Title: Assessment-rich instructional technology to promote learning-centered and inquiry-oriented pedagogies: Coupling transformation and scalability.
1Assessment-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--------------------
-----
2A 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
3U 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
4Institutional Change Is Necessary,But Faculty
Populations Have Structure
5Faculty Preparation for Learning-Centered
Instruction
ContentKnowledge
PedagogicalKnowledge
PedagogicalContentKnowledge
Learning-Centered Instruction
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13What we need to learn before doing, we learn
by doing. Aristotle
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18How People Learn - NRC 2000
- Learning is Constructive
- Meaning-Building is Vital to Learning With
Understanding - Metacognitive Skills - Effective Learning is
Reflective
19Learning 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
20Principles 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
21How?
22One Approach...
23Technology can be an Enabler
COMMUNICATING
VISUALIZING
SIMULATING
COMMUNITY OF LEARNERS
DATA COLLECTION
ANALYZING
MODELING
BioQUEST Curriculum Consortium
24Technology Is Often Heralded as a Solution, but
Pedagogical Potential of Instructional Technology
Faculty Practices
Learning Paradigm
Instructional Paradigm
25 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
26Goals of Assessment
- Mindful engagement ...chunking content
- Provide feedback
- Build incentive systems
- Collect diagnostic clues about individual needs
27Assessment Tools in Education Technology
Open-ended assessment styles Structured
assessment styles
Utility of Competing Assessment Styles
28Open-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
29Examples
30Institutional Transition Process
Local RD
1-on-1 Authoring
Systemic Phase Transformation Scalability
Boutique Phase Transformation Scalability
Lone Rangers
31Course Management SystemsThe Enabling
Technology Infrastructure?
Student Experience on the Web
Content
Comm Tools
Assessment
Faculty
CMS Database
Registrar
32Some 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
33A 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
34A Dilemma
Learning Inquiry
Emphasis on Effective Learning
Coverage
Emphasis on Delivery of Content
NOW
35A Solution to the Dilemma?
GOAL
36Can we use technology to mitigate the Coverage
Dilemma?
Routine Online Assessment
In Class
Traditional Approach
smart tutor homework
Web Assisted
37S 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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