Fostering learning-centered experiences with web-based technology.

2. Fostering learning-centered experiences with web-based technology. Donald P. Buckley, Ph.D. Associate Professor of Biology Director of Instructional Technology, School of Health Sciences Quinnipiac University Hamden, CT 06518 don.buckley@quinnipiac.edu http://faculty.quinnipiac.edu/health/biology/buckley/welcome.html SICB 2001 6 January 2001, Chicago IL

3. A Revolution in Education? 1. Poor student performances • Have provoked soul-searching about learning and teaching • Emergence of the Learning Paradigm 2. The Decade of the Brain: • New insights about the cognitive development of learning 3. Computing tools facilitate • Simulation, data collection/analysis, comm., & authoring • Assessment

11. “What we need to learn before doing, we learn by doing.” Aristotle

16. Where Are We Going? Instructional Paradigm Learning Paradigm

17. the Learning Paradigm Active Learning Critical Inquiry & Synthesis Cognitive Development of Learning Multiple Intelligences - Multiple learning Styles Assessment of Learning Outcomes - Mindful Engagement Emphasis: Learning Outcomes ...Not Content Delivery

18. Pedagogical Principles Students need to build meaning Learning should be inquiry-oriented Student experiences should be learning-centered Learning should be socially situated Pedagogical Innovation must be coupled to institutional change processes Faculty development should be transformational

19. A Dilemma Learning & Inquiry Emphasis on Effective Learning Coverage Emphasis on Delivery of Content NOW

20. Learning & Inquiry Emphasis on Effective Learning Coverage Emphasis on Delivery of Content A Solution to the Dilemma? GOAL

21. How?

22. One Approach...

23. Technology can be an Enabler COMMUNICATING SIMULATING VISUALIZING COMMUNITY OF LEARNERS DATA COLLECTION ANALYZING MODELING BioQUEST Curriculum Consortium

24. Overview • Pedagogical Feature Set of Advanced Instructional Technology • Interactivity fosters active learning • Sensory rich information formats enable brain-based teaching/learning • Computers facilitate routine assessment • Course Management Systems • Web-delivered content • Routine 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

25. A Promising Tool:The Interactive Multimedia Feature Set • Interactive Multimedia: foster active-learning experiences • Interactive Multimedia: engage cognitive processes • Computer component: integrate powerful assessment tools

26. Goals of Assessment • Mindful engagement ...”chunking” content • Provide feedback • Build incentive systems • Collect diagnostic clues about individual needs

27. Learn Facts Learn Concepts Learn Inquiry main learning goal foundational information Assessment Tools in Education Technology Open-ended assessment styles Structured assessment styles Utility of Competing Assessment Styles

28. Examples

29. Learning & Inquiry Emphasis on Effective Learning Coverage Emphasis on Delivery of Content Back to the Coverage Dilemma GOAL

30. Course Management Systems:The Enabling Technology Infrastructure? Student Experience on the Web Content Comm Tools Assessment Faculty CMS Database Registrar

31. Some Emergent Differences:Traditional versus Web-assisted Traditional Web-assisted Lecture Content delivery Activities Problem-based Project-based Case-based Content Pervasive Routine reflection within and among teams Episodic Communication Assessment Summative Formative

32. Inquiry-orientation and powerful pedagogies Foundational Information Can we use technology to mitigate the Coverage Dilemma? Routine Online Assessment In Class Traditional Approach smart tutor homework Web Assisted

33. A Coverage Dilemma Fix? • Reduce class time commitment to foundational information • Move the authority of learning foundational information to student time • Use “smart tutors”, assessment-rich web homework assignments • Feature set of assessment systems: • Real-time feedback • Incentive systems to foster competency-based learning standards • Collection of diagnostic clues about individual and class learning needs • To allow more attention to powerful learning-centered and inquiry-oriented pedagogies in class

34. S U M M A R Y • We need to integrate pedagogies that are learning-centered and inquiry-oriented. • Interactive, sensory-rich, assessment-rich technologylearning environments can foster these goals • Communication technology and authoring tools can promotecooperative learning experiences and help students to build meaning, when coupled with pedagogies such as case-based and problem-based learning • The Coverage Dilemma. These time-intensive pedagogies are commonly viewed as a conflict with coverage demands. However, assessment-rich web “homework” systems may be able to move the coverage of foundational information to student time with a competency-based learning standard, making room for more learning-centered and inquiry-oriented pedagogies in class time. • New course management systems will provide an enabling technology infrastructure.

36. Fostering learning-centered experiences with web-based technology. Donald P. Buckley, Ph.D. Associate Professor of Biology Director of Instructional Technology, School of Health Sciences Quinnipiac University Hamden, CT 06518 don.buckley@quinnipiac.edu http://faculty.quinnipiac.edu/health/biology/buckley/welcome.html SICB 2001 6 January 2001, Chicago IL

39. Learning ParadigmInstructional Paradigm • Student-centered • Teacher-centered • Emphasis on learning • Emphasis on content delivery • Problem-based • Content-based • Open-ended problems • Closed-ended problems • Epistemology/Hypotheses • Answers • Formative assessment • Summative Assessment

40. Supporting Inquiry Learning Motivating context Learner appropriate activity Data collection Scaffolding interfaces Support for learning Edelson, Gordon, Pea, 1997

41. Is There A Revolution in the Academy ? 1. Poor student performances have provoked soul-searching the Learning Paradigm 2. From the “Decade of the Brain”, the cognitive development of learning 3. Educational interactive multimedia technology: a platform for all kinds of cool stuff

43. A Revolution in Education? 1. Poor student performances • Have provoked soul-searching about learning and teaching • Resulting in the Learning Paradigm 2. The Decade of the Brain: • New insights about the cognitive development of learning 3. Computing tools facilitate • Emulation, analysis, communication, and authoring • Routine assessment, varied styles