institutional transition to the learning paradigm: coupling transformation and scalability through...
TRANSCRIPT
Institutional Transition to the Learning Paradigm:Coupling Transformation and Scalability
Through Instructional Technology
Institutional Transition to the Learning Paradigm:Coupling Transformation and Scalability
Through Instructional Technology
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Donald P. Buckley, Ph.D.Associate Professor of Biology
Director of Instructional Technology, School of Health Sciences
Quinnipiac University; Hamden, CT 06518
Apple Distinguished Educator Computerworld Smithsonian Laureate
[email protected]://faculty.quinnipiac.edu/health/biology/buckley/welcome.html
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University of North Carolina System - TLT Symposium
AEAECC
U N I V E R S I T Y U N I V E R S I T Y O F O F H A R T F O R D H A R T F O R D
Advanced Educational Computing
A Tool To Foster Student-Centered Learning
Advanced Educational Computing
A Tool To Foster Student-Centered Learning
FIPSFIPSEE
NSFNSFCulpeCulpeperper
A Revolution in Education?Only once in our species history …NOW
A Revolution in Education?Only once in our species history …NOW
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
KnowingKnowing
The meaning of “knowing” has shifted from being able to repeat and remember
information to being able to find and use it
Herbert SimonNobel Laureate
The meaning of “knowing” has shifted from being able to repeat and remember
information to being able to find and use it
Herbert SimonNobel Laureate
The core goal is:
Learning with Understanding
The core goal is:
Learning with Understanding
Faculty Preparation for Learning-Centered Instruction
ContentContentKnowledgeKnowledge
ContentContentKnowledgeKnowledge
PedagogicalPedagogicalKnowledgeKnowledge
PedagogicalPedagogicalKnowledgeKnowledge
PedagogicalPedagogicalContentContent
KnowledgeKnowledge
PedagogicalPedagogicalContentContent
KnowledgeKnowledge
Learning-Centered InstructionLearning-Centered Instruction
Institutional Transitionto the Learning ParadigmInstitutional Transition
to the Learning Paradigm
Learning-centered faculty development is crucial
Faculty need transformational experiences
Transformation conflicts with scalability
Non-scalable processes may remain insular and transient …institutional change processes needed
Faculty populations have structure, which influences the scalability challenge
Learning-centered faculty development is crucial
Faculty need transformational experiences
Transformation conflicts with scalability
Non-scalable processes may remain insular and transient …institutional change processes needed
Faculty populations have structure, which influences the scalability challenge
The Chasm
Innovators
Early Adopters Skeptics
Early Adopters Late Adopters
The Chasm
Willing to step out of traditional roles?
YES NO
Innovators
Early Adopters Skeptics
Early Adopters Late Adopters
Hagner, NLII 2001 White Paper
The Chasm
Willing to step out of traditional roles?
YES NO
Careerists
Risk Seekers Risk Adversives
Innovators
Early Adopters Skeptics
Early Adopters Late Adopters
Hagner, NLII 2001 White Paper
Institutional Transition Process
Lone Rangers
Innovators
Lone Rangers
Innovators
Boutique Phase
TransformationScalability
Early Adopters
Boutique Phase
TransformationScalability
Early Adopters
Systemic Phase
Transformation
Scalability
Later Adopters
Systemic Phase
Transformation
Scalability
Later Adopters
LocalR&D
1-on-1Authoring
Harding, NLII 2001
Four FociFour Foci
How do people learn?
What is the role of technology in learning?
Institutional Change: Boutique Phase
Institutional Change: Systemic Phase
How do people learn?
What is the role of technology in learning?
Institutional Change: Boutique Phase
Institutional Change: Systemic Phase
Four FociFour Foci
How do people learn?
What is the role of technology in learning?
Institutional Change: Boutique Phase
Institutional Change: Systemic Phase
How do people learn?
What is the role of technology in learning?
Institutional Change: Boutique Phase
Institutional Change: Systemic Phase
Why?Why?
The part of the brain that we use for critical inquiry seems to have evolved from part of the brain that we use for :
Perception
Which draws lots of assumptions and makes lots of snap decisions in order for us to navigate though our daily existence
The part of the brain that we use for critical inquiry seems to have evolved from part of the brain that we use for :
Perception
Which draws lots of assumptions and makes lots of snap decisions in order for us to navigate though our daily existence
Learning with Understanding
Sudying Facts Is Necessary, But Memorization Is Inadequate
Learn for Understanding
Application to Solve New Problems
Students Need to Build Their Own MeaningStudents Need to Build Their Own Meaning
TransferTransfer
Where Are We Going?
Instructional ParadigmInstructional Paradigm
Learning ParadigmLearning Paradigm
Principles to Drive This TransitionPrinciples to Drive This Transition
Learning should be inquiry-oriented
Students need to learn with understanding
Student experiences should be learning-centered
Learning should be socially situated
Pedagogical Innovation must be coupled to institutional change processes
Faculty development should be transformational
Learning should be inquiry-oriented
Students need to learn with understanding
Student experiences should be learning-centered
Learning should be socially situated
Pedagogical Innovation must be coupled to institutional change processes
Faculty development should be transformational
How?
One Approach...
COMMUNICATING
VISUALIZING
ANALYZING
MODELING
DATACOLLECTION
Technology can be an Enabler
COMMUNITYOF
LEARNERS
SIMULATING
BioQUEST Curriculum Consortium
Technology Is Often Heralded as a SolutionTechnology Is Often Heralded as a Solution
InstructionalParadigm
LearningParadigm
Faculty PracticesFaculty
PracticesPedagogical Potential of
the TechnologyPedagogical Potential of
the Technology
Faculty still operating within the Instructional Paradigm will not recognize the value of advanced instructional technology, which is best suited to supporting learning
centered pedagogies.
Faculty still operating within the Instructional Paradigm will not recognize the value of advanced instructional technology, which is best suited to supporting learning
centered pedagogies.
Four FociFour Foci
How do people learn?
What is the role of technology in learning?
Institutional Change: Boutique Phase
Institutional Change: Systemic Phase
How do people learn?
What is the role of technology in learning?
Institutional Change: Boutique Phase
Institutional Change: Systemic Phase
Pedagogical Feature Set of Instructional Technology
InteractivityInteractivity: : fosters active-learning experiencesfosters active-learning experiences
MultimediaMultimedia: : engages cognitive processesengages cognitive processes
CommunicationCommunication::promotes social construction of knowledgepromotes social construction of knowledge
Computing componentsComputing components::• • professional tools professional tools • • simulations to develop critical inquiry simulations to develop critical inquiry
skillsskills• • integrate powerful assessment toolsintegrate powerful assessment tools•• authoring tools for report writingauthoring tools for report writing
Goals of Assessment
• Mindful engagement ...”chunking”Mindful engagement ...”chunking”
• Provide feedbackProvide feedback
• Build incentive systemsBuild incentive systems
• Collect diagnostic clues about Collect diagnostic clues about individualindividual needsneeds
Assessment Tools in Education Technology
Open-endedassessment styles
Structured assessmentstyles
Utility ofUtility ofCompetingCompeting
AssessmentAssessmentStylesStyles
LearnFactsLearnFacts
LearnInquiryLearn
InquiryLearn
Concepts
LearnConcept
s
main learning goalfoundational information
Open-ended AssessmentA Contradiction of Terms?
Open-ended AssessmentA Contradiction of Terms?
Perhaps some structured assessment
Portfolio model …report authoring
Need epistemological scaffolding …e.g., 3P's
Iterative, analogous scenarios to build meaning
Path analysis …monitor decision making
Formative
Perhaps some structured assessment
Portfolio model …report authoring
Need epistemological scaffolding …e.g., 3P's
Iterative, analogous scenarios to build meaning
Path analysis …monitor decision making
Formative
Examples
Four FociFour Foci
How do people learn?
What is the role of technology in learning?
Institutional Change: Boutique Phase
Institutional Change: Systemic Phase
How do people learn?
What is the role of technology in learning?
Institutional Change: Boutique Phase
Institutional Change: Systemic Phase
AEAECC
U N I V E R S I T Y U N I V E R S I T Y O F O F H A R T F O R D H A R T F O R D
Advanced Educational Computing
A Tool To Foster Student-Centered Learning
Advanced Educational Computing
A Tool To Foster Student-Centered Learning
FIPSFIPSEE
NSFNSFCulpeCulpeperper
AEAECC
U N I V E R S I T Y U N I V E R S I T Y O F O F H A R T F O R D H A R T F O R D
FIPSFIPSEE
NSFNSFCulpeCulpeperper
Using Advanced Educational Technology
to Foster Institutional Transition to
the Learning Paradigm
Using Advanced Educational Technology
to Foster Institutional Transition to
the Learning Paradigm
Traditional Technology TrainingTraditional Technology Training
Limited potential (e.g., slide show authoring)
o Because “don’t have the time to commit to deeper efforts”
Problem: making a better lecture is not transformational
o It doesn’t foster transition to learning-centered pedagogies
o Faculty wonder “why spend all that effort for limited gains?”
Result: limited faculty willingness to participate in more training
Limited potential (e.g., slide show authoring)
o Because “don’t have the time to commit to deeper efforts”
Problem: making a better lecture is not transformational
o It doesn’t foster transition to learning-centered pedagogies
o Faculty wonder “why spend all that effort for limited gains?”
Result: limited faculty willingness to participate in more training
Solution: Up the AnteSolution: Up the Ante
Capture the pedagogical high ground …focus on learning & inquiry.
Focus on genuinely transformational faculty development to change faculty attitudes and behaviors
Authoring experiences can be transformational
Capture the pedagogical high ground …focus on learning & inquiry.
Focus on genuinely transformational faculty development to change faculty attitudes and behaviors
Authoring experiences can be transformational
Deep Authoring Is Transformational Experience
It was enormously stimulating for most participants
to create learning environments that would
enable them to teach things that they
could not teach well before.
It was enormously stimulating for most participants
to create learning environments that would
enable them to teach things that they
could not teach well before.
Full-fledged Interactive Multimedia Authoring Was Chosen for Training
Full-fledged Interactive Multimedia Authoring Was Chosen for Training
Programming Was Required
To Meet Faculty Functionality Goals
To customize interfaces that allow students to explore the content areas in intuitive ways
To build simulations that emulate the real world
To build formative assessment tools
Programming Was Required
To Meet Faculty Functionality Goals
To customize interfaces that allow students to explore the content areas in intuitive ways
To build simulations that emulate the real world
To build formative assessment tools
Summary of Core Training ConceptsSummary of Core Training Concepts
Use Technology that Provides Transformational Use Technology that Provides Transformational
Pedagogical ExperiencesPedagogical Experiences
But Keep the Technology TransparentBut Keep the Technology Transparent
Focus on Pedagogical InnovationFocus on Pedagogical Innovation
Build Collaborations Build Collaborations
Seek the Eager-BeaversSeek the Eager-Beavers
Use Technology that Provides Transformational Use Technology that Provides Transformational
Pedagogical ExperiencesPedagogical Experiences
But Keep the Technology TransparentBut Keep the Technology Transparent
Focus on Pedagogical InnovationFocus on Pedagogical Innovation
Build Collaborations Build Collaborations
Seek the Eager-BeaversSeek the Eager-Beavers
Major Features of Faculty Development ProgramMajor Features of Faculty Development Program
1. Full-fledged Interactive Multimedia Authoring …Transformational
2. But our goal was NOT to create multimedia authors
3. Emphasize pedagogy …this is not about “learning technology.’’
4. Keep the technology transparent ! Technology is the mentor’s job.
5. Heavy reliance on Faculty Mentoring Faculty and other collaboration.
6. High quality support necessary to minimize risk and maximize success.
7. Promote a culture of teaching reform and pedagogical scholarship.
8. Create a versatile faculty reward structure that values innovation.
1. Full-fledged Interactive Multimedia Authoring …Transformational
2. But our goal was NOT to create multimedia authors
3. Emphasize pedagogy …this is not about “learning technology.’’
4. Keep the technology transparent ! Technology is the mentor’s job.
5. Heavy reliance on Faculty Mentoring Faculty and other collaboration.
6. High quality support necessary to minimize risk and maximize success.
7. Promote a culture of teaching reform and pedagogical scholarship.
8. Create a versatile faculty reward structure that values innovation.
Major Features of Faculty Experience
Focus on Focus on Pedagogical Innovation Pedagogical Innovation & Student & Student LearningLearning
Train clusters of 3-4 facultyTrain clusters of 3-4 faculty from a discipline (interdisciplinary next from a discipline (interdisciplinary next
time)time)
First, First, 30 hours of group introduction30 hours of group introduction (1:1 trainee:trainer ratio) (1:1 trainee:trainer ratio)
Then, committed and Then, committed and prolonged individual mentoringprolonged individual mentoring
Let each faculty member build a tool to solve a problem in Let each faculty member build a tool to solve a problem in their their
content areacontent area
Author small projectsAuthor small projects to ensure success and formative development to ensure success and formative development
Don’t let faculty failDon’t let faculty fail
Build a faculty Build a faculty reward structurereward structure …development, class, grants, …development, class, grants,
presentationspresentations
Scale of Faculty Participation in AEC ProgramScale of Faculty Participation in AEC Program
Art 54
Biology 2
Business 4
Chemistry 4
Communication 7
Computer Science 4
Education 5
Engineering/Technology 6
English/Humanities 6
Foreign Languages 2
Health Professions 5
Hillyer College/Humanities 3
Judaic Studies 1
Music 3
Physics 1
Political Science 3
Psychology 5
Sociology 4
Two Year Total (1 June 1996) 74
Number of faculty trained:74 out of a population of 320
Art History
AEC-Trained Faculty?
non-AEC AEC total
innovator 31 14 45-0.027563 0.041345
FacultySelf middle adopter 64 31 95
Images -0.218159 0.327238
late adopter 22 7 290.429189 -0.643783
total 120 52 172
Chi-square = 0.7558 ns (p=0.6853), 2 df
table contents:CountStandardized Residuals
AEC-Trained Faculty?
non-AEC AEC total
innovator 31 14 45-0.027563 0.041345
FacultySelf middle adopter 64 31 95
Images -0.218159 0.327238
late adopter 22 7 290.429189 -0.643783
total 120 52 172
Chi-square = 0.7558 ns (p=0.6853), 2 df
table contents:CountStandardized Residuals
Faculty Self-Description of Developmental StageFaculty Self-Description of Developmental Stage
No significant differences were observed between AEC-trained faculty and No significant differences were observed between AEC-trained faculty and other faculty. other faculty.
This suggests that AEC outcomes are not based on preferential recruitment of This suggests that AEC outcomes are not based on preferential recruitment of evangelists into the program.evangelists into the program.
Faculty Attitudes About Student Faculty Attitudes About Student MotivationMotivation
AEC Faculty tend to be more optimistic that educational AEC Faculty tend to be more optimistic that educational technology can improve student motivation to learn.technology can improve student motivation to learn.
Does educational technology improve student motivation to learn?
AEC-Trained Faculty?
non-AEC AEC total
Agree 72 41 113-0.812245 1.24413
FacultyAttitudes Disagree 22 4 26
0.883004 -1.35251
No Opinion 28 7 350.698406 -1.06976
total 122 52 174
Chi-square = 6.4* (p=0.0398), 2 df
table contents:CountStandardized Residuals
Does educational technology improve student motivation to learn?
AEC-Trained Faculty?
non-AEC AEC total
Agree 72 41 113-0.812245 1.24413
FacultyAttitudes Disagree 22 4 26
0.883004 -1.35251
No Opinion 28 7 350.698406 -1.06976
total 122 52 174
Chi-square = 6.4* (p=0.0398), 2 df
table contents:CountStandardized Residuals
Faculty Attitudes About Student AbilityFaculty Attitudes About Student Ability
AEC Faculty tend to be more optimistic that educational AEC Faculty tend to be more optimistic that educational technology can improve student ability to learn.technology can improve student ability to learn.
Does educational technology improve student ability to learn?
AEC-Trained Faculty?
non-AEC AEC total
Agree 70 41 111-0.780972 1.17146 0
FacultyAttitudes Disagree 19 2 21
1.17011 -1.75516 0
No Opinion 28 9 370.471159 -0.706739 0
total 117 52 169
Chi-square = 7.153* (p=0.0280), 2 df
table contents:CountStandardized Residuals
Does educational technology improve student ability to learn?
AEC-Trained Faculty?
non-AEC AEC total
Agree 70 41 111-0.780972 1.17146 0
FacultyAttitudes Disagree 19 2 21
1.17011 -1.75516 0
No Opinion 28 9 370.471159 -0.706739 0
total 117 52 169
Chi-square = 7.153* (p=0.0280), 2 df
table contents:CountStandardized Residuals
Faculty Multimedia UseFaculty Multimedia UseAEC Faculty were trained in interactive multimedia authoring.AEC Faculty were trained in interactive multimedia authoring.
These data indicate that AEC-trained faculty exhibit These data indicate that AEC-trained faculty exhibit much greater tendency to use multimedia.much greater tendency to use multimedia.
AEC-Trained Faculty?
non-AEC AEC total
Often 11 11 22-1.12428 1.71998
FacultyMultimedia Sometimes 33 21 54
Use -0.785957 1.20239
Never 66 15 811.22766 -1.87813
total 110 47 157
Chi-square = 11.32** (p=0.0035), 2 df
table contents:CountStandardized Residuals
AEC-Trained Faculty?
non-AEC AEC total
Often 11 11 22-1.12428 1.71998
FacultyMultimedia Sometimes 33 21 54
Use -0.785957 1.20239
Never 66 15 811.22766 -1.87813
total 110 47 157
Chi-square = 11.32** (p=0.0035), 2 df
table contents:CountStandardized Residuals
Overall Information Technology Use
AEC-Trained Faculty?
non-AEC AEC total
0 77 18 951.23065 -1.9004
Numberof Types of 1 21 11 32
Information -0.325482 0.502616Technology
Required 2 14 12 26In Classes -1.00893 1.55801
≥3 12 11 23-1.04448 1.61291
total 124 52 176
Chi-square = 12.62** (p=0.0055), 3 df
table contents:CountStandardized Residuals
AEC-Trained Faculty?
non-AEC AEC total
0 77 18 951.23065 -1.9004
Numberof Types of 1 21 11 32
Information -0.325482 0.502616Technology
Required 2 14 12 26In Classes -1.00893 1.55801
≥3 12 11 23-1.04448 1.61291
total 124 52 176
Chi-square = 12.62** (p=0.0055), 3 df
table contents:CountStandardized Residuals
AEAECC
FIPSFIPSEE
NSFNSFCulpeCulpeperper
Edward KlonoskiEdward Klonoski ◊ ◊ UNIVERSITY UNIVERSITY OFOF HARTFORD HARTFORD ◊ ◊ Donald BuckleyDonald Buckley
Project Outcomes:
Institutional Change in Faculty Attitudes
and Technology Use in Teaching
Project Outcomes:
Institutional Change in Faculty Attitudes
and Technology Use in Teaching
Four FociFour Foci
How do people learn?
What is the role of technology in learning?
Institutional Change: Boutique Phase
Institutional Change: Systemic Phase
How do people learn?
What is the role of technology in learning?
Institutional Change: Boutique Phase
Institutional Change: Systemic Phase
Problem with IMM Training: ScalabilityProblem with IMM Training: Scalability
Authoring IMM LearningWare is a deep experience
Faculty do become sophisticated consumers of LearningWare and explore learning principles
Problem …very effort intensive
Need another kind of authoring experience to provide transformational faculty & curriculum development
Course Management Systems: Transformation & Scalability?
Authoring IMM LearningWare is a deep experience
Faculty do become sophisticated consumers of LearningWare and explore learning principles
Problem …very effort intensive
Need another kind of authoring experience to provide transformational faculty & curriculum development
Course Management Systems: Transformation & Scalability?
Institutional Transition Process
Lone Rangers
Innovators
Lone Rangers
Innovators
Boutique Phase
TransformationScalability
Early Adopters
Boutique Phase
TransformationScalability
Early Adopters
Systemic Phase
Transformation
Scalability
Later Adopters
Systemic Phase
Transformation
Scalability
Later Adopters
LocalR&D
1-on-1Authoring
Harding, NLII 2001
Registrar
CMS Database
Course Management Systems:The Enabling Technology Infrastructure?
Faculty
Content Comm Tools Assessment
Student Experience on the Web
Some Emergent Goals for Utilizing CMS Technology:Technology-assisted Facilitation of Learning-centered Teaching Styles
Content Delivery
Communication
Assessment
LectureContent delivery
ActivitiesProblem-basedProject-basedCase-based
Episodic PervasiveRoutine reflection within and among
teams
Summative Formative
Teacher-centered Learner-centered
CMS 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 System: routine formative
assessment out of class time
Research Simulation
Emulating the Process of Professional Investigation
Revision of Class Timecontent delivery system
from Lecture to Discovery Activities
Mitigating the Coverage DilemmaDevelop Epistemological Skills
Students Need to Build Meaning
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
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.