inquiry-based software microworlds : promoting understanding and retention of concepts

Inquiry-based Software MicroWorlds: Promoting Understanding and Retention of Concepts

Wade Ellis, Jr.West Valley CollegeSaratoga, California

Landow 1993

It took only twenty-five years for the overhead projector to make it from the bowling alley to the classroom. I'm optimistic about academic computing; I've begun to see computers in bowling alleys.

Outline

The Story MERLOT as a repository Examples: A Contour Map & ALEKS Tour Models for course design

– Brain Research– Adult Learners– Bloom’s Taxonomy of Learning– Action/Consequence Reflection & Inquiry

Questions A Methodology for creating materials Two essential understandings in education Comments and questions

The Story I think that things can be changed

(improved) I’m attracted to gadgets: I wanted to use

technology in teaching mathematics Technology was about students learning

mathematics (efficiently and effectively) Students should learn to learn

mathematics (or your chosen discipline) I should facilitate and improve their

learning I couldn’t do it by myself: teams are

needed

Things I’ve Been Involved in

NSF National Science Digital Library Visiting Team

ODE Architect software package 50 hours of Inter. Algebra Videotapes Taught Online Beg. Algebra Courses Online Tutorial for Derive Co-Authored 20 mathematics textbooks Co-Authored 10 computer software manuals Used Blackboard and Angel Consulting on hardware, software and prof.

dev. Developed Computer-based learning

activities

MERLOT as a Repository

What’s kinds of things are in MERLOT?– Text– Simulations– Animations

Telling what you should observe– Lessons– And more

What might also be in MERLOT?

Examples Contour Map from the National Curve

Bank ALEKS Tour

On the Contour Map website, click on the line above [Be patient.].

Brain Research (Kolb & Zull)

Abstract hypothes

es

Active testin

g

Concrete experience

Reflectiveobservatio

n

Premotor and

MotorSensory

and postsensory

Temporal

integrative

cortex

FrontalIntegrative

cortex

Brain Research Engaging in a concrete experience Following it with reflective

observation Developing an abstract

conceptualization based upon the reflection

Actively experimenting based upon the abstraction

Brain Research

Experience it Reflect on it Abstract it Try it

Brain Research

Bathe the whole learning

event in

emotion!

Adult Learners

Malcolm Knowles makes the following assumptions about the design of learning for adult learners [Andragogy]:

1. Adults need to know why they need to learn something,

2. Adults need to learn experientially, 3. Adults approach learning as problem-

solving, and 4. Adults learn best when the topic is of

immediate value.

Bloom’s Taxonomy of Learning Information - remembering Knowledge - understanding Application - applying Problem Solving - analyzing Evaluation - judging Research - creating

Bloom’s Taxonomy of Learning Information Knowledge Application Problem Solving Research Evaluation

An Action/Consequence Document Slope

Slope is a TI-Nspire document. A trial version of TI-Nspire for eitherWindows or Mac OS X can be found at:

TI-Nspire Software

Action/Consequence Activities Embedding technology in learning

activities Embedding Inquiry Questions in

learning activities

Inquiry Questions

When is the length of P1Q negative? How are y1 and P1 related? When is the boxed value negative? When will the value be zero? Can the value be undefined? When will the value for a line be ½? What will happen when P1 and P2 are

interchanged? Will that always happen?

Learning Process Methodology1. Preparation2. Learning Activity3. Reflection

1. Preparation Why? Where does it fit in your

knowledge framework? Prerequisites Goals Performance Criteria Language Resources

2. Learning Activity Plan Key Questions/Critical Thinking

Questions (Inquiry Questions encouraging Reflection)

Examples and Models Application Problem Solving

3. Reflection Self-Assessment Extension

Learning as a Process Learning Skills

– Reading carefully– Abstracting– Generalizing– Dealing with frustration

1. PreparationWhy?

Understanding contour mapping will help you in reading such maps when you deciding on paths for power lines or hiking paths.Where does it fit in the knowledge framework?You can currently read road maps and hiking trail maps. The ability to understand topographic information superimposed on these maps can allow you to understand the placement of buildings or plan hikes more effectively. Prerequisites

The ability to read street and road maps. An understanding of the coordinate plane.

GoalsThe ability to interpret topographic maps.The ability to create a simple topographic map from data.

Performance CriteriaReading topographic maps.

LanguageSlicing planeLevel curveContourContour map

ResourcesContour map animation

2. Learning ActivityPlan

1. Read the Critical Thinking Questions2. Work with the Contour map program4. Answer the Critical Thinking Questions3. Interpret the Applications4. Solve the ProblemsExamples and ModelsContour Maps (see below)Key Questions/Critical Thinking Questions (Inquiry Questions)

1. Why are the slicing planes the same distance apart?2. What does it mean when the contour lines are close together

on the 2D contour map?3. How can you tell which peak is highest from the contour plot?4. Could the contour plot be of a set of valleys rather than a set

of peaks?5. What does it mean when there is a large region at the top of a

peak?Application Another topographic map to interpret (see below)Problem Solving

Decide on the steepest ascent to the highest mountain or ridge. Interpret a temperature contour map. 

3. ReflectionSelf-Assessment

1. Can you determine basic features of a region from its topographic map?2. Can you determine which hills are the highest from a topographic map?Extension1. What other kinds of maps are there that use level curves?2. What kinds of information can you determine from these other kinds contour maps?

Two Essential Ways of Thinking The Axiomatic Method The Scientific Method

Bits and Pieces Social aspects of learning in

communities (situated learning)– John Seeley Brown

Tablet PCs and Classroom Communications

Using the Internet to expand the curriculum (American History)

Comments and Questions

References John Seely Brown, Growing Up Digital,

Change, March/April 2000.http://www.usdla.org/html/journal/FEB02_Issue/article01.html;http://www.johnseelybrown.com/mindsonfire.pdf James Zull, ( 2002). The Art of Changing

the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning,.

Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.

Dan Apple, and others (2009). Electronic Faculty Guidebook. Lisle, Illinois: Pacific Crest.

Electronic Faculty Guidebook