Creating Significant Learning Experiences: Frameworks for Classroom Technology Use

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Creating Significant Learning Experiences
Frameworks for Classroom Technology Use
Karl Wirth Macalester College
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Technology Use in Courses
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Why We Use Technology

• Improved Management Efficiency
• Information Management (e.g., scheduling, file
  distribution)
• Communication (e.g., forums, chats)
• Assessment (e.g., online grading grade book)

Accidental Pedagogy
(Morgan, 2003)
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Intentional Pedagogy

• Frameworks for Web-Based Instruction
• Jonassen (1995)
• Chickering and Ehrmann (1996)
• Reeves and Reeves (1997)
• Bonk and Cummings (1998)
• Carmean and Haefner (2002)
• Britto (2005)

Pedagogical and Psychological Principles
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Whats Missing?

• Whats being learned and whos learning it?
• Need for more intentional focus on
• learning outcomes
• development of the learner

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Creating Significant Learning Experiences
Frameworks for Classroom Technology Use

• Session Outline
• Significant Learning
• Design Frameworks
• Pedagogical Opportunities
• Workshop Activity

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Significant Learning

• Learning that
• produces significant and lasting change
• is valuable throughout life
• enables lifelong learning

Fink (2003)
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Role of Higher Education
to help college students become Intentional
Learners who can adapt to new environments,
integrate knowledge from different sources, and
continue learning throughout their lives.
Greater Expectations (2002 AACU Report)
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Intentional Learners Are

• EMPOWERED through the mastery of intellectual and
  practical skills
• INFORMED by knowledge about the natural and
  social worlds and about forms of inquiry basic to
  these studies
• RESPONSIBLE for their personal actions and for
  civic values

Greater Expectations (2002 AACU Report)
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Intentional Learners
Becoming an intentional learner means developing
self-awareness about the reason for study, the
learning process itself, and how education is
used. Intentional learners are integrative
thinkers who see connections in seemingly
disparate information to inform their decisions.
Greater Expectations (2002 AACU Report)
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Intentional Learners are Self-Directing
Self-directing learners are highly motivated,
independent, and strive toward self-direction and
autonomy. They take the initiative to diagnose
their learning needs, formulate learning goals,
identify resources for learning, select and
implement learning strategies, and evaluate
learning outcomes.
Savin-Baden and Major (2004)
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Frameworks for Higher Ed

• Learning From A Cognitive Science Perspective
• Principles of Good Teaching
• Instructional Design
• Goals of Higher Education

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How People Learn

• Knowledge is Constructed
• Based on pre-existing understanding
• Need for recognizing preconceptions
• Importance of Foundational Knowledge
• Factual knowledge
• Contextual framework
• Organization of knowledge
• Role of Metacognition
• Monitor assess thinking learning
• Identify learning needs

Bransford et al. (2000)
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• Contact between students and faculty
• Cooperation among students
• Active learning
• Prompt feedback
• Time on task
• High expectations
• Diverse talents and ways of learning

Chickering and Gamson (1987)
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Creating Significant Learning Experiences

• Foundational Knowledge
• Application
• Integration
• Human Dimension
• Caring
• Learning How to Learn

Fink (2003)
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Significant Learning
Fink (2003)
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Purpose of Higher Education

• Ability to Communicate
• Critical Thinking
• Preparing for Work
• Living With Diversity
• Living in A More Global Society
• Acquiring Broader Interests
• Moral Reasoning and Behavior
• Preparation for Citizenship

Our Underachieving Colleges (Bok, 2006)
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Outline of Frameworks
How People Learn Principles of Teaching Significant Learning Liberal Learning
Constructed Contact Knowledge Communication
Foundational Cooperation Application Critical Thinking
Metacognition Active Learning Integration Prep. for Work
Prompt Feedback Human Dimension Diversity
Time-on-Task Caring Global Society
High Expectations Learning to Learn Broader Interests
Diverse Learning Moral Reasoning
Citizenship
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Reading Reflections

• After completing the reading assignment, write
  brief responses to 2 of 3 questions
• What is the main point of this reading?
• What information did you find surprising? Why?
• What did you find confusing? Why?
• If appropriate, it is helpful to me if you
  respond to 3.

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Reading Reflections Grades
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For Comparison Exams Grades
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Reading Reflections
How People Learn Principles of Teaching Significant Learning Liberal Learning
Constructed Contact Knowledge Communication
Foundational Cooperation Application Critical Thinking
Metacognition Active Learning Integration Prep. for Work
Prompt Feedback Human Dimension Diversity
Time-on-Task Caring Global Society
High Expectations Learning to Learn Broader Interests
Diverse Learning Moral Reasoning
Citizenship
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Journaling - Metacognition

• How We Think
• Strategies for Learning
• How Ones Thinking is Changing
• Assessing Ones Own Understanding
• Progress on Learning Goals

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Reflective Journaling - Metacognition
Describe the learning strategies that you are
currently using in this course? How successful
are they? How might they be modified for more
effective learning? Describe the methods you are
using to monitor your understanding? How well
are these working?
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Reflective Journaling - Goal Setting
You began this course with a letter grade of A.
This A was awarded for the extraordinary
accomplishment that you are capable of achieving.
In the space below, please write me a letter
describing what you accomplished in this course.
The letter should be dated for the end of the
semester and written in the past tense. Tell me
what you did, how you did it, and how your
thinking and understanding changed as a result.
The purpose of this activity is for you Please
begin the letter with I earned an A in this
course because
The Art of Possibility (Zander and Zander, 2000)
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Journaling -Affective Domain

• Attitudes
• Motivation
• Willingness to Participate
• Valuing What is Being Learned
• Incorporating Values Into Life

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Reflective Journaling - Affective Domain
Think about all the facts and concepts that you
have learned in this course about the Earth.

• Which is the most important or significant? Why?
• How has it changed your understanding or
  appreciation of the natural world?
• How does this new understanding relate to the
  rest of your education at Macalester?
• How has it become part of the fabric of who you
  are?

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Reflective Journal
How People Learn Principles of Teaching Significant Learning Liberal Learning
Constructed Contact Knowledge Communication
Foundational Cooperation Application Critical Thinking
Metacognition Active Learning Integration Prep. for Work
Prompt Feedback Human Dimension Diversity
Time-on-Task Caring Global Society
High Expectations Learning to Learn Broader Interests
Diverse Learning Moral Reasoning
Citizenship
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Current Events - Remote RSS Feeds
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RSS Feeds
How People Learn Principles of Teaching Significant Learning Liberal Learning
Constructed Contact Knowledge Communication
Foundational Cooperation Application Critical Thinking
Metacognition Active Learning Integration Prep. for Work
Prompt Feedback Human Dimension Diversity
Time-on-Task Caring Global Society
High Expectations Learning to Learn Broader Interests
Diverse Learning Moral Reasoning
Citizenship
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Problem-Based Learning

• Are Given an Ill-Defined Problem
• Consider What They Know and Do Not Know
• Refine Problem and Prioritize Questions
• Chart a Course of Action
• Collect Needed Data
• Summarize Results
• Evaluate New Ideas

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Trouble in Paradise
Prompt Letter from Alumnus Evidence Photos,
Map, Sand Goal Volcanic Hazard Plan
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Assess Volcanic Hazards Formulate Response
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Projects

• Information
• Data
• Imagery
• Discussions
• Writing

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Student Learning

• Content
• Mineral Compositions
• Bowens Reactions Series
• Phase Diagrams
• Scanning Electron Microscopy
• Physical Volcanology
• Sedimentary Processes
• Seismology
• Volcanic Hazards
• Plate Tectonics

Skills Microscopy Map Interpretation Data
Analysis Concept Mapping Problem-solving Argumenta
tion Writing Oral Presentation Teamwork
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Projects
How People Learn Principles of Teaching Significant Learning Liberal Learning
Constructed Contact Knowledge Communication
Foundational Cooperation Application Critical Thinking
Metacognition Active Learning Integration Prep. for Work
Prompt Feedback Human Dimension Diversity
Time-on-Task Caring Global Society
High Expectations Learning to Learn Broader Interests
Diverse Learning Moral Reasoning
Citizenship
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Becoming Intentional Learners
How will we get there if we dont know where we
are going?
Knowledge Surveys (Nuhfer, 1993 1996)
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Levels of Thinking

• Thinking Beyond Recall
• Blooms Taxonomy (1956)
• Revised by Anderson Krathwohl (2001)

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Survey Items
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High-Level Survey Items

• Synthesize the volcanic, seismic, and topographic
  data from a region into a tectonic model for that
  region.
• You are charged with locating a site for a new
  landfill. Evaluate the types of criteria that
  might be used to locate the new site and suggest
  a procedure to guide the decision-making process.

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Utility of Knowledge Surveys

• Course Design
• Clarification of course objectives and structure
• Improved organization and preparation
• Student
• Full disclosure of course objectives and
  expectations
• Study guide
• Formative assessment tool
• Development of self-assessment skills
• Instructor
• Assessment of Learning
• Course assessment
• Instructional practices
• Program
• Student Learning
• Program Objectives

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Analysis of Learning Content
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Analysis of Learning Individuals
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Analysis of Learning Understanding
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Knowledge Surveys
How People Learn Principles of Teaching Significant Learning Liberal Learning
Constructed Contact Knowledge Communication
Foundational Cooperation Application Critical Thinking
Metacognition Active Learning Integration Prep. for Work
Prompt Feedback Human Dimension Diversity
Time-on-Task Caring Global Society
High Expectations Learning to Learn Broader Interests
Diverse Learning Moral Reasoning
Citizenship
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New Opportunities for Significant Learning
Available from www.macalester.edu/geology/wirth/C
ourseMaterials.html
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Outline of Frameworks
How People Learn Principles of Teaching Significant Learning Liberal Learning
Constructed Contact Knowledge Communication
Foundational Cooperation Application Critical Thinking
Metacognition Active Learning Integration Prep. for Work
Prompt Feedback Human Dimension Diversity
Time-on-Task Caring Global Society
High Expectations Learning to Learn Broader Interests
Diverse Learning Moral Reasoning
Citizenship
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Selected References
Bonk, C.J. Cummings, J.A., 1998, A dozen
recommendations for placing the student at the
center of web-based learning Educational Media
International, v. 35, no. 2, p. 82-89. Britto,
2005, Frameworks for CMS Design and Evaluation
in McGee, P., Carmean, C., and Jafari, A.,
editors, Course Management Systems for Learning
Beyond Accidental Pedagogy,Information Science
Publishing, London, p. 69-89. Campbell, K., no
date, The Web Design for active learning
University of Alberta. Retrieved on July 3 2001,
from http//www.atl.ualberta.ca/articles/idesign/a
ctive1.cfm Carmean, C. and Haefner, J. (2002)
Mind over Matter Transforming Course Management
Systems into Effective Learning Environments,
Educause Review, v. 37, no. 6, p.
27-34. Chickering, A.W. and Ehrmann, S.C., 1996,
Implementing the seven principles Technology as
lever AAHE Bulletin, p. 3-6. Jonassen, D.H.,
1995, Supporting communities of learners with
technology A vision for integrating technology
with learning in schools Educational Technology,
v. 35, no.4, p. 60-63. Morgan,G., 2003, Faculty
use of course management systems Educause Center
for Applied Research (ECAR) Research Publication,
Boulder, CO, 97 p.
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Moodle Resources Activities

• Resources
• Text Pages
• Web Pages
• Links to Files or Websites
• Blogs
• Remote RSS Feeds

• Activities
• Assignments
• Chat
• Choice
• Database
• Forum
• Glossary
• Lesson
• Quiz
• Scorm
• Survey
• Wiki
• Workshop

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Creating Significant Learning Experiences
Frameworks for Classroom Technology Use
Karl Wirth Macalester College
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Journaling - Reading Reflections
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Reflective Journaling - Goal Setting
The Art of Possibility (Zander and Zander, 2000)
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Reflective Journaling - Affective Domain
Describe how your attitudes about the
significance and relevance of the course
materials have changed? Describe how the content
and skills you have learned in this course might
be relevant to other courses you are currently
taking, your future education, or your career?
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What Are the Challenges
to designing course curricula that utilize
technology to promote meaningful learning?