david okoth, vaishali nandy, dr. julaine fowlin learning sciences and technologies dr. catherine...

CIDERDavid Okoth, Vaishali Nandy, Dr. Julaine Fowlin

Learning Sciences and Technologies Dr. Catherine Amelink, Dr. Glenda R. Scales

College of Engineering Virginia Tech

Research Funded by NSF TUES Grant # 1140425

TECHNOLOGY, PEDAGOGY, STRATEGIES INFLUENCING INNOVATIVE THINKING SKILLS

Welcome !


Welcome !Cultivating Technology and Pedagogical

Strategies that Influence Students’ Innovative Thinking Skills

• David Okoth, Vaishali Nandy, Dr. Julaine Fowlin • Learning Sciences and Technologies

• Dr. Catherine Amelink, Dr. Glenda R. Scales • College of Engineering

•


A. IntroductionB. Background & Related LiteratureC. MethodologyD. ResultsE. Conclusion

OverviewTECHNOLOGY, PEDAGOGY, STRATEGIES INFLUENCING INNOVATIVE THINKING SKILLS

Open MicIntroduction



The Nature of the Research Problem


1. 95% of CEOs give hiring preference to college graduates with skills that will enable them to “contribute to innovation in the workplace” (Hart Research Associates, 2013, p.1).

2. Students’ increasingly technology-driven lifestyles has encroached into the classroom discourse (Fons, 2010; Amelink, Scales, & Tront, 2012)

3. Pedagogical approaches that integrate learning technologies have had promising results on their learning

(*NCES, 2000; Hennessy, Wishart, Whitelock, Deaney, Brawn, Velle, McFarlane, Ruthven, & Winterbottom, 2007)



Traditional Pedagogical Strategies: • Disengaged • Invisible• Unaccountable• Emotionally disconnected• Download Last year’s exam (with answers)• In Large engineering classes (risk cloning!)



Blooms Taxonomy: Getting to the higher levels of critical thinking

• Create• Evaluate• Analyze • Apply• Understand• Remember

Open MicIntroduction



TECHNOLOGY AS AN ENABLER

Innovative thinking skills must be evoked by placing

learners in environments that present problems and questions (Anderson, Krathwohl, & Bloom, 2001) where students will go through a complex process that will

demand plausible and creative solution.


The research seeks to provide a glimpse of how engineering students view classroom technology and pedagogical strategies as a means to influence their innovative thinking skills. The findings highlight the value of using a balanced pedagogical and technologic strategies designed to encourage innovative thinking.

Statement of the Problem

Statement of the Problem


Some of the Research Questions


1. What do students perceive as most effective strategy that enhance their innovative thinking skills?

2. What are the combination of techniques during teaching that spurs their minds to innovative thinking?

3. What would they like to see implemented in their technology enhanced classes that promotes innovative thinking skills?

KOLB’s LEARNING STYLE MODELConceptual Framework


Kolb’s experiential learning model elaborates four cycle stages of learning modes

each with a characteristic that can describe whether the students are innovators in maximizing their opportunities to discover things for themselves, i.e., to critically think and be innovative (Kolb, 1984)


Accommodative DivergentConvergent Assimilating

KOLB’s LEARNING STYLE MODEL (1984)


A. DesignB. MethodC. ProcedureThis study is part of a larger Transforming Undergraduate Education in STEM (TUES) grant research project examining pedagogical strategies that engineering instructors use in teaching to facilitate the development of innovative thinking skills among engineering students.

MethodologyTECHNOLOGY, PEDAGOGY, STRATEGIES INFLUENCING INNOVATIVE THINKING SKILLS


Design, Method, Procedure


A. Qualitative Approach: post-positivist naturalistic method of inquiry (Creswell, 1994).

B. Instrument: • semi-structured questionnaire• guided discussions, stay on topic, explore key

issuesC.Data: sessions recorded and transcribed• analysis software (MAXQDA)

Design, Method, Procedure

expert performance, authentic activities, authentic context, authentic learning behavior, coaching and scaffolding, collaboration, integrated authentic assessment, multiple roles and perspectives including both negative and positive roles, professional learning, and finally reflexivity


A. There were three focus groups.B. A priori coding approach C. Ten conceptual themes which

were most prominent. (Rogers, Sharp, & Preece, 2011).

(FocusGrp1):involved classroom technology

(FocusGrp2): a traditional classroom with no use of classroom technology tools

(FocusGrp3):a mix of both orientations

ABETs Engineering Criteria 2000


Encourages engineering faculty to teach to educational and professional skills most needed to prepare professional engineers

• 3(a) through 3(k) • critical skills • Shifts gear from (learning outcomes) to “holistic

learning processes” (Facione, 1990; Woolston, 2008)• EC2000 formed our definitions framework


Node/Theme Enactment1 Access expert

performance working under experienced practitioner; technology seen as mnemonic devices, analogies, imagery, or metaphors that simplify or improve learning

2 Authentic activitiesreal connected activities practitioners engage in in a real world

3 Authentic contextreal world examples and practice that illustrate concept

4 Authentic learning behavior evident praxis; is technology helping to generate innovative solutions, (how it helps student go

beyond presented information, active inquiry and discovery, inductive reasoning, and motivation

5 Coaching and scaffolding students used their Coaches/Tablet/DyKnow/Technology to support their connections with

other materials including web-based resources

6 Collaboration students used peers during the learning process

Accreditation Board for Engineering and Technology (A.B.E.T., EC2000)

Accreditation Board for Engineering and Technology (A.B.E.T., EC2000)


Node/Theme Enactment7 Integrated authentic

assessment students monitored their learning, sought clarification if they were confused, persistence, self-monitoring, skills taught in one domain generalized to others in problem-solving.

8 Multiple roles and perspectives

sources and interacts with multiple ideas, roles, and perspectives with open-mindedness and flexible attitudes

(-) negative perspectives

technology is puzzling, delays, inefficient trial and error resulting in failure, frustration, or termination of effort toward further learning. effort undermined by fear of punishment, failing, insecurity, overt self-consciousness, or ridicule

(+) positive perspectives autonomous beliefs about personal control, competence, and expectations for success; clarity

of values and a sense of achievement, interests, ability, and goals; positive general feelings derived from intrinsic motivation

9 Professional learning effective use of technology and learning resources

10 Reflective thoughtful on broad base of problems, hypothesizes and predicts, also experiments to get solutions, systematically inquires, analyzes and judiciously comes to conclusions, confident, open-minded and seeks truth

Data Analysis

technl-ogy

tablet learning dyknow matlab online training com-puter

easier software

FocusGrp2 28 15 3 4 1 5 8 9 7 2

FocusGrp1 48 39 25 39 9 5 7 4 9 12

FocusGrp3 36 28 16 14 27 24 14 21 7 7

Most Commonly Used Words

FocusGrp2 FocusGrp1 FocusGrp3


The students’ cumulative negative perception about their class experiences was highest at 12.95% followed by 12.23% for both professional learning and authentic learning behavior. Other top ranking themes include authentic activities at 12.08%, multiple roles and perspective at 8.44%, reflection at 8.30%, coaching and scaffolding at 8.01%, access expert performance at 7.28%, authentic context at 6.84%, integrated authentic assessment at 5.53%, collaboration at 4.22%, and finally the positive perspective at 1.89%.

ResultsTECHNOLOGY, PEDAGOGY, STRATEGIES INFLUENCING INNOVATIVE THINKING SKILLS


% Cumulative Theme Occurrence

(+)ve perspective

Collaboration

Integrated authentic assessment

Authentic context

Access expert performance

Coaching and scafolding

Reflection

Multiple roles and perspectives

Authentic activities

Authentic learning behavior

Professional learning

(-)ve perspective

0.00 2.00 4.00 6.00 8.00 10.00 12.00 14.00

1.894.22

5.536.84

7.288.01

8.308.44

12.0812.2312.23

12.95

%


Intergroup Cumulative Themes

Access expert performance

Authentic activities

Authentic context

Authentic learning behavior

Coaching and scafolding

Collaboration

Integrated authentic assessment

Multiple roles and perspectives

(-)ve perspective

(+)ve perspective

Professional learning

Reflection

0 5 10 15 20 25 30 35 40 45 50FocusGrp2 FocusGrp1 FocusGrp3


How strategies relate to themes


The cause-effect is directional, for example, the data shows that coaching and scaffolding led to the development of the authentic learning behavior. This correlation indeed point that the strategies used by professors go beyond probabilistic independence.

“Quotable Quotes”

…having all the access to the internet is amazing, and use it, being able to use the technology to move yourself forward, and getting the professors and the students on the same page about every aspect that their tablet can do, make it so much interesting, and more productive if everybody knows exactly how to use...


I think I found that, it [technology] enhances the lecture a little bit, being able to get immediate feedback, the professors being able to get immediate feedback.

I feel like if you are in a class that requires use of a program, instead of like sending you off blindly on your own, at least the professors could use, like, give you the resources that they know would be helpful. So instead of, “Go blindly search the internet,” so like, “Here are some good starting points that should help you to get them.”

Most professors use the i-

clicker as a mere attendance

point, instead of using it for

what it’s intended for.

I jump back and forth between professors who write on the [white]board, write with chalk, use PowerPoint’s, some who just show slides that you can’t really annotate, they don’t send out, some do send out, it depends, every teacher is different, so it would be kind of nice to be able to have everything or nothing.

Conclusion

• there is clear evidence of the differences in strategies used in teaching with the different focus groups,

• more data needs to be gathered to get a deeper understanding of the emerging themes.



ConclusionWe may recommend:



• involve more structure and tactics to cultivate the kind of lifelong learning skills for today’s engineering student

• need for instructional design in large lecture classrooms

We may recommend:


Strategies that go beyond traditional lectures: • Pro-social challenges• Successful task completion• Vicarious learning with peers

Or industry professionals, and faculty• Aim higher [Analyze Evaluate Create]• Collect student generated content, store it, share• Class Polls-positively contribute to higher

student engagement

Let’s discuss from your perspective

questions?

AhsanteniThank You!

धन्यवा�द्�Dhanyavaad



david okoth, vaishali nandy, dr. julaine fowlin learning sciences and technologies dr. catherine...

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