Rich Environments for Active Learning R. Scott Grabinger University of Colorado at Denver Chapter 23 Section III. Soft Technologies: Instructional and Informational Design Research Pages

Rich Environments for Active Learning Chapter Purposes –describe and organize common elements of rich environments for active learning or REALs –examine research conducted with various implementations of REALs Must be: –creative and flexible problem solvers – able to apply experience and knowledge to address novel problems – able to think critically and analyze and synthesize information – able to work productively

Need for Educational Change Traditional education often fails to produce transfer to new problem-solving situations. In the classroom, students often do not find the kinds of problems that make knowledge relevant to them Students often treat knowledge as an end rather than a means to an end

Inert Knowledge Knowledge learned but not explicitly related to relevant problem solving remains inert. Knowledge gained from abstract sources, without direct relevance, is not readily available for transfer

Flaws in Conventional Approaches to Schooling In battle over breadth versus depth, breadth usually wins To cover as much material as possible, education focuses on material that has broad applications and students do not learn how to apply these skills in contexts Students are given arbitrary and unrealistic problems to solve Students are not asked to take charge of their own learning Students are not evaluated in authentic ways Current school practices often have negative effects on morale and motivation of students

Erroneous Assumptions about Learning People easily transfer learning from one situation to the next Learners are receivers of knowledge Learning is entirely behavioristic Learners are blank slates ready to be filled in with knowledge Skills and knowledge are best acquired independent of realistic contexts of use.

New Assumptions about Learning People transfer learning with difficulty, needing both content and context learning Learners are active constructors of knowledge Learning is in a constant state of growth and evolution Learners bring their own needs and experiences to learning situations Skills and knowledge are best acquired within realistic contexts Assessment must take more realistic and holistic forms

Rich Environments for Active Learning REALs Comprehensive instructional systems that: –are evolving from constructivist philosophies –promote study and investigation within authentic contexts –encourage growth of student responsibility –cultivate an atmosphere of cooperative learning –utilize dynamic, generative learning activities that promote high level thinking processes –assess student progress through realistic tasks and performances –integration: linking new knowledge to old –comprehensiveness: linking learning in broad, realistic contexts

Main Attributes of REALs Historical antecedents Characteristics of constructivism Learning takes place within an authentic context Student-centered Acknowledges the transactional nature of knowledge Students engage in generative learning activities Authentic assessment

Research and REALs Current research issues center on overall effectiveness, methodological issues and making cognitive processes visible On the whole, research shows the positive effects of REAL strategies Positive effects show across ages, abilities and content areas Research in this area is still young and developing Trying to move from a history of decontextualized experimental studies to more qualitative kinds of research within the natural context of the classroom

Methodological Issues Both quantitative and qualitative methods are valid, even in the same study, but there are good reasons for adopting more qualitative research Media versus method –instructional methods influence learning, not media –media is an interchangeable delivery platform

Methodology Strategies Think-alouds Written question generation Ranking and classification techniques Concept maps Analysis of recordings Dependent measures and assessment foci

Research Issues and Questions Individual differences Learner control Scaffolding and support Methods that help students with abstract general principles Assessment Technology Process of change