In Pursuit of the Learning Paradigm: Promoting Institutional Change Through Collaboratoria and STEM Digital Libraries Joyce Cadwallader, Ph.D. Professor of Biology Saint-Mary-of-the-Woods College Donald P. Buckley, Ph.D. Professor of Biology Director of Learning Technology, School of Health Sciences Quinnipiac University Apple Distinguished Educator Smithsonian Computerworld Laureate Joyce Cadwallader, Ph.D. Professor of Biology Saint-Mary-of-the-Woods College Donald P. Buckley, Ph.D. Professor of Biology Director of Learning Technology, School of Health Sciences Quinnipiac University Apple Distinguished Educator Smithsonian Computerworld Laureate BioQUEST 2003 Summer Workshop: E 5

emphasis on Delivery of Content, Coverage emphasis on Delivery of Content, Coverage emphasis on Learning with Understanding emphasis on Learning with Understanding What Is Our Greatest Challenge? Institutional Transition to the Learning Paradigm Learning Paradigm Instructional Paradigm Barr and Tagg, 1995

How Should We Best Facilitate the Emergence of Collaboratoria and SDLs to Advance Science Education? 1980’s1990’s2000’s Collaboratoria & STEM DLs Learning Standards NRC How People Learn today Content Standards NRC National Science Education Standards

NSDL Collections C/SDL Driving Learning Paradigm Collaboratoria On-line On-ground Teacher-centered communities Learner-centered communities

NSDL Collections C/SDL Driving Learning Paradigm Collaboratoria On-line On-ground framing C/SDL online resources in a sophisticated pedagogical context framing curricula and instruction in a sophisticated pedagogical context

NSDL Collections C/SDL Driving Learning Paradigm Collaboratoria On-line On-ground pedagogical framework Transformational Faculty Development Institutional Change Processes

NSDL Collections C/SDL Driving Learning Paradigm Collaboratoria On-line On-ground pedagogical framework Transformational Faculty Development Institutional Change Processes

NAS/NSF High Priority Educational Goals 1.Experiencing process of science 2.Learning in a social context 3.Learning with understanding 1.Experiencing process of science 2.Learning in a social context 3.Learning with understanding

Bransford, Brown and Cocking, 2000.

Learning with Understanding Requires Student Construction of Knowledge Major Conclusion of HPL Project Bransford, Brown and Cocking, 2000.

Key Principles about How People Learn 1. Learning must be reconstructive 2. The path to expertise has cognitive structure 3. Students must develop metacognitive skills 1. Learning must be reconstructive 2. The path to expertise has cognitive structure 3. Students must develop metacognitive skills Bransford, Brown and Cocking, 2000.

Key Principles about How People Learn 1. Learning must be reconstructive 2. The path to expertise has cognitive structure 3. Students must develop metacognitive skills 1. Learning must be reconstructive 2. The path to expertise has cognitive structure 3. Students must develop metacognitive skills Bransford, Brown and Cocking, 2000.

Key Principles about How People Learn 1. Learning must be reconstructive 2. The path to expertise has cognitive structure 3. Students must develop metacognitive skills 1. Learning must be reconstructive 2. The path to expertise has cognitive structure 3. Students must develop metacognitive skills Bransford, Brown and Cocking, 2000.

Constructing of Knowledge Requires Chunking with Background Knowledge (schema) Then same with letters …back to 7 again, but no progress thereafter because there was no schema to organize letter strings Train to remember digit strings From 7 to over 70 within 30 days Train to remember digit strings From 7 to over 70 within 30 days Break big strings into smaller number of elements (chunking) Each chunked element was remembered with a trick: races (background knowledge …schema) = 9.41 seconds for 100 yards 3591 = 3 minutes, 59.1 secs for 1 mile Break big strings into smaller number of elements (chunking) Each chunked element was remembered with a trick: races (background knowledge …schema) = 9.41 seconds for 100 yards 3591 = 3 minutes, 59.1 secs for 1 mile

Learning for Understanding Involves an Iterative Construction of Knowledge Expertise TRANSFER new chunked content revised schema new chunked content revised schema new chunked content Expertise schema chunked content new chunked content early schema student interests, emotions and prior understanding revised schema new chunked content

Key Principles about How People Learn 1. Learning must be reconstructive 2. The path to expertise has cognitive structure 3. Students must develop metacognitive skills 1. Learning must be reconstructive 2. The path to expertise has cognitive structure 3. Students must develop metacognitive skills Bransford, Brown and Cocking, 2000.

the Barbara Johnson model Teaching so students Learn with Understanding… Barbara starts a unit by asking her students:  How does this topic relate to you?  How do these issues relate to the world? Students connect with prior understanding Student groups identify and prioritize issues and seek themes Barbara starts a unit by asking her students:  How does this topic relate to you?  How do these issues relate to the world? Students connect with prior understanding Student groups identify and prioritize issues and seek themes Bransford, Brown and Cocking, 2000.

the Barbara Johnson model Teaching so students Learn with Understanding… Groups create a research agenda together In conducting research, they are constructing knowledge In these investigations, students have:  engaged prior knowledge, interest, and emotions  reconstructed previous knowledge  constructed new knowledge on previous foundations  developed critical inquiry skills  assumed the authority of knowledge-making  built a community of learners and team mates Groups create a research agenda together In conducting research, they are constructing knowledge In these investigations, students have:  engaged prior knowledge, interest, and emotions  reconstructed previous knowledge  constructed new knowledge on previous foundations  developed critical inquiry skills  assumed the authority of knowledge-making  built a community of learners and team mates

What enables Barbara to use this method? PEDAGOGICAL-CONTENT KNOWLEDGE FORMATIVE ASSESSMENT …guides individualistic student paths: from their prior knowledge and interests to the her curriculum and their competencies Teachers model metacognition in formative assessment PEDAGOGICAL-CONTENT KNOWLEDGE FORMATIVE ASSESSMENT …guides individualistic student paths: from their prior knowledge and interests to the her curriculum and their competencies Teachers model metacognition in formative assessment

NSDL Collections C/SDL Driving Learning Paradigm Collaboratoria On-line On-ground pedagogical framework Transformational Faculty Development Institutional Change Processes

Mid Adopters

Hagner, NLII 2001 White Paper

Institutional Change Lone Rangers Entrepreneurs Lone Rangers Entrepreneurs Boutique Phase Transformation Scalability Early Adopters Boutique Phase Transformation Scalability Early Adopters Systemic Phase Transformation Scalability Careerists Systemic Phase Transformation Scalability Careerists Local R&D, Mentoring, & CMS 1-on-1 Authoring Hartman, NLII 2001 LRBS

Registrar CMS Database Course Management Systems: An Enabling Technology Infrastructure for Transformation? Faculty ContentComm ToolsAssessment Student Experience on the Web Student Portfolios

Some Emergent Goals for Utilizing CMS Technology: Technology-assisted Facilitation of Learning-centered Teaching Styles Content Delivery Communication Assessment Lecture Content delivery Activities Problem-based Project-based Case-based Episodic Pervasive Situate learning in social interactions SummativeFormative Teacher-centeredLearner-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 …JiTT Web-based Homework: routine formative assessment out of class time Research Simulation Emulating the Process of Professional Investigation Revision of Content Delivery (Lecture) Complementing lectures with Discovery Activities Mitigating Coverage DilemmaCritical Inquiry Skills Constructing Knowledge

The Coverage Dilemma Coverage Currently Emphasis on Content Delivery Learning & Inquiry Emphasis on Learning with Understanding

Solving The Coverage Dilemma Learning Paradigm Coverage Emphasis on Content Delivery Learning & Inquiry Emphasis on Learning with Understanding

Can we use technology to mitigate the Coverage Dilemma? Routine Online AssessmentIn Class Traditional Approach Web Assisted Foundational Information Inquiry-orientation and powerful pedagogies online learning resources

Buckley, D EDUCAUSE Review 37(1): (Jan/Feb)