In Pursuit of the Learning Paradigm: Promoting Institutional Change Through Collaboratoria and STEM...

In Pursuit of the Learning Paradigm: Promoting Institutional Change Through Collaboratoria and STEM Digital Libraries

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 SciencesQuinnipiac 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 SciencesQuinnipiac University

Apple Distinguished Educator Smithsonian Computerworld Laureate

BioQUEST 2003 Summer Workshop: E5BioQUEST 2003 Summer Workshop: E5

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

What Is Our Greatest Challenge?

Institutional Transition to the Learning Paradigm

LearningParadigm

InstructionalParadigm

Barr and Tagg, 1995

How Should We Best Facilitate the Emergence of Collaboratoria and SDLs to Advance Science Education?

How Should We Best Facilitate the Emergence of Collaboratoria and SDLs to Advance Science Education?

1980’s 1990’s 2000’s

Collaboratoria & STEM DLs

LearningStandards

NRC 2000 - How People Learn

today

ContentStandards

NRC 1995 - 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 pedagogical framework

Transformational Faculty Development

Institutional Change Processes

NSDL Collections

C/SDL Driving Learning Paradigm

Collaboratoria

On-line On-ground

pedagogical framework 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

Learning with Understanding

Requires

Student Construction of Knowledge

Major Conclusion of HPL ProjectMajor Conclusion of HPL Project

Bransford, Brown and Cocking, 2000.

Key Principles about How People LearnKey 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 LearnKey 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 LearnKey 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)

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

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)

94100 = 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)

94100 = 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

Expertiseschema

schema

chunked content

new chunked content early schema

student interests, emotions and prior understanding

revised schemanew chunked content

Key Principles about How People LearnKey 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…

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…

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?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 pedagogical framework

Transformational Faculty Development

Institutional Change Processes

The Chasm

Innovators

Early Adopters Skeptics

Early Adopters Late Adopters

The Chasm

Innovators

Early Adopters Skeptics

Early Adopters Late Adopters

Mid Adopters

The Chasm

Willing to step out of traditional roles?

YES NO

Careerists

Risk Seekers Risk Adversives

Innovators

Early Adopters Skeptics

Early Adopters Late Adopters

Hagner, NLII 2001 White Paper

The Chasm

Innovators

Early Adopters Skeptics

Early Adopters Late Adopters

The Chasm

Innovators

Early Adopters Skeptics

Early Adopters Late Adopters

The Chasm

Innovators

Early Adopters Skeptics

Early Adopters Late Adopters

Institutional Change

LoneRangers

Entrepreneurs

LoneRangers

Entrepreneurs

Boutique Phase

TransformationScalability

Early Adopters

Boutique Phase

TransformationScalability

Early Adopters

Systemic Phase

Transformation

Scalability

Careerists

Systemic Phase

Transformation

Scalability

Careerists

Local R&D,Mentoring,

& CMS1-on-1Authoring

Hartman, NLII 2001

LR B S

Registrar

CMS Database

Course Management Systems:An Enabling Technology Infrastructure for Transformation?

Faculty

Content Comm Tools Assessment

Student Experience on the Web

StudentPortfolios

Some Emergent Goals for Utilizing CMS Technology:Technology-assisted Facilitation of Learning-centered Teaching StylesSome Emergent Goals for Utilizing CMS Technology:Technology-assisted Facilitation of Learning-centered Teaching Styles

Content DeliveryContent Delivery

CommunicationCommunication

AssessmentAssessment

LectureContent delivery

ActivitiesProblem-basedProject-basedCase-based

Episodic PervasiveSituate learning in social interactions

Summative Formative

Teacher-centered Learner-centered

CMS Pedagogical ToolsCMS 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

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The Coverage Dilemma

Coverage

Currently

Emphasis on Content Delivery

Learning& Inquiry

Emphasis on Learning with Understanding

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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 Assessment In Class

TraditionalApproach

WebAssisted

Foundational InformationInquiry-orientation and powerful pedagogies

online learning resources

Buckley, D. 2002. EDUCAUSE Review 37(1): 28-38. (Jan/Feb)

http://www.educause.edu/pub/er/erm02/erm021w.asp