CAT/L%20:%20Computer%20Aided%20Teaching%20and%20Learning%20A%20Conceptual%20Framework%20for%20Re-Forming%20Education - PowerPoint PPT Presentation

View by Category
About This Presentation
Title:

CAT/L%20:%20Computer%20Aided%20Teaching%20and%20Learning%20A%20Conceptual%20Framework%20for%20Re-Forming%20Education

Description:

CAT/L is seeking to expand both basic research on the problems of education as ... Technology, then, is the foundation of CAT/L and an Archimedes Lever by which to ... – PowerPoint PPT presentation

Number of Views:1186
Avg rating:3.0/5.0
Slides: 22
Provided by: jonathan56
Learn more at: http://tcfir.org
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: CAT/L%20:%20Computer%20Aided%20Teaching%20and%20Learning%20A%20Conceptual%20Framework%20for%20Re-Forming%20Education


1
CAT/L Computer Aided Teaching and LearningA
Conceptual Framework forRe-Forming Education
  • Focus On Education Foundationin collaboration
    with
  • The Center for Internet Research
  • W. Reid Cornwell Ph.D.
  • Jonathan R. Cornwell
  • http//tcfir.org
  • http//focus-on-education.org
  • (720) 212-0719

2
A Cause for Concern
  • New studies of U.S. public school graduation
    rates reveal that graduation rates are lower than
    the previously accepted, nationally-averaged rate
    of 85. Some studies suggest graduation rates may
    be as low at 40.
  • Current studies conducted on the preparedness of
    entering college freshmen show that 30 40
    require significant remediation in math, science,
    writing, research and other basic academic
    skills.
  • Current reports from the U.S. Department of
    Education show that approximately 20 of twelfth
    graders in the U.S. are proficient in science
    and mathematics based on No Child Left Behind
    standards.

3
A Cause for Concern
  • 42 of all GED test-takers were teenagers in
    2004, compared with 33 in 1991.
  • Most studies on the rate of science and
    engineering degrees awarded by U.S. colleges and
    universities show few changes or small declines
    over the past 30 years. However, other studies
    show that the percentage of foreign nations
    receiving these degrees has increased and, in
    some areas of the U.S., account for nearly 50 of
    degrees awarded. In addition, the ratio of
    advanced science and engineering degrees to
    country population has declined in the U.S. while
    increasing in nearly every other country
    including other developed nations.

4
Business and Industry Stakeholders in the
Outcome of Education
  • The U.S. public education system is the prime
    mover for the quality and quantity of the U.S.
    workforce.
  • The H1-B visa system and influx of foreign
    nationals to U.S. educational institutions and
    workforce have masked the deteriorating position
    of the U.S. education system to produce viable
    participants in the modern economy.
  • Global economic and technological change has
    altered what is valued by companies in their
    workforce as compared to the economic realities
    of 50 years ago or even two years ago.
  • Not only is the U.S. education system not keeping
    pace with these changes but it is also failing to
    even meet basic education requirements.
  • While the impact of the quality of education
    affects all dimensions of society, business and
    industry are most directly affect via the state
    of the available workforce.

5
FOEF Mission and Vision
  • The Center for Internet Research (TCFIR) and its
    parent Focus On Education Foundation (FOEF) was
    formed to investigate the vast intersection
    between Internet technology and the human
    experience using cross-disciplinary research
    practices spanning the industrial, government,
    scientific and academic communities.
  • Of particular interest is the use of
    Internet-enabled technologies to improve
    education at all levels, both domestically and
    abroad.
  • FOEF has developed a conceptual framework called
    CAT/L that is the centerpiece of our efforts to
    related to education.

6
Focus On Education (FOEF)Mission and Vision
  • FOEF is working to expand both basic research on
    the problems of education as well as the
    development of practicable technologies and
    methodologies to improve education.
  • We believe that many aspects of improving
    education in the U.S. and other developed
    countries are shared as well by governments and
    educators trying to build modern education system
    in developing countries. In this vein, FOEF has
    begun a relationship with UNESCO to address the
    international implications of Connected Learning.
  • While technology as already begun to transform
    the educational environment, it is a shared
    belief by associates of FOEF most of these
    changes are superficial and that the true
    potential of Internet-related technologies to
    re-form education is almost entirely untapped.

7
The Mission and Vision
  • CAT/L is seeking to expand both basic research on
    the problems of education as well as the
    development of practicable technologies and
    methodologies to improve education.
  • We believe that many aspects of improving
    education in the U.S. and other developed
    countries are shared as well by governments and
    educators trying to build modern education system
    in developing countries. In this vein, FOEF has
    begun a relationship with UNESCO to address the
    international implications of CAT/L.
  • While technology as already begun to transform
    the educational environment, it is a shared
    belief by associates of FOEF most of these
    changes are superficial and that the true
    potential of Internet-related technologies to
    re-form education is almost entirely untapped.

8
CAT/L Overview
  • CAT/L is a conceptual framework for basic
    research on the problems facing education and the
    development of practicable solutions.
  • CAT/L is based on three principles
  • Connection Investigation, development and
    deployment of Internet-enabled technologies to
    improve education
  • Empiricism Improved basic research
    research-based development data-driven
    deployment superior assessment and quality
    controls
  • Learner-Centered Education A greater degree of
    self-determination and customization of the
    education experience
  • CAT/L is not a quick fix for the education
    system, although it is the assumption of FOEF
    that Internet-enable solutions will be faster
    and cheaper to develop and deploy than
    non-Internet alternatives.

9
The Connection inCAT/L
  • It is easy to overstate and overestimate the
    transformational power of Internet technologies.
    However, it is equally true that current and
    potential Internet technologies deserve the much
    of the hyperbole. What has been missing is a
    paradigm to harness the promise of the Internet
    to fundamentally change education.
  • Simply, we believe that it is possible to
    encapsulate almost the entire current classroom
    experience within the framework of Internet
    technologies Textbook, library, lecture,
    laboratory, testing, assessment, lesson planning,
    etc. We also believe that entirely new modes of
    education can be created and other modes which
    are used sparingly such as collaborative/competi
    tive learning can be greatly enhanced.

10
The Computer inCAT/L
  • The most radical visions discussed include a
    return to a Socratic teaching method in which
    teachers assume a mentor/enabler role to a body
    of students in virtually independent study and
    the elimination of age-grades as a feature of
    promotion through the general education
    curriculum. While the latter ideas may be too
    radical for the current socio-political
    environment, it is clear that body of Internet
    technologies that has so dramatically transformed
    the global economy has the potential to transform
    education beyond anything seen today.

11
Empiricism in CAT/L
  • Improved basic research It is significant that
    even simple facts such as the actual high school
    graduation rate are the subject of debate.
  • Research-based development Given the stakes,
    development of education reforms must be driven
    by data not speculation, tradition or opinion.
    New research must be conducted but there is also
    a wealth of under-utilized but peer-validated
    research than must be brought to bear as well
    from research areas as diverse as educational
    psychology and game theory. In addition,
    corporate training programs and vocation-oriented
    education institutions (e.g. ITT Tech, Regis
    University, etc.) have produced successes that
    may find application in the general education
    environment.
  • Data-driven deployment Any prototype education
    reform must be vetted by good data gathering and
    analysis.

12
Empiricism in CAT/L
  • Superior assessment and quality controls Modern
    education theory is significantly based in
    Behaviorism and Social Learning Theory, two
    theoretical perspectives largely untouched by
    debate for decades. Timely and accurate testing,
    assessment and grading are reinforcements in the
    Behaviorist model and are critical to both
    determining student performance and encouraging
    academic success. However, there are numerous
    questions the current means and methods of
    testing and assessment.

13
An Alternative Assessment Paradigm
Certainty-Based Assessment
  • All current evaluation methods are statistical
    samplings of a students knowledge of a body of
    material. Each method in use, from essays to
    true/false questions, has advantages and
    disadvantages. Forced choice methods (multiple
    choice, true/false, matching) are used most
    commonly because they are the easiest to grade
    but are also subject to guessing and strategies
    that defeat evaluation of the actual state of a
    students mastery. In addition, evaluation is
    used infrequently and episodically, usually at
    the end of a learning unit or because of
    calendar-driven traditions such as mid-term or
    final exams. Infrequent evaluation means that
    both educators and students can drift through
    materials for days or weeks before the first
    signs of a problem with the material are noted.

14
An Alternative Assessment Paradigm
Certainty-Based Assessment
  • Certainty-based assessment, integrated with the
    learning process through information technology,
    has the potential to allow educators and students
    to evaluate progress through material in real- or
    near-real-time while also capturing a students
    self-evaluation of the confidence with which they
    hold newly learned material. Evaluation is
    transformed from a purely summative paradigm into
    a formative one as well.
  • While continuous evaluation alone has a great
    potential to enhance learning, capturing
    confidence adds a qualitative dimension to
    evaluation data that can help educators and
    students hone in on problem areas to produce
    real mastery of material rather than a
    superficial, one-time success on a test.

15
Learner-Centered Education
  • The goal of any education system is to produce
    well-enculturated adults adapted to the needs of
    their society and able to participate in a
    productive, meaningful way. This is as true in
    hunter-gatherer cultures as it is in
    Post-Industrial nations.
  • The education model of the Post-Industrial world
    is based largely on an attempt to mimic the
    efficiencies of the factory
  • Utilization of a broadcast model of knowledge
    distribution in the form of lectures, textbooks,
    class-based curriculum design, etc.
  • Promotion through a grade system predicated on
    the assumption that similar ages represent
    similar stages of development and material
    mastery
  • Classrooms with large numbers of students
  • Reliance on summative evaluation
  • Little time allowed for individual tutoring or
    mentoring etc.

16
Learner-Centered Education
  • Given the millions of students that the U.S.
    education system must handle each year, it is
    easy to see why a mass-production paradigm of
    education would be used.
  • However, the student population is diverse along
    every dimension that can currently be measured.
    Education systems designed for one standard
    deviation among a few student traits will,
    inevitably, fail those students in the shoulders
    of the curve. Rather than ad hoc bandaids
    applied to a mass-production model of education,
    student diversity must be confronted directly to
    ensure that no child truly is left behind or to
    languish in the study of materials they have
    already mastered.

17
Learner-Centered Education
  • Prior to the advent of Internet-enabled
    technologies, a mass-production paradigm was the
    only practical solution to accomplish the
    Herculean task of educating millions of students
    each year. But now we have an opportunity to
    re-form education in a way that will deal with
    the complexities of student variation.
  • Learner-centered education shifts the focus from
    educating classes to educating students.
    Research-driven technology can individualize
    lessons, measure the change in student knowledge
    and skills on a continuous basis and still allow
    the education system to meet the demands of
    educating millions of students in a timely,
    cost-effective manner.
  • It should be noted, too, that solutions developed
    to deal with student diversity in the
    Post-Industrial world will, to a large extent,
    generalize to the needs of the developing world.

18
Learner-Centered Education
  • As a final note, the education system plays a
    significant role in helping students determine
    their adult vocation. Given the amount of
    education required in a knowledge-based economy
    for most well-paying jobs, the pressure on young
    people to choose wisely is enormous. The current
    education system fails to help students with this
    discovery process. In addition, public education,
    particularly at the high school level, has
    shifted to preparing students for college when
    many students have neither the interest nor
    traits for college level education. Even in a
    knowledge-based economy, there must be a place in
    education for the non-college bound because it
    benefits societies as a whole to enable all
    members of society to participate in a
    constructive way.
  • The learner-centered model of education enhances
    the journey through the standard curriculum as it
    provides much better feedback to students and
    educators alike on the abilities and aptitudes of
    the student. As the saying goes, Knowledge is
    power Better assessment of a students
    capabilities can only enhance a students
    vocational choices.

19
Declaration of CAT/L Principles
  • The education process must become
    learner-centered.
  • Assessment diagnostic, formative and summative
    must be improved and deeply integrated into the
    learning and teaching process.
  • National and state academic standards must be met
    or exceeded.
  • Ethnic academic achievement gaps must be
    addressed and eliminated.
  • Learning must become more active.
  • The formation of life-long learning behaviors
    must be facilitated.
  • Education reform must be guided by empiricism.
  • Well-designed, technology-enabled education
    reform will be self-improving, self-reforming and
    self-documenting.
  • Teaching and learning content must be of the
    highest possible quality, current and relevant.
  • Proven pedagogical methodologies and the best
    research from all fields with a bearing on
    learning and teaching must be integrated into
    education.
  • The needs of all stakeholders (students,
    teachers, parents, administration, government,
    business, etc.) must be served.
  • Reform must also address the need to improve the
    formation and achievement of vocational goals by
    students.
  • Where minimum standards exist, the goal must be
    near-universal mastery rather than a standard
    distribution of achievement.

20
Conclusion
  • Technology, then, is the foundation of CAT/L
    and an Archimedes Lever by which to move the
    world of learning.

21
How You Can Help?
  • Supporting the Innovation 2008
  • April 14 15, 2008,
  • Beaver Run Resort and Conference Center,
  • Breckenridge, Colorado
  • Providing both RD and grant support to Focus On
    Education Foundation
  • Providing support for the Open Access research
    embodied In Innovation, the journal of online
    education.
About PowerShow.com