1. Institutional Transition to the Learning Paradigm: Coupling Transformation and Scalability Through 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 don.buckley@quinnipiac.edu http://faculty.quinnipiac.edu/health/biology/buckley/welcome.html -------------------------- >------------------------- University of North Carolina System - TLT Symposium

3. 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

4. A Revolution in Education? Only once in our species history …NOW 1. The Decade of the Brain: 1. The Decade of the Brain: New insights about the cognitive development of learning 2. Soul-searching about alarming levels of literacy: 2. Soul-searching about alarming levels of literacy: Emergence of the Learning Paradigm 3. Information technology: 3. Information technology: Data collection/analysis & authoring SimulationCommunication Formative Assessment Data collection/analysis & authoring SimulationCommunication Formative Assessment

5. Knowing The meaning of “knowing” has shifted from being able to repeat and remember information to being able to find and use it Herbert Simon Nobel Laureate The meaning of “knowing” has shifted from being able to repeat and remember information to being able to find and use it Herbert Simon Nobel Laureate

6. The core goal is: Learning with Understanding

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

8. Institutional Transition to the Learning Paradigm Learning-centered faculty development is crucial Faculty need transformational experiences Transformation conflicts with scalability Non-scalable processes may remain insular and transient …institutional change processes needed Faculty populations have structure, which influences the scalability challenge Learning-centered faculty development is crucial Faculty need transformational experiences Transformation conflicts with scalability Non-scalable processes may remain insular and transient …institutional change processes needed Faculty populations have structure, which influences the scalability challenge

10. Hagner, NLII 2001 White Paper

12. Institutional Transition Process Lone Rangers Innovators Lone Rangers Innovators Boutique Phase Transformation Scalability Early Adopters Boutique Phase Transformation Scalability Early Adopters Systemic Phase Transformation Scalability Later Adopters Systemic Phase Transformation Scalability Later Adopters Local R&D 1-on-1 Authoring Harding, NLII 2001

13. Four Foci How do people learn? What is the role of technology in learning? Institutional Change: Boutique Phase Institutional Change: Systemic Phase How do people learn? What is the role of technology in learning? Institutional Change: Boutique Phase Institutional Change: Systemic Phase

14. Four Foci How do people learn? What is the role of technology in learning? Institutional Change: Boutique Phase Institutional Change: Systemic Phase How do people learn? What is the role of technology in learning? Institutional Change: Boutique Phase Institutional Change: Systemic Phase

17. Why? The part of the brain that we use for critical inquiry seems to have evolved from part of the brain that we use for : Perception Which draws lots of assumptions and makes lots of snap decisions in order for us to navigate though our daily existence The part of the brain that we use for critical inquiry seems to have evolved from part of the brain that we use for : Perception Which draws lots of assumptions and makes lots of snap decisions in order for us to navigate though our daily existence

18. Learning with Understanding Sudying Facts Is Necessary, But Memorization Is Inadequate Learn for Understanding Application to Solve New Problems Students Need to Build Their Own Meaning Transfer

19. Where Are We Going? Instructional Paradigm Learning Paradigm

20. Principles to Drive This Transition Learning should be inquiry-oriented Students need to learn with understanding 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 Learning should be inquiry-oriented Students need to learn with understanding 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

21. How?

22. One Approach...

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

24. Technology Is Often Heralded as a Solution Instructional Paradigm Learning Paradigm Faculty Practices Faculty Practices Pedagogical Potential of the Technology Faculty still operating within the Instructional Paradigm will not recognize the value of advanced instructional technology, which is best suited to supporting learning centered pedagogies.

25. Four Foci How do people learn? What is the role of technology in learning? Institutional Change: Boutique Phase Institutional Change: Systemic Phase How do people learn? What is the role of technology in learning? Institutional Change: Boutique Phase Institutional Change: Systemic Phase

26. Pedagogical Feature Set of Instructional Technology Interactivity: Interactivity: fosters active-learning experiences Multimedia: Multimedia: engages cognitive processes Communication: Communication: promotes social construction of knowledge Computing components: Computing components: professional tools professional tools simulations to develop critical inquiry skills simulations to develop critical inquiry skills integrate powerful assessment tools integrate powerful assessment tools authoring tools for report writing authoring tools for report writing

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

28. 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

29. Open-ended Assessment A Contradiction of Terms? Perhaps some structured assessment Portfolio model …report authoring Need epistemological scaffolding …e.g., 3P's Iterative, analogous scenarios to build meaning Path analysis …monitor decision making Formative Perhaps some structured assessment Portfolio model …report authoring Need epistemological scaffolding …e.g., 3P's Iterative, analogous scenarios to build meaning Path analysis …monitor decision making Formative

30. Examples

31. Four Foci How do people learn? What is the role of technology in learning? Institutional Change: Boutique Phase Institutional Change: Systemic Phase How do people learn? What is the role of technology in learning? Institutional Change: Boutique Phase Institutional Change: Systemic Phase

32. 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

33. 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

34. Traditional Technology Training Limited potential (e.g., slide show authoring) oBecause “don’t have the time to commit to deeper efforts” Problem: making a better lecture is not transformational oIt doesn’t foster transition to learning-centered pedagogies oFaculty wonder “why spend all that effort for limited gains?” Result: limited faculty willingness to participate in more training Limited potential (e.g., slide show authoring) oBecause “don’t have the time to commit to deeper efforts” Problem: making a better lecture is not transformational oIt doesn’t foster transition to learning-centered pedagogies oFaculty wonder “why spend all that effort for limited gains?” Result: limited faculty willingness to participate in more training

35. Solution: Up the Ante Capture the pedagogical high ground …focus on learning & inquiry. Focus on genuinely transformational faculty development to change faculty attitudes and behaviors Authoring experiences can be transformational Capture the pedagogical high ground …focus on learning & inquiry. Focus on genuinely transformational faculty development to change faculty attitudes and behaviors Authoring experiences can be transformational

36. Deep Authoring Is Transformational Experience It was enormously stimulating for most participants to create learning environments that would enable them to teach things that they could not teach well before. It was enormously stimulating for most participants to create learning environments that would enable them to teach things that they could not teach well before.

37. Full-fledged Interactive Multimedia Authoring Was Chosen for Training Programming Was Required To Meet Faculty Functionality Goals To customize interfaces that allow students to explore the content areas in intuitive ways To build simulations that emulate the real world To build formative assessment tools Programming Was Required To Meet Faculty Functionality Goals To customize interfaces that allow students to explore the content areas in intuitive ways To build simulations that emulate the real world To build formative assessment tools

38. Summary of Core Training Concepts Use Technology that Provides Transformational Pedagogical Experiences But Keep the Technology Transparent Focus on Pedagogical Innovation Build Collaborations Seek the Eager-Beavers Use Technology that Provides Transformational Pedagogical Experiences But Keep the Technology Transparent Focus on Pedagogical Innovation Build Collaborations Seek the Eager-Beavers

39. Major Features of Faculty Development Program 1. Full-fledged Interactive Multimedia Authoring …Transformational 2. But our goal was NOT to create multimedia authors 3. Emphasize pedagogy …this is not about “learning technology.’’ 4. Keep the technology transparent ! Technology is the mentor’s job. 5. Heavy reliance on Faculty Mentoring Faculty and other collaboration. 6. High quality support necessary to minimize risk and maximize success. 7. Promote a culture of teaching reform and pedagogical scholarship. 8. Create a versatile faculty reward structure that values innovation. 1. Full-fledged Interactive Multimedia Authoring …Transformational 2. But our goal was NOT to create multimedia authors 3. Emphasize pedagogy …this is not about “learning technology.’’ 4. Keep the technology transparent ! Technology is the mentor’s job. 5. Heavy reliance on Faculty Mentoring Faculty and other collaboration. 6. High quality support necessary to minimize risk and maximize success. 7. Promote a culture of teaching reform and pedagogical scholarship. 8. Create a versatile faculty reward structure that values innovation.

40. Major Features of Faculty Experience Focus on Pedagogical Innovation & Student Learning Focus on Pedagogical Innovation & Student Learning Train clusters of 3-4 faculty from a discipline (interdisciplinary next time) Train clusters of 3-4 faculty from a discipline (interdisciplinary next time) First, 30 hours of group introduction (1:1 trainee:trainer ratio) First, 30 hours of group introduction (1:1 trainee:trainer ratio) Then, committed and prolonged individual mentoring Then, committed and prolonged individual mentoring Let each faculty member build a tool to solve a problem in their content area Let each faculty member build a tool to solve a problem in their content area Author small projects to ensure success and formative development Author small projects to ensure success and formative development Don’t let faculty fail Build a faculty reward structure …development, class, grants, presentations

41. Scale of Faculty Participation in AEC Program Art 5 4 Biology2 Business4 Chemistry4 Communication7 Computer Science4 Education5 Engineering/Technology6 English/Humanities6 Foreign Languages2 Health Professions5 Hillyer College/Humanities3 Judaic Studies1 Music3 Physics1 Political Science3 Psychology5 Sociology4 Two Year Total (1 June 1996) 74 Number of faculty trained: 74 out of a population of 320 Art History

42. Faculty Self-Description of Developmental Stage No significant differences were observed between AEC-trained faculty and other faculty. This suggests that AEC outcomes are not based on preferential recruitment of evangelists into the program.

43. Faculty Attitudes About Student Motivation AEC Faculty tend to be more optimistic that educational technology can improve student motivation to learn.

44. Faculty Attitudes About Student Ability AEC Faculty tend to be more optimistic that educational technology can improve student ability to learn.

45. Faculty Multimedia Use AEC Faculty were trained in interactive multimedia authoring. These data indicate that AEC-trained faculty exhibit much greater tendency to use multimedia.

46. Overall Information Technology Use

47. Edward Klonoski ◊ UNIVERSITY OF HARTFORD ◊ Donald Buckley Project Outcomes: Institutional Change in Faculty Attitudes and Technology Use in Teaching

48. Four Foci How do people learn? What is the role of technology in learning? Institutional Change: Boutique Phase Institutional Change: Systemic Phase How do people learn? What is the role of technology in learning? Institutional Change: Boutique Phase Institutional Change: Systemic Phase

49. Problem with IMM Training: Scalability Authoring IMM LearningWare is a deep experience Faculty do become sophisticated consumers of LearningWare and explore learning principles Problem …very effort intensive Need another kind of authoring experience to provide transformational faculty & curriculum development Course Management Systems: Transformation & Scalability? Authoring IMM LearningWare is a deep experience Faculty do become sophisticated consumers of LearningWare and explore learning principles Problem …very effort intensive Need another kind of authoring experience to provide transformational faculty & curriculum development Course Management Systems: Transformation & Scalability?

50. Institutional Transition Process Lone Rangers Innovators Lone Rangers Innovators Boutique Phase Transformation Scalability Early Adopters Boutique Phase Transformation Scalability Early Adopters Systemic Phase Transformation Scalability Later Adopters Systemic Phase Transformation Scalability Later Adopters Local R&D 1-on-1 Authoring Harding, NLII 2001

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

52. 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

53. 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

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

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

56. 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

57. 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. A three-tiered model is suggested to supplement current CMS’s.