K-12 Teaching and Learning in the ICT Era - PowerPoint PPT Presentation

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K-12 Teaching and Learning in the ICT Era

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Five Instructional Design Principles (from Brenda Sugrue) Learning ... SWoRD [Schunn and Cho] (http://ladybug.lrdc.pitt.edu/sword3/) Peer critique of writing ... – PowerPoint PPT presentation

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Title: K-12 Teaching and Learning in the ICT Era


1
K-12 Teaching and Learning in the ICT Era
2
Five Instructional Design Principles (from Brenda
Sugrue)
  • Learning is not performance
  • The medium is not the method
  • Match external and internal conditions
  • Authentic practice makes perfect
  • One size does not fit all

3
Learning is not Performance
  • Performance depends upon
  • Knowledge
  • Capacity
  • Available tools and information
  • Motivation
  • Learning requires
  • Generalization
  • Reflection
  • Self-testing of scope of what is learned

4
The Medium Is Not the Method
  • Some learning environments support performances
    substantially more or less than the worlds in
    which those performances ultimately will be
    needed
  • Media afford opportunities to use various
    instructional approaches but are not, per se, the
    source of learning

5
Match External and Internal Conditions
  • Allow for initial verbal learning followed by
    automation through practice
  • Allow for reflection opportunities that can
    support transfer
  • Be sensitive to issues of perceived difficulty
    and perceived value of learning tasks, as well as
    student preferences for features of the learning
    environment

6
Authentic Practice Makes Perfect
  • Since so much of schooling is verbal, it is easy
    to confuse verbalizing of concepts and principles
    with the ability to apply those principles and to
    confuse describing performances with doing them
  • Cognitive authenticity is sufficient as long as
    the cognitive scope matches the expected realm of
    applicability for what is being learned

7
One Size Does Not Fit All
  • For example, newcomers to a field need simple
    text, with no gaps in explanations, or they get
    confused old hands need enough loose ends and
    missing details to keep them from going on
    autopilot
  • In general,
  • Compensate for weaknesses
  • Leverage strengths
  • Remediate weaknesses

8
Overview
  • Why use technology?
  • Facilitating effective learning processes
  • Simulating instructive environments
  • Tutoring

9
Facilitating effective learning processes
  • SWoRD Schunn and Cho (http//ladybug.lrdc.pitt.e
    du/sword3/)
  • Peer critique of writing
  • Manage the process
  • Provide incentives by evaluating students via
    comparison to other students
  • Cumulate the feedback and make it available
  • Support reviewee reactions to feedback
  • Works as well as or better than instructor
    feedback and allows much more use of writing
    assignments

10
Suthers Collaborative Knowledge Construction Tool
Hypothesis
Can have disconfirming relationships too
Data
Supporting relationship
Unevaluated relationship
11
Simulating instructive environments Yarons
Virtual Chemistry Lab
Graphs show additional data
Cognitive realism of key artifacts
Meters convey key information
12
Instructor Authoring Tool
www.chemcollective.org
Select reagents
Define reactions
Assemble Glassware
13
Key Aspects of Simulations
  • Cognitive realism
  • Ease of understanding and use
  • Recordkeeping
  • Instructor modifiability
  • Compatibility of timescale and nature of
    simulation activities with the school day
  • Direct links to curriculum

14
The Importance of Interoperability
Agile little guys do well while the slow-moving
big guys run into trouble!
  • See Tom Friedmans book, The World is Flat
  • School systems need to have integrated curricular
    components
  • Artifacts must work with other artifacts,
    gradebook systems, curriculum management systems,
    etc.
  • Offering a proprietary seamless package is no
    longer sufficient the marketplace has been
    clear about this. The connection to other
    vendors packages must be seamless!

15
Use of XML Base to Permit Interoperability
  •   lt?xml version"1.0" standalone"yes" ?gt
  • - ltVIRTUALLAB version"1.4.8"gt
  •   ltTITLEgtGravimetric Determination of
    Arseniclt/TITLEgt
  •   ltAUTHORgtJordi Cuadroslt/AUTHORgt
  •   ltDESCRIPTIONgtDetermine the amount of arsenic
    present in soil samples.lt/DESCRIPTIONgt
  • - lt!-- ltSOLUTION_MODELLERSgt ltMODELLER
    property"waterConcentration" model"waterFinite"
    /gt ltMODELLER property"liquidVolume"
    model"evaluated" /gt lt/SOLUTION_MODELLERSgt  --gt
  • - ltSOLUTION_VIEWERSgt
  •   ltVIEWER honorSignificantFigures"false"
    name"Solution Properties" enabled"true"
    driver"irydium.vlab.viewer.PropertiesPanel" /gt
  •   --gt
  •   ltVIEWER sEnabled"true" aqEnabled"false"
    name"Species Viewer" enabled"true"
    gEnabled"true" driver"irydium.vlab.viewer.Specie
    sViewer" /gt
  •   --gt
  •   ltVIEWER name"Thermometer" enabled"true"
    driver"irydium.vlab.viewer.Thermometer" /gt
  •   ltVIEWER name"PH Meter" enabled"false"
    driver"irydium.vlab.viewer.PhViewer" /gt
  •   lt/SOLUTION_VIEWERSgt
  • - ltTRANSFERBARgt
  •   ltMODEL name"Precise Transfer" enabled"true"
    driver"irydium.vlab.transfer.PreciseTransferModel
    " /gt
  •   ltMODEL name"Significant Figures Transfer"
    enabled"true" driver"irydium.vlab.transfer.Signi
    ficantFiguresTransferModel" /gt
  •   ltMODEL name"Realistic Transfer" enabled"true"
    driver"irydium.vlab.transfer.RealisticTransferMod
    el" /gt
  •   lt/TRANSFERBARgt

16
Tutoring
  • Tasks
  • Student modeling
  • Coaching
  • Progress monitoring

17
An Example (Van Lehn et al.)
18
Richer Example
19
How a Vector is Entered
Derivative Variables Are Defined Automatically
20
Building Blocks
  • Standard components
  • Model of expertise
  • Domain simulations
  • Student Modeling Tools
  • Dialogue Tools
  • Interface Components
  • Eventually, it should be possible to combine
    tools from VanLehns tutors with other tools by
    other people, but even now, interoperability
    helps make the project work!

21
Self-Explanation Tutor
22
Facilitating effective learning processes
  • Better connections to past experiences
  • Digital video
  • Support learning by doing
  • Novices seldom notice everything of importance in
    a situation
  • Video replay better ties coaching to experience
  • Make coursework more case-based

23
Electronic Portfolios
  • Needs
  • Provide basis for mentoring
  • Document student learning for accrediting and
    certifying bodies
  • Give student a sense of what has been learned
  • Provide objects for reflection
  • Provide basis for video resume

24
Alternatives
  • Open Source Model
  • Package

25
KEEP Portfolio Editor
Developed by Knowledge Media laboratory (KML) of
The Carnegie Foundation for the Advancement of
Teaching
26
Portfolio as Diary or Notebook
27
Portfolio for Teaching
  • Lesson plans
  • Video of classroom activity
  • Student products
  • Reflections
  • Interactions with mentors

28
Lessons Learned Collaborative Technology to
Support Learning of Professional Skills
  • The Mission
  • The Process Followed
  • Lessons Learned

29
The Mission
  • Stimulate reform in school districts
  • Nested learning communities
  • Driven by principles of learning
  • LearningWalk as central to process
  • External quality assessment
  • Content-Focused Coaching
  • Focus on urban districts
  • Focus on building high performance learning
    communities

30
The Principles of Learning
  • Accountable Talk
  • Clear Expectations
  • Fair and Credible Evaluations
  • Learning as Apprenticeship
  • Organizing for Effort
  • Recognition of Accomplishment
  • Socializing Intelligence
  • Self-management of Learning
  • Academic Rigor in a Thinking Curriculum

31
LearningWalk
  • An organized visit through a school's learning
    areas
  • Participants move in and out of several
    classrooms looking at student work and classroom
    artifacts, and talking with students and teachers
  • Between classroom visits, participants gather to
    discuss what they learned in the classroom by
    making factual statements and generating
    questions they have about what they observed
    which, if asked of teachers, could stimulate them
    to think more deeply about practice
  • At the end of the LearningWalk, participants
    work with the principal to refine observations
    and questions and to look for patterns within the
    school.

32
External Quality Assessment
  • Provides school districts with an external
    assessment of the quality in teaching and
    learning in their schools.
  • Objectives
  • determine if the quality of instruction supports
    achievement of rigorous academic standards by all
    students
  • guide principals and instructional leaders in
    supporting their teachers to improve practice
  • guide teachers in analyzing their teaching and
    learning to improve instructional practice.

33
Content-Focused Coaching
  • Training coaches to work individually with
    classroom teachers to design, implement, and
    reflect on rigorous, standards-based lessons that
    promote student learning
  • Coach and teacher work together
  • during a pre-conference to refine lesson design
  • during the enactment of the lesson in which both
    the teacher and coach are co-accountable for
    student learning
  • during a post-conference in which they reflect on
    evidence of student learning and plan for
    subsequent lessons.
  • Coaches use a set of 'moves' designed to focus
    the dialogue with teachers on a set of core
    issues derived from the research on teaching and
    learning.

34
Nested Learning Communities
  • All members of the school district are
    learners--students, teachers, principals, and
    administrators.
  • Learning is the work of both students and
    professional educators
  • Continuous learning in pursuit of educational
    improvement is the norm.
  • The "glue" that holds the community together is
    two-way accountability between layers.
  • A school system that is a learning organization
    must treat upgrading of instructional
    competencies as a key part of its definition of
    professionalism.
  • It should be structured to inspire and require
    continuous learning on the part of everyone in
    the system, from teachers to senior
    administrators.

35
The Process
  • Stimulate the development of the higher levels of
    nested communities, so that they in turn can
    stimulate development at lower levels.
  • Study groups
  • In person
  • Supported by hypermedia tools
  • Over networks synchronously
  • Supported by discussion tools

36
Problem
  • Teachers dont just start using the CDs that
    their principals distribute

37
Solution
  • Approach dissemination of technology as a task of
    leveraging existing cultural support and shaping
    cultural change to make promising new tools fit

38
Cultural Support Is the Key
  • No one takes a course in making telephone calls!
  • We only learn the aspects of a tool that our
    culture supports
  • Grandma uses email attachments to see pictures of
    the grandchildren
  • Professor X says he cant understand attachments
    and refuses to use them

39
Technology Failures
  • The clock on a generation of video cassette
    recorders still says 1200!
  • I flew to New York for a 1-hour meeting recently,
    instead of using NetMeeting!
  • The paperless office now has more paper!

40
Academic Conferences An Example
  • Electronic submission
  • Common today but a failure in 1995 even with
    Computer Scientists!
  • Electronic review
  • On-Line abstracts and papers
  • On-Line programs that can build a personal
    schedule and download it to a personal digital
    assistant (Palm) tool

41
My Video Experience First Time
  • Staff Resisted
  • Complaints about cost
  • Complaints about quality of staff efforts
  • Need for continual motivation of staff

42
The Second Time
  • Camcorders are part of our culture
  • Minimal training needed
  • Moderate enthusiasm among a less techie staff
    than last time
  • Staff add their own extensions

The Moral Enculturated commodities get used
the best choices do not get used if outside our
cultures
43
Summary
  • The world of instructional technology is moving
    toward collections of interoperable components
    that come from multiple sources and permit a
    coherent overall approach to curriculum
  • A key role for technology is to bridge the gap
    between didactic and learning by doing
  • Cognitive realism is always important physical
    fidelity is only important for special purposes
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