Authoring Assessment-Rich Learning Environments: A Faculty Development Tool to Drive Transformation The Advanced Educational Computing Project: A Boutique Model EDUCAUSE NLII Conference, New Orleans, 29 January 2001. --------------------------<<>>-------------------------
Authoring Assessment-Rich Learning Environments:A Faculty Development Tool to Drive TransformationThe Advanced Educational Computing Project: A Boutique ModelEDUCAUSE NLII Conference, New Orleans, 29 January 2001
Donald P. Buckley, Ph.D.
Associate Professor of Biology
Director of Instructional Technology, School of Health Sciences
Quinnipiac University; Hamden, CT 06518
Computerworld Smithsonian Laureate
Apple Distinguished Educator
email: [email protected]
Institutional change means that transformational experiences must be enticing to individuals less tolerant of complexity, ambiguity or failure …mid and late adopters (Conservatives and Skeptics).
Pedagogical Potential of the Technology
Faculty still operating within the Instructional Paradigm will not recognize the value of advanced instructional technology, which is best suited to supporting learning centered pedagogies.
• interactivity fosters active-learning
• different information formats engage different cognitive
processes and therefore open different learning opportunities
• promote cooperative learning and the social construction of
• simulations provide experience in the process of inquiry
• authoring tools promote student construction of meaning
• powerful formative assessment tools are multi-faceted
Limited potential (e.g., slide show authoring)
Problem: making a better lecture is not transformational
Result: limited faculty willingness to participate in more training
Capture the pedagogical high ground
…focus on learning & inquiry.
Focus on genuinely transformational faculty development to change faculty attitudes and behaviors
Authoring experiences can be transformational
U N I V E R S I T Y O F H A R T F O R D
Advanced Educational Computing
A Tool To Foster Student-Centered Learning
It was enormously stimulating for most participants
to create learning environments that would
enable them to teach things that they
could not teach well before.
Because Programming Was Required
To Meet Faculty Functionality Goals
1. Full-fledged Interactive Multimedia Authoring …Transformational
2. But our goal was NOT to create multimedia authors
3. Emphasize pedagogy …this is not about “learning technology.’’
4. Keep the technology transparent ! Technology is the mentor’s job.
5. Heavy reliance on Faculty Mentoring Faculty and other collaboration.
6. High quality support necessary to minimize risk and maximize success.
7. Promote a culture of teaching reform and pedagogical scholarship.
8. Create a versatile faculty reward structure that values innovation.
Focus on Pedagogical Innovation & Student Learning
Train clusters of 3-4 faculty from a discipline (interdisciplinary next time)
First, 30 hours of group introduction (1:1 trainee:trainer ratio)
Then, committed and prolonged individual mentoring
Let each faculty member build a tool to solve a problem in their content area
Author small projects to ensure success and formative development
Don’t let faculty fail
Build a faculty reward structure …development, class, grants, presentations
Use Technology that Provides Transformational Pedagogical Experiences
But Keep the Technology Transparent
Focus on Pedagogical Innovation
Seek the Eager-Beavers
Ease of Use
for example: SuperCard or ToolBox
Slide show presentations
Number of faculty trained:
74 out of a population of 320
Two Year Total (1 June 1996)
Faculty Self-Description of Developmental Stage TrainingNo significant differences were observed between AEC-trained faculty and other faculty. This suggests that AEC outcomes are not based on preferential recruitment of evangelists into the program.
Faculty Attitudes About Student Motivation TrainingAEC Faculty tend to be more optimistic that educational technology can improve student motivation to learn.
Faculty Attitudes About Student Ability TrainingAEC Faculty tend to be more optimistic that educational technology can improve student ability to learn.
Faculty Multimedia Use TrainingAEC Faculty were trained in interactive multimedia authoring.These data indicate that AEC-trained faculty exhibit much greater tendency to use multimedia.
1. Faculty report ability to teach new things
2. Early data indicate improved student learning
...e.g., class means increased by as much as 3 grade levels
3. AEC has created a forum on active-learning styles
4. Greatly increased cross-disciplinary collaboration
5. Changed faculty culture ...increased adoption of
advanced educational technology tools & learning centered pedagogies
Edward Klonoski ◊ UNIVERSITY OF HARTFORD ◊ Donald Buckley
Student Experience on the Web
A Continuum of Teaching Styles TrainingSome Emergent Goals for Utilizing CMS Technology:Technology-assisted Facilitation of Learning-centered Teaching Styles
CMS Pedagogical Tools
within and among
Revision of Class Time Training
content delivery system
to Discovery Activities
Web-based Homework System: routine formative assessment out of
Emulating the Process of Professional InvestigationA model for coupling the feature set of course management systems to learning centered principles.
Students Need to Build Meaning
Develop Epistemological Skills
Mitigating the Coverage Dilemma
Emphasis on Effective Learning
Emphasis on Delivery of Content
Emphasis on Effective Learning
Emphasis on Delivery of ContentA Solution to the Dilemma?
Foundational InformationCan we use technology to mitigate the Coverage Dilemma?
Routine Online Assessment
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