CELEST Curriculum Development Overview 07/09/07 Dan Franklin [e-mail]

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CELEST Curriculum Development Overview07/09/07D
an Franklin franklin_at_bu.edu
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ROLE OF PARTICIPANTS IN THE SUMMER 2007 CELEST
CURRICULUM WORKSHOP

• Reviewer
• Editor
• Software tester
• Curriculum developer
• User/ collaborator
• Evaluator
• Requirements management

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NATIONAL SCIENCE FOUNDATION- SCIENCE OF LEARNING
CENTERS
awards for large-scale, long-term Centers that
will extend the frontiers of knowledge on
learning and create the intellectual,
organizational, and physical infrastructure
needed for the long-term advancement of learning
research. Centers will be built around a unifying
research focus and will incorporate a diverse,
multidisciplinary environment involving
appropriate partnerships with academia, industry,
all levels of education, and other public and
private entities.
Common elements Vision Background Research Plan
and Strategy Integration of Research and
Education Diversity Management Plan Evaluation
and Assessment Facilities, Equipment, and other
Resources Sustainability
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CELEST
Center of Excellence for Learning in Education,
Science, and Technology http//cns.bu.edu/CELEST/
joins together educators, scientists, and
technologists from
to study AUTONOMOUS REAL-TIME LEARNING SYSTEMS by
integrating
experimental and computational brain
science biologically inspired technology
classroom innovation
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OVERVIEW OF CELEST PROGRAMS
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EIGHT INTERACTING THRUSTS
1. Learning in visual perception and recognition
Laminar cortical dynamics of adaptive behavior
2. Learning in audition, speech, and language
3. Learning in cognitive-emotional interactions
and planned sequential behaviors
4. Learning and episodic memory Encoding and
retrieval
5. Learning in concept formation and rule
discovery
6. Learning in attentive recognition and
neuromorphic technology
7. Educational technology, curriculum
development, and outreach
8. Diversity outreach
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CELEST UNIFYING THEMES
EDUCATIONAL TECHNOLOGY, CURRICULUM
DEVELOPMENT, AND OUTREACH Integrate research
and education Create and implement a totally
new curriculum
Bring MODELS about how mind and
brain work into math and science
curricula at all instructional
levels LEARNING ABOUT
LEARNING! Highly motivating to
students of all ages! Teaching about how
our minds work can engage students of
all levels of ability at all stages of
intellectual and social development
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CELEST UNIFYING THEMES
EDUCATIONAL TECHNOLOGY, CURRICULUM
DEVELOPMENT, AND OUTREACH Teaching about how
our minds work can inspire students to follow
multiple new career paths e.g., new
careers in science and math, teaching,
mental health, technology, etc. The same
learning tools can be used to teach practicing
scientists and other adult learners about
interdisciplinary mind/brain research
e.g., high school handbooks have brought
current research into the classroom in topics
about recent physics and math research
Multiple uses for these interdisciplinary
teaching materials
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CELEST UNIFYING THEMES
EDUCATIONAL TECHNOLOGY, CURRICULUM
DEVELOPMENT, AND OUTREACH Apply new learning
science to develop new educational
approaches We know the science and care
about learning! Develop web-based and
hands-on training for teachers and students
Build upon strong educational infrastructure
NATIONAL AND INTERNATIONAL IMPACT

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CELEST EDUCATIONAL MISSION
Provide innovative, world-class curriculum and
pedagogy based on research about mind and brain,
including models about how mind and brain work,
for several levels of informal and formal
learning environments, by supporting
scientist-educator effort. Strategies for
implementation include development of curriculum
materials, professional development, and outreach.
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CELEST EDUCATIONAL STRATEGIES

• Curriculum Development
• Graduate and Undergraduate
• K-12
• Curriculum Materials
• Web-based Modules
• Workbooks and Textbooks
• Professional Development
• In-service summer workshops
• Pre-service
• Outreach
• Summer Research Programs
• "GK-12" Outreach
• High School Outreach

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COLLABORATIONS CREATE EFFECTIVE EDUCATIONAL
MATERIALS AND APPROACHES
Systematically involve CELEST faculty, graduate
students, and post-docs Incubator
courses Curriculum development and
review Partner with other NSF Science of
Learning Centers (SLC) Pittsburgh SLC
www.learnlab.org Work with non-SLC
organizations, people, and ideas Public and
private school teachers and administrators Depart
ment of Education (federal state) BU School of
Education Private publishers Other centers with
similar agendas Understanding by Design
www.vanth.org How People Learn
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CURRICULUM CHARACTERISTICS

• Curriculum units can be integrated into current
  curricula or stand alone
• Curriculum unit lesson duration should be limited
  to at most 3 classes
• Fit educational standards such as Massachusetts
  State Guidelines for Science or Mathematics
• Support knowledge required on standardized tests
  such as MCAS

as content focus
or stealth module
to maximize flexibility
to maximize acceptance
to maximize utility
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CURRICULUM ASSETS

• Software
• Web-based, CD available, multiple runtime
  environments, reusable Java code-base,
  maintainable, collaborative process
• Interactive gaming experience
• Data analysis of your psychometric data
• Parametric model simulations
• Comparison of human and computer performance
• Documentation
• Teacher Instructions
• Class Presentation
• Background and Theory
• Software User's Guide
• Classroom Materials
• Neural Network Model for Advanced Studies
• Specialized workbook(s)
• Learning Memory Learning Tool Kit
• Application Requirements Backlog

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CURRICULUM SUPPORTS CELEST EDUCATIONAL GOALS

• CELEST curriculum is intrinsically motivating to
  students and provides an authentic experience of
  scientific and personal inquiry
• A 6th grade teacher reports her students
  experience with the Sequence Learning module
  Interpreting the data was both exciting and
  practical in their eyes. I decided to use this
  module right before their first Biology test so
  that they can use the knowledge from their
  results to help them study. I found that to be
  greatly successful! The average grade for 47
  students was a B! Most of the girls were bubbling
  over with how helpful it was to learn about their
  working memory at this point in time and were
  quite sincere in their appreciation. It was also
  a nice introduction to a formal lab report.

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CELEST PEDAGOGY THE THEORY BEHIND THE PRACTICE

• Effective teaching is based on the deep
  knowledge of the teacher about the subject
  content as well as the efficient presentation to
  and assessment of various learning styles
• CELEST curriculum provides the necessary depth
  and breadth of studies of mind and brain through
  a variety of inquiry-based experiences and
  materials to enact a new pedagogy, a pedagogy of
  mind in which self-knowledge and motivation are
  keys to education
• Student-centric teaching within a pedagogy of
  mind means that building upon prior knowledge and
  engaging the emotions of the students will
  enhance their learning ability in all subjects
  because they are becoming more aware of
  themselves in general and able to voluntarily
  focus their attention to the task at hand for a
  longer duration
• Furthermore, as students become more conscious,
  they develop a conscience subject area education
  becomes moral education due to the development
  within students of a theory of mind

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DESIGN OF LEARNING ENVIRONMENTSHOW PEOPLE LEARN
Learner-centered Focus on students previous knowledge and misconceptions
Knowledge-centered Structured towards progressive formalization of knowledge Promote deep understanding and subsequent transfer
Assessment-centered Constant and interactive feedback
Community-centered Universally relevant and applicable topic, easily applied to everyday experience and problem solving
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LEARNER-CENTERED

• CELEST curriculum focuses on the learner creating
  a deep understanding about how their brain works.
• Example BrightnessLab corrects misconceptions
  about how vision works

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KNOWLEDGE-CENTERED

• CELEST curriculum is knowledge centered because
  it provides for progressive formalization using a
  system of models that range from those similar to
  everyday experience to increasingly abstract
  conceptual designs and mathematical
  formalizations and analysis.

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KNOWLEDGE-CENTERED MODELING

• Petrosino, 2003
• EXAMPLE BrightnessLab Models

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KNOWLEDGE TRANSFER ART, ART APPRECIATION ART
HISTORY
Full Moon over the Village by Yen Jian
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CHIAROSCURO(brightness-darkness contrast)
The bright-dark technique was used extensively
beginning in the Renaissance
The Girl with the Pearl Earring Jan Vermeer van
Delft
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ASSESSMENT-CENTERED

• CELEST curriculum promotes interaction between
  students and their peers, students and their
  teacher, and students and the computer
• Student activities are designed to provide
  formative feedback
• Summative feedback activities are designed to
  test students content-knowledge and provide an
  arena to help students develop strategies to
  expand and transfer their knowledge to solve a
  wider variety of problems

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COMMUNITY-CENTERED

• CELEST curriculum is universally relevant and
  applicable to all people and readily transferred
  to everyday experience
• Everybody has a brain!

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ALIGNMENT A SYSTEMS APPROACH

• CELEST uses the How People Learn framework and
  learning environment design suggestions to
  structure and deliver innovative curriculum
  content pedagogy

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THE UNIFYING THEME OF CELEST CURRICULUM
METACOGNITION
LEARNING ABOUT LEARNING THINKING ABOUT
THINKING A focus on neuroscience is a novel and
compelling approach to learning because it
explicitly focuses on human perception and
learning Teaches students various study
strategies while instructing students in a
variety of critical math and science skills
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WHAT WEB-BASED CURRICULUM EXISTS?

• BrightnessLab
• Seeing is Believing / Brightness Contrast
• Sequence Learning
• Make Your Memory Stronger!
• Associative Learning
• Learning in the blink of an eye
• Obstacle Avoidance Navigation
• Watch Where Youre Going!
• Recognition
• How do we know what we know?

http//cns.bu.edu/CELEST/ http//cns.bu.edu/CELEST
/private
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WHY WE BEGIN WITH THESE MODULES

• Perception the basis for knowledge about the
  world. Half of the brain is dedicated to visual
  processing. BrightnessLab begins the systematic
  study of visual processing
• Action reflex and planned movements. Given a
  goal, how do we decide to move as a reaction to
  sensory (visual) input? Obstacle Avoidance
  Navigation explores the question of reactive
  movement as opposed to memory guided movement
• Cognition how we know that we know. We begin the
  exploration of memory and learning by studying
  Sequence Learning of numerical lists and continue
  through an examination of Recognition and
  metacognition
• Emotion spontaneous physical and mental states.
  Since perception, action cognition are all
  mediated by emotions, we begin to address them by
  studying adaptive timing, a basic form of
  Associative Learning

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BrightnessLab Seeing is Believing / Brightness
Contrast

• Neural Network Model

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BRIGHTNESS LAB SOFTWARE
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DATA PRESENTATION INTERPRETATION SCATTER
PLOTS, REGRESSION CORRELATION ANALYSIS
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A NEURAL NETWORK MODEL OF BRIGHTNESS PERCEPTION
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MODELING CYCLE
Design Principles
Mathematical and Computer Analysis
Technological Applications
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Sequence Learning Make Your Memory Stronger!
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MEMORY HAS LIMITED CAPACITY
Several factors prevent us from keeping some
information in mind More things to
remember Distractions Time Some strategies
help us keep things in mind Chunking learning
information from groups of items Distributed
practice rehearsing small groups of items
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SEQUENCE LEARNING SOFTWARE
optional

• PHASE 1 - Span testing

• PHASE 1 Span determination

Model
Recall
Presentation of lists
List span results

• Introduce concept of activation gradient and
  explain why a finite activation range implies
  poor performance for long lists

of lists correct vs list length
cycle n times

• PHASE 2 Serial order recall (at span)

Model
Recall

• Show how noise and the activation gradient can
  produce transposition errors and the recency bow

Presentation of lists
Serial recall results
correct vs serial position
cycle m times

• PHASE 3 Serial order recall (at span 1)

Model
Serial recall results
Recall
Presentation of lists

• Show how increase list length affects the
  pattern of errors

correct vs serial position
cycle p times

• PHASE 4 Chunking at span 1

• Show how chunking provides a way to improve
  performance by remembering several small
  activation gradients

Model
Serial recall results
Recall
Presentation of (chunked) lists
correct vs serial position
cycle q times
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SEQUENCE LEARNING DATA PRESENTATION
INTERPRETATION
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SEQUENCE LEARNING SIMULATION BY A NEURAL NETWORK
MODEL
A simplified view simulates effects of stimulus
strength, expectation, and attention
LIST PARSE MODEL Cognitive Working Memory in
ventrolateral prefrontal cortex, Grossberg and
Pearson (2006)
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Associative Learning Learning in the blink of
an eye

From interactive experience
To parametric model simulations
and data analysis
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ADAPTIVE TIMINGINTERACTIVE DATA PRESENTATION
INTERPRETATION
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CURRICULUM ACCESS
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ROLE OF PARTICIPANTS IN THE SUMMER 2007 CELEST
CURRICULUM WORKSHOP

• Reviewer
• Editor
• Software tester
• Curriculum developer
• User/ collaborator
• Evaluator
• Requirements management