1 / 45

Conference sub-theme : Implementation of educational innovations

Conference sub-theme : Implementation of educational innovations. Designs of teaching & learning environments that have worked : attempting to generalize ? François Lombard TECFA, IUFE, LDES UniGeneva f rancois.lombard @unige.ch. Plan. Context Design ? Definition Knowledge building ?

katelin
Download Presentation

Conference sub-theme : Implementation of educational innovations

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Conference sub-theme : Implementation of educational innovations Designs of teaching & learning environments that have worked : attempting to generalize ?François Lombard TECFA, IUFE, LDES UniGenevafrancois.lombard@unige.ch

  2. Plan • Context • Design ? Definition • Knowledge building ? • Designs ? • IBL Biology : high school teaching • ICT integration : academic / Teacher training. • i2CT : consultant academic teachers (4 modules) • Biology teacher basic training (FORENSEC) • etc • Selected findings • Some design rules • Generalizing : let’s build knowledge ! Lombard F. 27 XI 08

  3. Research context • Biologist. • IT integration lecturer coordinator 10yrs • Lecturer : biology / sciences teachers UniGE • Thesis research in Educational sciences : • Biology evolution / IT-Rich biology -> knowledge building Lombard F. 27 XI 08

  4. Knowledge building … • Attempting to generalize ? NOT about final « expert » generalizations • We try Knowledge Building … about KB • Objective : You will have built a few guidelines / designing your designs Lombard F. 27 XI 08

  5. Framework strong line 1 • Focus on learner role (cognitive activity) • Lily Orland-Barak keynote, situated : • Focus on effective vs stated –roles Lombard F. 27 XI 08

  6. Framework strong line 2 • Alignement • Objectives <- Evaluation <-Activities • Objectives shared (Meaning) • Good, T. L. (2008) • Good, T. L. (2008). Forty years of research on teaching 1968-2008: what do we know that we didn't kow then ? , EDSE Conferences. Genève. Lombard F. 27 XI 08

  7. Framework strong line 3 • Knowledge improvement Bereiter, C. (2002). • Conceptual artifacts • Improvability • Common understanding given priority over agreement. • Commitment to expand the factual base. • Selective criticism based on knowledge-advancement goals. • Nonsectarianism. • Bereiter, C. (2002). Education and Mind in the Knowledge Age (Second ed.): Lawrence Erlbaum Associates. Lombard F. 27 XI 08

  8. Framework strong line 5 • Information overload : • More information? • Various sources,quality , structure • Student select, integrate into coherent Knowledge -> long term employability ? • New competencies not usually taught • Create Knowledge : conundrum for schools ? • Paquette, G. (2002). Modélisation des connaissances et des compétences. Québec: Presse Universitaire du Québec.p. 13-14 Lombard F. 27 XI 08

  9. First Example : i2TIC • 752401 "Apprentissage Coopératif" organisé par Céline Buchs.(wiki) • Objectives : cooperative learning • Course design : seminar (classical) satisfactory … but : get students • To READ, • To read in-depth • To synthesize across articles • Wants feed-back about student progress Lombard F. 27 XI 08

  10. First example : design • Assignment : read research -> write to wiki • Deadline : reify , much more READ • Authentic • Reading and writing guidelines • Questions focus • Meaningful doc • Peer analysis 2 • Questions guide / meaningful doc. • Student FB : difficulties / conceptions, interests. • Lecturer reads wiki : focuses seminar discussions Lombard F. 27 XI 08

  11. Knowledge building / improvement ? • In short the problem is that of shifting students from knowledge telling to knowledge transforming. • Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition: Lawrence Erlbaum Associates. Lombard F. 27 XI 08

  12. Learning Environements = Design definition • Kobbe L. (2006): • Groups • Participants • Roles • Activities • Resources (ICT, Books, experiments, field) • N.B: Learning Environment often includes but > ICT artefact • Kobbe, L. (2006). Framework on multiple goal dimensions for computer-supported scripts: Knowledge Media Research Center (KRMC). pp 9-11 Lombard F. 27 XI 08

  13. Knowledge Building / Learning env Design • KB Empower learners to Face Complexity • Bert Reijnen : real ideas authentic problems (Bereiter 2002) • Not popularize • Design : Towards authentic resources Lombard F. 27 XI 08

  14. Knowledge Building / Learning env Design • KB Extract relevant info • Design : Students focused by (not on) questions Lombard F. 27 XI 08

  15. Knowledge Building / Learning env Design • KB Synthesize - build new knowledge • Artefact building ( Bereiter 2002) • Design : Produce meaningful document expressing what we currently understand about • Document -> motivation (vector) Lombard F. 27 XI 08

  16. Proposed design rule • Think at meso level It-gration module Lombard F. 27 XI 08

  17. Levels of analysis of design • Whole course • IT-gration-module : design feature • Component of design • Adresses a specific weakness of current design • Elementary educational IT activities • Sharing ressources, co-writing in wiki, analyzing text, commenting another’s text. • IT actions • posting blog, writing wiki, photoretouch Lombard F. 27 XI 08

  18. IT-gration Modules • E-portfolio support -> reify , distance • Analysis in wiki • Peer analysis 2 of texts in wiki • Blogging about observations Lombard F. 27 XI 08

  19. Second example • Empowering students to learn complex scientific (biology) concepts • Science as a way of building Knowledge • Last high school year • Was presented 2nd PBPR Lombard F. 27 XI 08

  20. Second example. IBL design (Cyber4OS) • Elicit questions • Experiment, observe, read. • Compose Q & A • Present / Discuss • Reframe The crucial difference between current formulations of inquiry and the traditional "scientific method" is the explicit recognition that inquiry is cyclic and nonlinear.» • Sandoval 2004p. 216 Lombard F. 27 XI 08

  21. Results? • See all 4 OS results here • Effectively Build complex knowledge not coming from teacher • Effectively capable of selecting and appraising quality of sources. (e.g Wikipédia -> Janeway) • Not afraid of large books anymore • Exhaustivity -> datamining strategy • Over 50% declare it efficient learning strategy next year at university. Lombard F. 27 XI 08

  22. Let’s see • Authentic (IT- Rich Biology) ins • Focussed by Q° • Co-preparing exams • Community of learners ? ? • Meaningful doc. Lombard F. 27 XI 08

  23. Proposed design rule : Matrioska model • Matrioschka Russian doll model Lombard, F. (2007) Select, choose Wade infodense Meaningful Document Questions Design Design • Lombard, F. (2007, 14-16 November 2007). Empowering next generation learners : Wiki supported Inquiry Based Learning ? Paper presented at the Earli European practice based and practitioner conference on learning and instruction Maastricht , NL. Lombard F. 27 XI 08

  24. Proposed design rule : Focus on learner role • Role as expression of cognitive activity • Prepare exam : Synthesis • Peer comment -> Analysis • Focus on effective vs stated – true roles • Lily Orland-Barak (2008) Constructing knowledge in mentoring conversations: What for and for whom? KeynotePBPR Bergen 25-27 XI 08 Lombard F. 27 XI 08

  25. Proposed design rule • Focus on common understanding of document role • Project -> Public ? • Exam ? • Common preparing of exams ? W2L: W not automatically 2L • A topic the writer cares about and an audience responsive to what the writer has to say are the essential ingredients for a profitable experience. • Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition: Lawrence Erlbaum Associates. Lombard F. 27 XI 08

  26. Proposed design rule : focus on meta-questions • Limited time - presentations 4 OS • Analysis2 in I2TIC • Limited space -> Higher thinking • Annette Hilton (2008) Writing-to-learn using digital technologies in chemistry: The influence of multimodal text production on higher-order thinking PBPR Bergen 25-27 XI 08 • Meta questions -> perspective about knowledge Lombard F. 27 XI 08

  27. Proposed design rule Embed structuring control into the design • Empowers students. • Frees the teacher for high level interaction • -> Formalizing design gives more freedom ? • Example : define structure of document, of presentation, time control • Goes against strong need for control / relatedness / ? (Amnon Glassner ) Lombard F. 27 XI 08

  28. Proposed design rule : Embed structure in the design • Wiki reifys interactions • Deadlines • Awareness • Presenting to peers / co-writing Lombard F. 27 XI 08

  29. Proposed design rule • Learn students strategies to manage complex information rather than popularize • Structuring strategy : IBL • T -> Coachindexing role : • Question eliciting resources / activities. • Answer-finding resources / activities. Lombard F. 27 XI 08

  30. Question • Teacher authority vs new role • Hyp. Teacher authority influences involvement of learners (? ) • As teacher role changes, and authority of knowledge less forefront (?) • How does perceived scientific authority of teacher influence involvement of students ? Lombard F. 27 XI 08

  31. Thankyou for your attention • More • http://doiop.com/flopublications Lombard F. 27 XI 08

  32. Acknowledgements • This research is partly supported by the Departement de l'Instruction Publique de Genève. • The support of my mentors Daniel Schneider and Mireille Betrancourt is critical. • The discussions and insight shared with Elodie Sierra, Lionel Regad and Pierre Brawand were of a great help during the initial phases of the design development. • Céline Buchs for sharing her experience with i2TIC • The numerous students who gave feed-back should be thanked too. Lombard F. 27 XI 08

  33. More stuff • for Q° and if we have time (yes I’m dreaming …) Lombard F. 27 XI 08

  34. Selected findings cyber 4OS • Students end of year • « well prepared to face information overload » (median 3.0/4 sigma 0.500) • Effectively capable of selecting and appraise quality of sources. (e.g Wikipédia -> Janeway) • Discussions : clarification, measure own understanding • Mostly (median 2.8 sur 4. sigma 0.82) at ease with responsability to validate their own knowledge, Lombard F. 27 XI 08

  35. Selected findings cyber 4OS • Students end of year • Appreciated freedom (avg 3.1 / 4 sigma 1.16) and autonomy but felt sufficiently supported (avg 3.0 / 4 sigma 1.07). • Perception of importance of questions correlates with valuing autonomy (.783** .001), and responsibility (.507* .045) Lombard F. 27 XI 08

  36. Selected findings cyber 4OS • Valuing groupwork correlates with appreciating autonomy and feeling responsible for learning (.620*.014 ) • Appreciated autonomy correlates with feeling responsible for their learning (.652* .011 ) Lombard F. 27 XI 08

  37. Selected findings cyber 4OS • One year after : 1st year university students • More than half replied and nearly all declare mastering efficient strategy • Didn’t see the purpose at first, but was worth the effort. Lombard F. 27 XI 08

  38. Anecdote • "Wikipédia a été largement délaissé au profit de “pavés”peut-être plus compliqués a aborder mais largement plus riches au niveau de l’information ( comme le Campbell ou le Janeway)" • "Les exposés je ne l'avais jamais fait. Les exposés éclairent énormément le sujet. On réalise ce qu'on sait-sait pas- et ce qui est important." Lombard F. 27 XI 08

  39. Results • Student feed-back afterwards (link) • J'avoue que j'ai trouvé la méthode de question et de cours à faire soi-même nul, mais cette année, je trouve que ça me sert, car pour réviser les cours, je me fais un système de question-réponse et que je fais la plupart de mes cours à partir de livre... donc en résumé, c'etait chiant de faire cette méthode au collège, mais c'est une bonne préparation pou l'uni. Lombard F. 27 XI 08

  40. Conjectures 1/5 • Student activity, meaningful inquiry • (Many … specifically e.g. De Vecchi, 2006; Giordan, 1998). • ->deep understanding. Lombard F. 27 XI 08

  41. Conjectures 2/5 • Iteratively writing a significant document (W2L) • (Scardamalia, 2004) • Writing > print to computer • ->writing (wiki) to build Knowledge in infodense environments Lombard F. 27 XI 08

  42. Conjectures 3/5 • Shared writing space (wiki) : idea confrontation • (Socio-cognitive conflict (Astolfi & Develay, 2002; David Hammer, 1996; Joshua & Dupin, 1993; W. A. Sandoval, 2003)) • -> In-depth understanding, work on preconceptions Lombard F. 27 XI 08

  43. Conjectures 4/5 • Presenting current knowledge @ early stages • (Sandoval 2004) • -> favor synthesis, interconnections • -> learn to work with ideas "in an environment of current hypotheses rather than certainty". Lombard F. 27 XI 08

  44. Conjectures 5/5… and more • Teacher as tutor ; knowledge authority found in experiment or resources. • (William A. Sandoval & Daniszewski, 2004) • -> develop scientific knowledge building, i.e."that all knowledge is related to observation or experiment". • -> validate ideas by their ability to explain data or stand up to criticism Lombard F. 27 XI 08

  45. Lombard F. 27 XI 08

More Related