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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. --------------------------<<>>-------------------------

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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]

WWW: http://faculty.quinnipiac.edu/health/biology/buckley/welcome.html

--------------------------<<>>-------------------------


In memory ofDr. Karen L. SmithDirector, Faculty Center for Teaching and LearningUniversity of Central Florida


Overview
Overview

  • Pedagogical Feature Set of Interactive Multimedia LearningWare

    • Interactivity fosters active learning

    • Sensory rich information formats enable brain-based teaching/learning

    • Communication tools promote social construction of knowledge

    • Computers facilitate routine assessment

  • Course Management Systems

    • Web-delivered content

    • Routine formative assessment

    • Communication tools to promote cooperative learning styles

  • Faculty Development

    • Technology integration …to serve learning-centered pedagogies

    • Transition to the Learning Paradigm

    • Faculty development should be transformational & community wide

Transformation

Scalability


Institutional change is necessary but faculty populations have structure
Institutional Change Is Necessary,But Faculty Populations Have Structure:

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).


Technology often heralded as a solution
Technology Often Heralded as a Solution

Faculty Practices

Pedagogical Potential of the Technology

Learning

Paradigm

Instructional

Paradigm

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.


Also most faculty are naive about pedagogical feature set
Also, most Faculty are Naive about Pedagogical Feature Set

Interactive Multimedia:

• interactivity fosters active-learning

Interactive Multimedia:

• different information formats engage different cognitive

processes and therefore open different learning opportunities

Communication Tools:

• promote cooperative learning and the social construction of

knowledge

Computing components:

• simulations provide experience in the process of inquiry

• authoring tools promote student construction of meaning

• powerful formative assessment tools are multi-faceted


Traditional technology training
Traditional Technology Training

Limited potential (e.g., slide show authoring)

  • Because “faculty don’t have the time to commit to deeper efforts”

    Problem: making a better lecture is not transformational

  • It doesn’t foster transition to learning-centered pedagogies

  • Faculty wonder “why spend all that effort for limited gains?”

    Result: limited faculty willingness to participate in more training


Solution up the ante
Solution: Up the Ante

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

AEC

Advanced Educational Computing

A Tool To Foster Student-Centered Learning

Culpeper

FIPSE

NSF


Deep authoring is transformational experience
Deep Authoring Is Transformational Experience

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.


Full fledged interactive multimedia authoring chosen for training
Full-fledged Interactive Multimedia Authoring Chosen for Training

Because Programming Was Required

To Meet Faculty Functionality Goals

  • To customize interfaces that allow students to explore the content areas in intuitive ways

  • To build simulations that emulate the real world

  • To build formative assessment tools


Major features of faculty development program
Major Features of Faculty Development Program Training

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.


Major features of faculty experience
Major Features of Faculty Experience Training

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


Summary of core training concepts
Summary of Core Training Concepts Training

Use Technology that Provides Transformational Pedagogical Experiences

But Keep the Technology Transparent

Focus on Pedagogical Innovation

Build Collaborations

Seek the Eager-Beavers


Recruitment preconceptions
Recruitment Preconceptions Training

  • Humanists would be reluctant ...wrong!

  • Specialists would be naturals ...wrong!

    • educational specialists

    • cognitive types

    • techies ...including toy-collectors

  • REALITY

    • Train the eager-beavers

    • Eager-beavers pop up in surprising places

    • Look for people with a history of service ...risk takers, “altruists”

    • Making eager beavers successful makes other eager beavers


Authoring tool feature set
Authoring Tool Feature Set Training

Scripting

Environment

Comprehensive

Content Editing

Tool Set

Ease of Use

Authoring

Metaphor

Media

Integration

WYSIWG

Environment

WWW

Authoring

for example: SuperCard or ToolBox


Which way to institutionalization
Which Way to Institutionalization? Training

Faculty Development

Slide show presentations

Media Center

GOAL:

sophisticated practitioners

&

pedagogical innovators

Faculty Development

Multimedia authoring

Media Center


Scale of faculty participation in aec program
Scale of Faculty Participation in AEC Program Training

Number of faculty trained:

74 out of a population of 320

Art

5

Art History

4

Biology

2

Business

4

Chemistry

4

Communication

7

Computer Science

4

Education

5

Engineering/Technology

6

English/Humanities

6

Foreign Languages

2

Health Professions

5

Hillyer College/Humanities

3

Judaic Studies

1

Music

3

Physics

1

Political Science

3

Psychology

5

Sociology

4

74

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.



Aec project outcomes
AEC Project Outcomes Training

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


Project outcomes institutional change in faculty attitudes and technology use in teaching
Project Outcomes: TrainingInstitutional Change in Faculty Attitudes and Technology Use in Teaching

Edward Klonoski ◊ UNIVERSITY OF HARTFORD ◊ Donald Buckley

AEC

Culpeper

FIPSE

NSF


Overview1
Overview Training

  • Pedagogical Feature Set of Interactive Multimedia LearningWare

    • Interactivity fosters active learning

    • Sensory rich information formats enable brain-based teaching/learning

    • Communication tools promote social construction of knowledge

    • Computers facilitate routine assessment

  • Course Management Systems

    • Web-delivered content

    • Routine formative assessment

    • Communication tools to promote cooperative learning styles

  • Faculty Development

    • Technology integration …to serve learning-centered pedagogies

    • Transition to the Learning Paradigm

    • Faculty development should be transformational & community wide

Transformation

Scalability


Problem with imm training scalability
Problem with IMM Training: Scalability Training

  • Authoring IMM LearningWare is a deep experience

  • Problem …very effort intensive

  • Faculty do become sophisticated consumers of LearningWare

  • Another kind of authoring experience needed, to scale up and integrate pedagogies/technologies

  • Course Management Systems?


Course management systems the enabling technology infrastructure
Course Management Systems: TrainingThe Enabling Technology Infrastructure?

Student Experience on the Web

Content

Comm Tools

Assessment

Faculty

CMS Database

Institutional DB


A Continuum of Teaching Styles Training

Some Emergent Goals for Utilizing CMS Technology:Technology-assisted Facilitation of Learning-centered Teaching Styles

CMS Pedagogical Tools

Teacher-centered

Learner-centered

Lecture

Content delivery

Activities

Problem-based

Project-based

Case-based

Content Delivery

Pervasive

Routine reflection

within and among

teams

Episodic

Communication

Assessment

Summative

Formative


A model for coupling the feature set of course management systems to learning centered principles

Revision of Class Time Training

content delivery system

from Lecture

to Discovery Activities

Smart Tutor

Web-based Homework System: routine formative assessment out of

class time

Research Simulation

Emulating the Process of Professional Investigation

A 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


The coverage dilemma
The Coverage Dilemma Training

Learning

& Inquiry

Emphasis on Effective Learning

Coverage

Emphasis on Delivery of Content

NOW


A solution to the dilemma

Learning Training

& Inquiry

Emphasis on Effective Learning

Coverage

Emphasis on Delivery of Content

A Solution to the Dilemma?

GOAL


Can we use technology to mitigate the coverage dilemma

Inquiry-orientation and powerful pedagogies Training

Foundational Information

Can we use technology to mitigate the Coverage Dilemma?

Routine Online Assessment

In Class

Traditional

Approach

smart tutor homework

Web

Assisted


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