the role of assessment in learning-centered instructional technology --------------------------...
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The Role of Assessment in Learning-centered
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: [email protected]
WWW: http://faculty.quinnipiac.edu/health/biology/buckley/welcome.html
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Michigan State UniversityCNS Explorations in InstructionalTechnology: A Discussion Series
A Special Revolution in EducationOnly once in our species history …NOW
1. Poor student performances have provoked soul-searching1. Poor student performances have provoked soul-searching
Emergence of the Learning ParadigmEmergence of the Learning Paradigm
2. The 2. The Decade of the BrainDecade of the Brain::
New insights about the cognitive development of learningNew insights about the cognitive development of learning
3. Computing tools facilitate3. Computing tools facilitate
Simulation, data collection/analysis, & authoringSimulation, data collection/analysis, & authoring
CommunicationCommunication
Formative AssessmentFormative Assessment
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
Institutional Change Is Necessary,But Faculty Populations Have Structure:
Faculty Preparation for Learning-Centered Instruction
ContentContentKnowledgeKnowledge
ContentContentKnowledgeKnowledge
PedagogicalPedagogicalKnowledgeKnowledge
PedagogicalPedagogicalKnowledgeKnowledge
PedagogicalPedagogicalContentContent
KnowledgeKnowledge
PedagogicalPedagogicalContentContent
KnowledgeKnowledge
Learning-Centered InstructionLearning-Centered Instruction
““What we need to learn beforeWhat we need to learn before doing, we learn by doing.”doing, we learn by doing.”
Aristotle
the Learning Paradigm
Active Learning
Critical Inquiry & Synthesis
Cognitive Development of Learning
Multiple Intelligences - Multiple learning Styles
Assessment of Learning Outcomes - Mindful Engagement
Emphasis: Learning Outcomes ...Not Content Delivery
Learning Paradigm Instructional Paradigm
• Emphasis on learning • Content delivery
• Student-centered • Teacher-centered
• Problem-based • Content-based
• Open-ended problems • Closed-ended problems
• Epistemology/Hypotheses • Answers
• Formative assessment • Summative Assessment
Principles to Drive This Transition
Students need to build meaning
Learning should be inquiry-oriented
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
What Level of Learning?
Memorizing Facts Is Necessary, But Inadequate
Learn for Understanding
Application to Solve New Problems
Students Need to Build Their Own MeaningStudents Need to Build Their Own Meaning
TransferTransfer
Comparison of Novices and Experts
Novices versus Experts Novices versus Experts
Left -brain
Serial processing
Scanning possibilities
Superficial distractors
Abstraction
Left -brain
Serial processing
Scanning possibilities
Superficial distractors
Abstraction
Right-brain
Parallel processing
Recognizing useful patterns
Core concepts
Perception
Right-brain
Parallel processing
Recognizing useful patterns
Core concepts
Perception
How People LearnBransford et al., 2000
Learning - Key Findings
Student learning is founded on preconceptions that they bring to the learning experience
Students need foundational information, but they must have opportinties to learn with understanding …to build meaning
Learning can be facilitated by a metacognitive approach …reflective learning practices
Student learning is founded on preconceptions that they bring to the learning experience
Students need foundational information, but they must have opportinties to learn with understanding …to build meaning
Learning can be facilitated by a metacognitive approach …reflective learning practices
How People LearnBransford et al., 2000
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 Solution
InstructionalParadigm
LearningParadigm
Faculty PracticesPedagogical Potential of Instructional Technology
Pedagogical Feature Set of Instructional Technology
InteractiveInteractive Multimedia: Multimedia: foster active-learning experiencesfoster active-learning experiences
Interactive Interactive MultimediaMultimedia: : engage cognitive processesengage cognitive processes
CommunicationCommunicationpromote social construction of knowledgepromote social construction of knowledge
Computing components:Computing components:simulation to develop critical inquiry skillssimulation to develop critical inquiry skillsintegrate powerful assessment toolsintegrate powerful assessment toolsauthoring tools for report writingauthoring tools for report writing
Overview
• Pedagogical Feature Set of Interactive Multimedia LearningWare
• Interactivity fosters active learning
• Sensory rich information formats enable brain-based teaching/learning
• Communication tools promote social construction of knowledge
• Computers facilitate routine assessment
• Course Management Systems
• Web-delivered content
• Routine formative assessment
• Communication tools to promote cooperative learning styles
• Faculty Development
• Technology integration …to serve learning-centered pedagogies
• Transition to the Learning Paradigm
• Faculty development should be transformational & community wide
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Pedagogical Feature Set of Instructional Technology
InteractiveInteractive Multimedia: Multimedia: foster active-learning experiencesfoster active-learning experiences
Interactive Interactive MultimediaMultimedia: : engage cognitive processesengage cognitive processes
CommunicationCommunicationpromote social construction of knowledgepromote social construction of knowledge
Computing components:Computing components:authoring toolsauthoring toolssimulationsimulationintegrate powerful assessment toolsintegrate powerful assessment tools
Goals of Assessment
• Mindful engagement ...”chunking” contentMindful engagement ...”chunking” content
• Provide feedbackProvide feedback
• Build incentive systemsBuild incentive systems
• Collect diagnostic clues about Collect diagnostic clues about individualindividual needs needs
Assessment Tools in Education Technology
Open-endedassessment styles
Structured assessmentstyles
Utility ofUtility ofCompetingCompeting
AssessmentAssessmentStylesStyles
LearnFactsLearnFacts
LearnInquiryLearn
InquiryLearn
Concepts
LearnConcept
s
main learning goal
foundational information
Examples
Open-ended AssessmentA Contradiction?
Perhaps some structured formative assessment
Portfolio model …report authoring
Epsitemological scaffolding …e.g., 3P's
Interative, analogous scenarios
Path analysis …monitor decision making
Problem with IMM Training: Scalability
Authoring IMM LearningWare is a deep experience
Problem …very effort intensive
Faculty do become sophisticated consumers of LearningWare
Another kind of authoring experience needed, to scale up and integrate pedagogies/technologies
Course Management Systems?
Institutional Transition Process
Lone Rangers
Lone Rangers
Boutique Phase: 1-on-1 TLC
TransformationScalability
Boutique Phase: 1-on-1 TLC
TransformationScalability
Systemic Phase
Transformation
Scalability
Systemic Phase
Transformation
Scalability
LocalR&D
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. We suggest a three-tiered model to supplement current CMS’s.
Comparison of Novices and Experts
Novices versus Experts
Left -brain
Serial processing
Scanning possibilities
Superficial distractors
Abstraction
Right-brain
Parallel processing
Recognizing useful patterns
Core concepts
Perception
Learning Relies on Background Knowledge and Chunking
Task is memorizing
long strings of numbers
Solution:
Chunking Strategy
Background Knowledge
Lots of practice
Group 3
Group 2
Group 1
Preparation for Learning with Understanding
Studied aResearch
Paper
Studied DataSets
Lecture Designed toOrganize Knowledge &
Learn with Understanding
X X
X X
TransferTest
PossiblePredictions
(%)
5025
X X
Experts
Focus On Major Concepts Novices
Superficial Factors
Learning - Key Findings
Student learning is founded on preconceptions that they bring to the learning experience
Students need foundational information, but they must have opportinties to learn with understanding …to build meaning
Learning can be facilitated by a metacognitive approach …reflective learning practices
How People LearnBransford et al., 2000
Student learning is founded on preconceptions that they bring to the learning experience
We must draw out and work with students preconceptions
Students need foundational information, but they must have opportunities to learn with understanding …to build meaning
Learning can be facilitated by a metacognitive approach …reflective learning practices
Teaching - Key Conclusions
Student learning is founded on preconceptions that they bring to the learning experience
We must draw out and work with students preconceptions
Students need foundational information, but they must have opportunities to learn with understanding …to build meaning
We must teach somes things in more depth, especially important concepts as themes across multiple examples
Learning can be facilitated by a metacognitive approach …reflective learning practices
Teaching - Key Conclusions
Student learning is founded on preconceptions that they bring to the learning experience
We must draw out and work with students preconceptions
Students need foundational information, but they must have opportunities to learn with understanding …to build meaning
We must teach somes things in more depth, especially important concepts as themes across multiple examples
Learning can be facilitated by a metacognitive approach …reflective learning practices
Students need to be taught the metacognitive skills needed to be effective independent learners
Teaching - Key Conclusions
What Level of Learning?
Memorizing Facts Is Necessary, But Inadequate
Learn for Understanding
Application to Solve New Problems
Students Need to Build Their Own MeaningStudents Need to Build Their Own Meaning
TransferTransfer
Authoring Assessment-Rich Learning Environments:
A Faculty Development Tool to Drive Transformation
--------------------------<<>>-------------------------
Donald P. Buckley, Ph.D.Associate Professor of Biology
Director of Instructional Technology, School of Health SciencesQuinnipiac University; Hamden, CT 06518
Apple Distinguished Educator Computerworld Smithsonian Laureate
email: [email protected]: http://faculty.quinnipiac.edu/health/biology/buckley/welcome.html
--------------------------<<>>-------------------------
CNS Explorations in InstructionalTechnology: A Discussion Series
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
Where Are We Going?
Instructional ParadigmInstructional Paradigm
Learning ParadigmLearning Paradigm