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NLII New Orleans Jan. 25-28 2003 Vision Impossible? Arts and Science approaches to learner-centred practice Cyprien Lomas Joanne Nakonechny Sophia Nussbaum Ulrich Rauch University of British Columbia

Vision Impossible? Arts and Science approaches to learner-centred practice

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Vision Impossible? Arts and Science approaches to learner-centred practice. Cyprien Lomas Joanne Nakonechny Sophia Nussbaum Ulrich Rauch University of British Columbia. The University of British Columbia. Mixed-Mode (hybrid) Projects. - PowerPoint PPT Presentation

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Page 1: Vision Impossible? Arts and Science approaches to learner-centred practice

NLIINew Orleans

Jan. 25-28 2003

Vision Impossible?

Arts and Science approaches tolearner-centred practice

Cyprien LomasJoanne NakonechnySophia Nussbaum

Ulrich RauchUniversity of British Columbia

Page 2: Vision Impossible? Arts and Science approaches to learner-centred practice

NLIINew Orleans

Jan. 25-28 2003

The University of British Columbia

Page 3: Vision Impossible? Arts and Science approaches to learner-centred practice

NLIINew Orleans

Jan. 25-28 2003

Mixed-Mode (hybrid) Projects

•Inquiry into teaching with technology to increase the

effectiveness of learning outcomes

Objective: develop 2 mixed-mode courses

•Arts (English 111: Approaches to Non- Fictional Prose)

•Science (Chemistry 121/123: Introduction to Scientific Research (Lab course)

Projects: • High level of autonomy • Central funding: $200,000/year• Year two of a two year project

Page 4: Vision Impossible? Arts and Science approaches to learner-centred practice

NLIINew Orleans

Jan. 25-28 2003

Learning Mode

Deep structure vs surface structure learning:

•Concepts difficult for novice learners

Page 5: Vision Impossible? Arts and Science approaches to learner-centred practice

NLIINew Orleans

Jan. 25-28 2003

Learning Mode Applied

English:

Guided Discovery

•Concepts applied in an experimental environment

•Lab > development of experimental skills and

knowledge

•Concepts developed in an exploratory environment

•Forum/papers > development and

recognition of argumentative strategies

Chemistry:

Guided Inquiry

Page 6: Vision Impossible? Arts and Science approaches to learner-centred practice

NLIINew Orleans

Jan. 25-28 2003

What do we need?

Development of seamless mixed-mode learning

environment:

•Effective technology that allows students and instructors to shape the learning experience.

•Guidance to facilitate students’ deep structure learning

Page 7: Vision Impossible? Arts and Science approaches to learner-centred practice

NLIINew Orleans

Jan. 25-28 2003

Chem 123 Lab

Page 8: Vision Impossible? Arts and Science approaches to learner-centred practice

NLIINew Orleans

Jan. 25-28 2003

English 111

Page 9: Vision Impossible? Arts and Science approaches to learner-centred practice

NLIINew Orleans

Jan. 25-28 2003

Tools

• Effective learning tools, both digital, and print technology, that allows student and instructors to

shape the learning experience.

• Ability of the medium to carry the ‘voices’ of participants (students & instructors)

• Technology to facilitate ‘Personalized Learning’

Page 10: Vision Impossible? Arts and Science approaches to learner-centred practice

NLIINew Orleans

Jan. 25-28 2003

Customizableparameters can be

partially modified

Commercial or open- source

VL, WebCT (container)

FlexibleParameters can be completely modified

shared Lab manual

(malleable)

Rigidparameters cannot be modified

Bridging to the Lab (product)

calculator

(prescriptive)

Tool Development

Rigidity Continuum

Author Control

Page 11: Vision Impossible? Arts and Science approaches to learner-centred practice

NLIINew Orleans

Jan. 25-28 2003

Tool Outcomes

• pedagogical goals need to drive tool development

• Combination of tools works well• Seamless integration

• provide scaffolding for students to approach

materials

• development of seamless mixed-mode learning

environment is complex and labour intensive

Page 12: Vision Impossible? Arts and Science approaches to learner-centred practice

NLIINew Orleans

Jan. 25-28 2003

• Resources (tools): seamless, author control

• Learning Environment: •author control <-->student needs

• Pedagogical goals: •deep structure (conceptual) learning

• Team process: Integrated teams

• Institutional support:•recognition of multiple development paths

Lessons Learned

Page 13: Vision Impossible? Arts and Science approaches to learner-centred practice

NLIINew Orleans

Jan. 25-28 2003

Thank You

•Cyprien Lomas [email protected]•Joanne Nakonechny [email protected]

•Sophia Nussbaum [email protected]•Ulrich Rauch [email protected]