is what drives learning. Memorizing for a test engages learners in rehearsal and organization. Writing a paper engages learners in finding information and writing. In order for learning to be meaningful, students must be engaged in meaningful tasks. 17 18. What Drives Learning? The most meaningful tasks require learners to solve problems. Everyday life is about problem solving! Doctors cure disease. Business people maximize profits. Homeowners care for their living spaces. Students should solve problems, too!18 19. What Drives Learning? I dont believe that we ask students to problem-solve enough (or at all!). This will take a major shift in education, as we have forgotten how to teach these skills. 19 20. What Drives Learning? What is a problem? It is an unknown; a goal. Finding the unknown must have value.20 21. Kinds of Problem-Solving Logical Problems abstract puzzle tests used to measure logical reasoning Algorithmic Problems solve questions using rigid procedures ex. most Math problems Story Problems attempt to make algorithmic problems mimic real situations 21 22. Kinds of Problem-Solving Rule-Use Problems have a correct solution but multiple methods ex. filing taxes, doing web info searches Decision-Making Problems decisions with limited number of solutions ex. which health plan to select Troubleshooting Problems Very common real-life problem experience is usually very helpful ex. fix a computer problem22 23. Kinds of Problem-Solving Diagnosis-Solution Problems very similar to troubleshooting the goal is to fix a system and get it back online Tactical/Strategic Problems real-time, complex decision making solve a situation with multiple activities to achieve an objective Case/Systems Analysis Problems learners must understand complex systems in which the problem is often vague ex. deciding factory production levels23 24. Kinds of Problem-Solving Design Problems require a great deal of knowledge to make an original design the goal is to design things (products) as solutions Dilemmas can be very difficult, as there is usually no solution that is acceptable to all 24 25. Kinds of Problem-Solving I know this list of problem-solving is extensive. I dont think its severely important what kind of problems students are solving (yet). Just get them started thinking and not repeating!25 26. Problem Solving with Technology Information Searching Webquests do no guarantee learning; students simply fill in info that teachers are looking for. Activities must have a purpose other than finishing an assignment. Students must be able to evaluate the info that they find on the internet. 26 27. Problem Solving with Technology Modeling Tasks or Content building models of real-world phenomena can help solve problems through virtual trials technology can be used to efficiently model situations 27 28. Problem Solving with Technology Decision Making these problems involve selecting an option from a list of choices technology can be used to model situations to try to predict the best outcome 28 29. Problem Solving with Technology Designing design problems are difficult because the goals are unclear and feedback is delayed people use technology for design problems when they create videos, webpages, etc. 29 30. Problem Solving with Technology Again, be careful with tech!!! Dont use it just because its there. Dont make tech the focus of your work. 30 31. Chapter 3 Learning from the Internet: Information to Knowledge Through InquiryTable of Contents 31 32. What is the Internet? It is a world-wide network of local computers. It connects millions of users around the world. Its a collection of documents stored in electronic formats. Different documents/sites are linked together.32 33. Whats New with the Internet? Increased Access, Bandwith, Multimedia Videoconferencing / Distance Learning Internet 2 (advanced applications and tech) Wireless & Human-Centric Computing 33 34. What Should We Do with the Internet? search for information evaluate information webquests web collections web publishing virtual field trips34 35. My Thoughts on the Internet Try to keep current with whats new. Ive found myself not keeping current, and now I feel like Im playing catch-up. Its easiest to absorb a bit at a time. Keep notes on what you like so that you can revisit sites later. Dont be afraid to ask the students for help!!! 35 36. Chapter 4Building Technology-SupportedLearning Communities on the InternetTable of Contents36 37. Forming Communities Learning in collaborative communities is natural, so why do schools isolate students? Technology allows us to: form communities far beyond local boundaries find others with common interests share our knowledge with others 37 38. Supportive Technologies The internet has many aspects: Email Listservs Electronic Bulletin Boards Chats Videoconferencing Groupware (ex. Google Docs) 38 39. Scaffolding Conversations in Computer Conferences Online communication requires students: interpret messages appropriately respond construct coherent statements 39 40. Learning Circles A Learning Circle connects a small group of students in order to solve a problem. Learning Process research, collaboration, reporting Problem Solving devise a solution Teacher Roles manage (but dont hinder) learning Assessment project meets schedule, solution is reached40 41. Chapter 5Learning by Visualizing with Technology:Recording Realities with VideoTable of Contents 41 42. The Case For TV in Learning Many educational programs exist.42 43. The Case Against TV in Learning The nature of TV puts viewers in a low state of alertness. TV overexposure can result in a lack of persistence in difficult mental tasks. TV can induce a slow, hypnotic state. It is a passive form of learning. 43 44. Video in Schools Student-made video has several benefits: involves planning, producing, sharing provides valuable feedback fosters cooperative learning creates good PR material to be used 44 45. Necessary Equipment video recorder microphone projector / television computer with video-editing software45 46. Video Learning Activities Video press conference Newscast Talk show Digital storytelling Documentary Videoconferencing46 47. Chapter 6 Learning by Constructing Realities with HypermediaTable of Contents 47 48. What are Multimedia? DVD CD Internet (hypermedia) Computer-based multimedia flash, video games 48 49. Student-Created Hypermedia Students are actively engaged when creating hypermedia projects. networking interactivity problem-solving creativity flexibility 49 50. Chapter 7 Learning by Exploring Micro-Worlds & Virtual RealitiesTable of Contents50 51. Modeling for Learning Computer-based models allow users to explore situations easily. variables can be easily manipulated the real world can be cheaply recreated for experiments graphs can be made from data Virtual Reality can take learners around the world 51 52. Chapter 8 Learning in Problem-Based Learning EnvironmentsTable of Contents 52 53. Story Problems the most common type of problem-solving Students take info from the story, run numbers through a formula, and get the answer. Students are rarely successful at transferring their ability to solve these problems to other problems. From a personal standpoint, I like using these to provide a context for problems. Although not perfect, they are better than simple problems. 53 54. Laboratory Problems They require: a set of procedures observing results taking measures inferring what happened They can be dangerous and expensive, so virtual labs are becoming popular. 54 55. Chapter 9 Assessing Constructive Learning & Problem-Solving with TechnologyTable of Contents 55 56. Authentic Performance Assessment We are moving from assessment that sorts students to those that improve performance. Performance Assessment must: have students construct a response or product. observe student behavior or product56 57. Assessing Learning with Rubrics A rubric is designed to govern action. Good rubrics: include all important elements each element is easy to understand ratings are distinct and descriptive57