An Ecological Psychology Framework for Customizing Anchored Instruction with Real-Time Authentic Data

1
An Ecological Psychology Framework for
Customizing Anchored Instruction with Real-Time
Authentic Data

• Michael F. Young,
• Matthew S. Wlodarczyk, Neag School of Education,
  University of Connecticut
• Thomas Torgersen,
• Brett Branco, Marine Sciences, University of
  Connecticut

2
The Framework Ecological Psychology

• Education of Intention and Attention
• Perception of real-time data driven by hypotheses
• Students must detect patterns (processes) in data
• Detection of invariance
• Patterns in real-time data represent invariant
  structure
• Intentional Dynamics and Ontological Descent
• Assume each student bring unique goals/intentions
  that organize their interaction with the data.

3
Big Picture -- University of Connecticuts

• Customization of Curriculum Groups work.
• Vanilla Curriculum
• Design Protocol Teacher Interview
• Customization of Assessment Groups work.
• Performance Assessment Rubric
• Development of Cross Referenced Scientific
  Problem Solving Taxonomy SCALE Rubric

4
Abstract

• Anchored instruction scenarios were developed to
  invite high school and college students to
  understand authentic pond water quality data made
  available in near real time over the Internet. A
  framework based on Ecological Psychology was used
  to emphasize perception-action over
  memory-retrieval as the fundamental process of
  learning (see Young, Barab, and Garrett, 2001).
  Drawing on concepts of seamless assessment (e.g.,
  Kulikowich and Young, 2000) and the full
  integration of situated learning with anchored
  assessment, we provided online teacher and
  student discussion and support materials to
  support customization of anchored instruction.
  Our methodology applied a combination of
  quantitative and qualitative techniques in the
  context of a design experiment focused on the
  development and refinement of an anchored
  problem-solving learning context through
  prototype development work with teachers, two
  undergraduate classrooms, and a high school
  classroom . Our poster will focus on the results
  of the design experiment related to the
  synergistic relationship with the SCALE group and
  its outcomes.

5
Geoscience Environmental Education--
Web-accessible Instrumented Systems (GEE WIS)

• A joint project of the Department of Marine
  Sciences and the Neag School of Education.
• Established http//www.mypond.uconn.edu/ and
  http//www.geewis.uconn.edu/.
• MyPond is the data site.
• GEE-WIS is the education site.
• Design experiment with undergraduate and high
  school science classrooms.
• Real-time water quality data streamed via the
  Internet.
• Anchored instruction scenarios featuring the
  Brown Family a young family living near a
  university campus.

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The Websites
GEE-WIS
MyPond
The Education Site
The Data Site
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Anchored Instruction Scenarios

• 2 slideshow scenarios were developed.
• The Brown Family (Peter, Jeanette, and Ralph) are
  featured.
• They have recently moved into Peters late
  grandfathers house near a university.
• Both scenarios develop a problem for students to
  solve, using the online data.

Illustration by Vadim Gershman
8
SCALE Collaboration

• Collaborated with SCALE to help support
  customization of anchored instruction.
• Participated in
• SCALE Curriculum Group and
• SCALE Assessment Group.
• Participation in SCALE and implementation in
  undergraduate classrooms have informed design
  experiment.
• GEE-WIS based on SCALE vanilla curriculum
  model.
• GEE-WIS rubrics are customizations of SCALE
  assessment group products.
• Anchored instruction scenarios have been refined
  over several implementations.

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SCALE Collaboration
SCALE
GEE-WIS
Curriculum Group
1) Vanilla Curriculum
has informed
has informed
2) Design Protocol Teacher Interview
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SCALE Collaboration
SCALE
GEE-WIS
Assessment Group

• Performance Assessment Rubric

has informed
Customized SCALEAssessment Rubric
Scientific Problem Solving Taxonomy
has informed
Cross Referenced Scientific Problem Solving
Taxonomy SCALE Rubric
11
Refinements

• Participated in SCALE workshop in July of 2001.
• Recognized political issues could attract focus
  from science content.
• Redesigned to lessen the politics and focus on
  science.
• Implemented in a workshop for practicing teachers
  the late Summer 2001.
• Reflection and Redesign
• Integrated construction on campus into the
  scenarios.
• Customized SCALE assessment rubric.
• Customized the SCALE Design Protocol.
• Implemented in an undergraduate engineering
  course in the Fall of 2001.
• Reflection and Redesign
• Need for students to externalize the problem
  solving process online.
• Designed a taxonomy for scientific problem
  solving (customization of SCALE assessment).

12
Refinements
Summer 2001
July SCALE Workshop _at_ NWU
Designed Anchor Scenarios in PowerPoint
Implemented with Teachers in Summer Workshop
Integrated Construction on Campus into Scenarios
De-politicized Anchors Focus on Science
October SCALE Workshop in SC
Customized SCALE Design Protocol
Implemented in Undergrad Engineering Course
Customized SCALE Performance Assessment Rubric
Need for Student Problem Solving Process to be
Externalized
Use On-line Technologies to Capture More
Student Problem Solving
Italics indicates SCALE collaboration
items. Green text across the arrow indicates
significant events.
January 2002
13
Today

• Implementing in an undergraduate marine sciences
  course.
• Reflection and Redesign
• Political issues still biasing scientific
  analysis.
• Redirecting students to focus on the scientific
  analysis of the data without trying to fit it to
  their client (either the Browns or the
  university).
• Applying SCALE customized assessment and
  scientific problem solving taxonomy to written
  student work.
• Implementing in a high school ecology course.
• Reflection and Redesign
• Need to simplify and scaffold the data for high
  school teachers and students.
• Students are currently presenting their
  solutions. No data collected as of April 1,
  2002.

14
Refinements to Today
January 2002
Designed Taxonomy for Scientific Problem Solving
Implementing in an Undergrad Marine Science
Course High School Ecology Course
Need to Scaffold Data and Information For
Teachers Students _at_ High Schools
Students Beginning to Present Preliminary
Ideas/Solutions
Redirecting Students to Focus on
Scientific Analysis without Fitting to Client
Political Issues Still being Recognized
Applying SCALE Performance Assessment Rubric
Taxonomy for Scientific Problem Solving
Italics indicates SCALE collaboration
items. Green text across the arrow indicates
significant events.
April 2002