Oregon State University SeminarDecember 5, 2008

Better understand and facilitate the variety of ways in

which people of all ages and backgrounds engage in

science and mathematics learning throughout their day

and lifespan.

Instructional Technology

Design Research Methods

Science Education

Temporary Agency, New York

Doctorate, George Mason University

Masters, University of South Florida

Eighth-grade Science Teacher, Tampa

Mining Engineer, Nicaragua

Bachelors, Columbia University

Manager, CAISE, Washington, DC

Coordinate an online Masters of Science and Mathematics

Education in Free-Choice Learning degree program.

50% Administrative Objective: Support transition of Instructional

Design graduate certificate to totally online delivery.

Outcomes: Enrollments are up and growing.

Limiting scope of work to maximize impact Online courses were available but not aligned The important role of the website Adoption of some SaaS technologies

Program Coordinator: Dr. Kevin Clark

Led the technical design team◦ Build a template system◦ Build a security system◦ Build an administrative system

Outcomes: 16 high school and 9 graduate online courses

“The Online Academy is based on the Community of Practice Learning System. This model recognizes the need for an e-learning system that is responsive to the world of learning in natural, informal contexts; incorporates learning characteristics evolving in a high technology society; and produces richer and deeper understanding or learning outcomes.”

“Each student is paired with a mentor, or expert in the community of practice. Each student's mentor is a highly qualified classroom teacher holding state licensure and expertise in online learning. The mentor serves as a coach or model to the student by prompting and questioning the student, interacting with the student to support learning, and providing feedback on submitted work.”

Project Director: Dr. Priscilla Norton

CAISE Leadership & Diversity Fellows Program◦ Leadership Development in ISE◦ Cohort 1: Proposal Development◦ Cohort 2: CAISE Inquiry Groups◦ Underrepresented groups and geographic regions◦ Distance program, monthly dial-in seminars

CAISE Director: Ellen McCallieL & D Chair: Preeti Gupta

Work with other faculty in support of the Department, including teaching, doctoral

student advising, committees and other activities as

appropriate

50% Teaching Included course design in WebCT

Podcasting (Face-to-Face or Online) Instructional Design (Blended) Mid-Program Masters Portfolio Assessment

(F2F or Online) End-Program Masters Portfolio Assessment

(Online)

Department Chair: Dr. Kevin Clark

Formal science education background Inquiry, constructivist, and action research

orientation

Research methods Integrating digital media with STEM education

Secure funding, conduct and publish original research in

the area of free-choice learning

Handbook of Design Research Methods in Education: Innovations in Science, Technology, Engineering and Mathematics Learning and Teaching

Kelly, Lesh, & Baek, 2008

Principal Investigator: Dr. Eamonn Kelly

Principal Investigator: Dr. Brenda Bannan

This five year program of research entitled "Comprehension Strategy in Inquiry-based Science" strives to investigate: 2.Teachers‘ understanding and use of inquiry-based methods in science; 3.Teachers' participation in the design and development of a technology-based system that integrates inquiry-based science and reading comprehension strategies and ; 4.Children's conceptual understanding of science content and use of comprehension strategy support when using a technology-based system during inquiry-based science lessons in the fourth grade.

NARST 2006◦ Design Research on the Means of Support for Teaching

and Learning Geological Observation ICTMA 2007◦ The Perception of Slope and Geological Observation

Performance: Exploring the Mathematical Component of a ◦ Geoscience Domain Model

Dissertation 2007◦ Exploring the Assessment of Geological Observation with

Design Research AERA 2008◦ Design Research on a Diet: A Methodological Framework

Called Design Assessment NARST 2009◦ Design Research on the Assessment of Geological

Observation: The Components of Perception, Explanation, and Gestures

Educational goal: Improve geoscience learning, instruction and assessment.

Design goal: Build solutions that support authentic geological observation performance.

Practical goal: Research activities occur within the actual setting in which improvements are expected.

Diffusion goal: Solutions are accessed, adopted and used by all teachers and students.

Research goal: Explore how to assess student geological observations.

How can the performance of geological observation be assessed?

Field testing◦ Student work◦ Video recording

Mixed-methods analysis◦ Typology development◦ Non-parametric analyses◦ Item difficulty analysis◦ Data consolidation

18 fourth grade: Katerina & Oscar 21 fifth grade: Katerina & Sylvia Dual language immersion school◦ Suburban-urban school district

7 classroom visits◦ 3 field tests of GO Inquire◦ 2 field tests of cutting task◦ 2 field tests of fieldguide task

How can the performance of geological observation be assessed?◦ Assessing Perception◦ Assessing Explanation◦ Assessing Gesture

278 GO Inquire stamp task responses were analyzed.

Did they see “high” in the photo? Distinction between Perception &

Identification Irrelevance -> Relevance -> Seeing Process

“Verbal Retreat” in reverse Incorrect -> Static Descriptions -> Process

Descriptions -> Explanations Explaining how the object came to be.

6.5 hours of classroom interaction videorecordings.

108 episodes involving both gestures and geological observation were analyzed.

Continuing to retreat back to non-verbal communication

Deictic -> Iconic gestures Stamping, acts like gestures

Assessment model of geological observation

Conceptual development of geological processes is indicated by perceptual development.

Scientific language develops when communicating what one sees, given progressively difficult tasks.

Geoscientific cognitive development is indicated by communicating mental models of geological processes.

Motivational support is vital for geoscientific cognitive development. We used visual tasks, social computing, and field trips.

Many interactions need to be monitored in the design. User-computer, student-teacher, student-student, student-task.