1. The Role of Assessment in Learning-centered Instructional Technology -------------------------- >------------------------- 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: don.buckley@quinnipiac.edu WWW: http://faculty.quinnipiac.edu/health/biology/buckley/welcome.html -------------------------- >------------------------- Michigan State University CNS Explorations in InstructionalTechnology: A Discussion Series

3. A Special Revolution in Education Only once in our species history …NOW 1. Poor student performances have provoked soul-searching 1. Poor student performances have provoked soul-searching Emergence of the Learning Paradigm 2. The Decade of the Brain: 2. The Decade of the Brain: New insights about the cognitive development of learning 3. Computing tools facilitate 3. Computing tools facilitate Simulation, data collection/analysis, & authoring Communication Formative Assessment

4. U N I V E R S I T Y O F H A R T F O R D Using Advanced Educational Technology to Foster Institutional Transition to the Learning Paradigm Using Advanced Educational Technology to Foster Institutional Transition to the Learning Paradigm

5. Institutional Change Is Necessary, But Faculty Populations Have Structure:

6. Faculty Preparation for Learning-Centered Instruction Content Knowledge Pedagogical Knowledge Pedagogical Content Knowledge Learning-Centered Instruction

14. “What we need to learn before doing, we learn by doing.” doing, we learn by doing.” Aristotle

19. 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

20. Learning ParadigmInstructional 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

21. 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

22. What Level of Learning? Memorizing Facts Is Necessary, But Inadequate Learn for Understanding Application to Solve New Problems Students Need to Build Their Own Meaning Transfer

23. Comparison of Novices and 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 Learn Bransford et al., 2000

24. 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 Learn Bransford et al., 2000

25. How?

26. One Approach...

27. COMMUNICATING VISUALIZING ANALYZING MODELING DATA COLLECTION Technology can be an Enabler COMMUNITY OF LEARNERS SIMULATING BioQUEST Curriculum Consortium

28. Technology Is Often Heralded as a Solution Instructional Paradigm Learning Paradigm Faculty Practices Pedagogical Potential of Instructional Technology

29. Pedagogical Feature Set of Instructional Technology Interactive Multimedia: Interactive Multimedia: foster active-learning experiences Interactive Multimedia: Interactive Multimedia: engage cognitive processes Communication Communication promote social construction of knowledge Computing components: Computing components: simulation to develop critical inquiry skills integrate powerful assessment tools authoring tools for report writing

30. 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 Transformation Scalability

31. Pedagogical Feature Set of Instructional Technology Interactive Multimedia: Interactive Multimedia: foster active-learning experiences Interactive Multimedia: Interactive Multimedia: engage cognitive processes Communication Communication promote social construction of knowledge Computing components: Computing components: authoring tools simulation integrate powerful assessment tools

32. Goals of Assessment Mindful engagement...”chunking” content Mindful engagement...”chunking” content Provide feedback Provide feedback Build incentive systems Build incentive systems Collect diagnostic clues about individual needs Collect diagnostic clues about individual needs

33. Assessment Tools in Education Technology Open-ended assessment styles Structured assessment styles Utility of CompetingAssessmentStyles Learn Facts Learn Inquiry Learn Concepts main learning goal foundational information

34. Examples

35. Open-ended Assessment A Contradiction? Perhaps some structured formative assessment Portfolio model …report authoring Epsitemological scaffolding …e.g., 3P's Interative, analogous scenarios Path analysis …monitor decision making

36. 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?

37. Institutional Transition Process Lone Rangers Boutique Phase: 1-on-1 TLC Transformation Scalability Boutique Phase: 1-on-1 TLC Transformation Scalability Systemic Phase Transformation Scalability Systemic Phase Transformation Scalability Local R&D

38. Registrar CMS Database Course Management Systems: The Enabling Technology Infrastructure? Faculty ContentComm ToolsAssessment Student Experience on the Web

39. 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 Routine reflection within and among teams SummativeFormative Teacher-centeredLearner-centered CMS Pedagogical Tools A Continuum of Teaching Styles

40. 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 Time content delivery system from Lecture to Discovery Activities Mitigating the Coverage DilemmaDevelop Epistemological Skills Students Need to Build Meaning

41. A Dilemma Coverage Learning & Inquiry NOW Emphasis on Delivery of Content Emphasis on Effective Learning

42. A Solution to the Dilemma? GOAL Coverage Emphasis on Delivery of Content Learning & Inquiry Emphasis on Effective Learning

43. Can we use technology to mitigate the Coverage Dilemma ? Routine Online AssessmentIn Class Traditional Approach Web Assisted Foundational Information Inquiry-orientation and powerful pedagogies smart tutor homework

44. 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.

50. 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

51. Learning Relies on Background Knowledge and Chunking Task is memorizing long strings of numbers Solution: Chunking Strategy Background Knowledge Lots of practice

53. Group 3 Group 2 Group 1 Preparation for Learning with Understanding Studied a Research Paper Studied Data Sets Lecture Designed to Organize Knowledge & Learn with Understanding XX X X Transfer Test Possible Predictions (%) 5025 X

55. Experts Focus On Major Concepts Novices Superficial Factors

56. 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 Learn Bransford et al., 2000

57. 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

58. 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

59. 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

60. What Level of Learning? Memorizing Facts Is Necessary, But Inadequate Learn for Understanding Application to Solve New Problems Students Need to Build Their Own Meaning Transfer

62. 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 Sciences Quinnipiac University; Hamden, CT 06518 Apple Distinguished Educator Computerworld Smithsonian Laureate email: don.buckley@quinnipiac.edu WWW: http://faculty.quinnipiac.edu/health/biology/buckley/welcome.html -------------------------- >------------------------- CNS Explorations in InstructionalTechnology: A Discussion Series

63. U N I V E R S I T Y O F 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

65. Where Are We Going? Instructional Paradigm Learning Paradigm