Assessment-rich instructional technology to promote learning-centered and inquiry-oriented pedagogies: Coupling transformation and scalability. - PowerPoint PPT Presentation

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Assessment-rich instructional technology to promote learning-centered and inquiry-oriented pedagogies: Coupling transformation and scalability.

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Title: Assessment-rich instructional technology to promote learning-centered and inquiry-oriented pedagogies: Coupling transformation and scalability.


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Assessment-rich instructional technology to
promote learning-centered and inquiry-oriented
pedagogiesCoupling transformation and
scalability.
  • --------------------------ltltgtgt--------------------
    -----
  • 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_at_quinnipiac.edu
  • WWW http//faculty.quinnipiac.edu/health/biology/
    buckley/welcome.html
  • --------------------------ltltgtgt--------------------
    -----

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A Special Revolution in EducationOnly once in
our species history NOW
1. Poor student performances have provoked
soul-searching
Emergence of the Learning Paradigm
2. The Decade of the Brain
New insights about the cognitive development of
learning
3. Information technology
Simulation, data collection/analysis,
authoring Communication Formative Assessment
3
U N I V E R S I T Y O F H A R T F O R D
AEC
  • Using Advanced Educational Technology
  • to Foster Institutional Transition to
  • the Learning Paradigm

Culpeper
FIPSE
NSF
4
Institutional Change Is Necessary,But Faculty
Populations Have Structure
5
Faculty Preparation for Learning-Centered
Instruction
ContentKnowledge
PedagogicalKnowledge
PedagogicalContentKnowledge
Learning-Centered Instruction
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What we need to learn before doing, we learn
by doing. Aristotle
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How People Learn - NRC 2000
  • Learning is Constructive
  • Meaning-Building is Vital to Learning With
    Understanding
  • Metacognitive Skills - Effective Learning is
    Reflective

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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
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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

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How?
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One Approach...
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Technology can be an Enabler
COMMUNICATING
VISUALIZING
SIMULATING
COMMUNITY OF LEARNERS
DATA COLLECTION
ANALYZING
MODELING
BioQUEST Curriculum Consortium
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Technology Is Often Heralded as a Solution, but
Pedagogical Potential of Instructional Technology
Faculty Practices
Learning Paradigm
Instructional Paradigm
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Pedagogical Feature Set of Instructional
Technology
  • Interactivity
  • fosters active-learning experiences
  • Multimedia
  • engages cognitive processes
  • Communication
  • promotes social construction of knowledge
  • Computing components
  • professional tools
  • simulations to develop critical inquiry
    skills
  • integrate powerful assessment tools
  •  authoring tools for report writing

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

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Assessment Tools in Education Technology
Open-ended assessment styles Structured
assessment styles
Utility of Competing Assessment Styles
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Open-ended Assessment
  • Perhaps some structured formative assessment
  • Portfolio model report authoring
  • Need epistemological scaffolding e.g., 3P's
  • Iterative, analogous scenarios to build meaning
  • Path analysis monitor decision making

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Examples
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Institutional Transition Process
Local RD
1-on-1 Authoring
Systemic Phase Transformation Scalability
Boutique Phase Transformation Scalability
Lone Rangers
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Course Management SystemsThe Enabling
Technology Infrastructure?
Student Experience on the Web
Content
Comm Tools
Assessment
Faculty
CMS Database
Registrar
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Some Emergent Goals for Utilizing CMS
TechnologyTechnology-assisted Facilitation of
Learning-centered Teaching Styles
CMS Pedagogical Tools
Teacher-centered
Learner-centered
Lecture Content delivery
Activities Problem-based Project-based Case-based
Content Delivery
Episodic
Pervasive Routine reflection within and
among teams
Communication
Assessment
Summative
Formative
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A model for coupling the feature set of course
management systems to learning centered
principles.
Students Need to Build Meaning
Mitigating the Coverage Dilemma
Develop Epistemological Skills
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A Dilemma
Learning Inquiry
Emphasis on Effective Learning
Coverage
Emphasis on Delivery of Content
NOW
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A Solution to the Dilemma?
GOAL
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Can we use technology to mitigate the Coverage
Dilemma?
Routine Online Assessment
In Class
Traditional Approach
smart tutor homework
Web Assisted
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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 CMSs.

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