Joyce Cadwallader, Ph.D. Professor of Biology Saint-Mary-of-the-Woods College

1. In Pursuit of the Learning Paradigm: Promoting Institutional Change Through Collaboratoria and STEM Digital Libraries BioQUEST 2003 Summer Workshop: E5 Joyce Cadwallader, Ph.D. Professor of Biology Saint-Mary-of-the-Woods College Donald P. Buckley, Ph.D. Professor of Biology Director of Learning Technology, School of Health Sciences Quinnipiac University Apple Distinguished Educator Smithsonian Computerworld Laureate

2. What Is Our Greatest Challenge?Institutional Transition to the Learning Paradigm Instructional Paradigm Learning Paradigm emphasis on Delivery of Content, Coverage emphasis on Learning with Understanding Barr and Tagg, 1995

3. NRC 2000 - How People Learn Learning Standards How Should We Best Facilitate the Emergence of Collaboratoria and SDLs to Advance Science Education? today Collaboratoria & STEM DLs NRC 1995 - National Science Education Standards Content Standards 1980’s 1990’s 2000’s

4. NSDL Collections C/SDL Driving Learning Paradigm Collaboratoria On-line On-ground Teacher-centered communities Learner-centered communities

5. NSDL Collections C/SDL Driving Learning Paradigm Collaboratoria On-line On-ground framing C/SDL online resources in a sophisticated pedagogical context framing curricula and instruction in a sophisticated pedagogical context

6. NSDL Collections C/SDL Driving Learning Paradigm Collaboratoria On-line On-ground pedagogical framework pedagogical framework Transformational Faculty Development Institutional Change Processes

7. NSDL Collections C/SDL Driving Learning Paradigm Collaboratoria On-line On-ground pedagogical framework pedagogical framework Transformational Faculty Development Institutional Change Processes

8. NAS/NSF High Priority Educational Goals • Experiencing process of science • Learning in a social context • Learning with understanding

9. Bransford, Brown and Cocking, 2000.

10. Learning with UnderstandingRequiresStudent Construction of Knowledge Major Conclusion of HPL Project Bransford, Brown and Cocking, 2000.

11. Key Principles about How People Learn • Learning must be reconstructive • The path to expertise has cognitive structure • Students must develop metacognitive skills Bransford, Brown and Cocking, 2000.

12. Key Principles about How People Learn • Learning must be reconstructive • The path to expertise has cognitive structure • Students must develop metacognitive skills Bransford, Brown and Cocking, 2000.

13. Key Principles about How People Learn • Learning must be reconstructive • The path to expertise has cognitive structure • Students must develop metacognitive skills Bransford, Brown and Cocking, 2000.

14. Constructing of Knowledge Requires Chunking with Background Knowledge (schema) • Train to remember digit strings • From 7 to over 70 within 30 days • Then same with letters …back to 7 again, but no progress thereafter because there was no schema to organize letter strings • Break big strings into smaller number of elements (chunking) • Each chunked element was remembered with a trick: races (background knowledge …schema) 94100 = 9.41 seconds for 100 yards 3591 = 3 minutes, 59.1 secs for 1 mile

15. chunked content TRANSFER Expertise new chunked content new chunked content Expertise schema new chunked content revised schema new chunked content revised schema revised schema new chunked content schema early schema student interests, emotions and prior understanding Learning for Understanding Involves an Iterative Construction of Knowledge

16. Key Principles about How People Learn • Learning must be reconstructive • The path to expertise has cognitive structure • Students must develop metacognitive skills Bransford, Brown and Cocking, 2000.

17. the Barbara Johnson modelTeaching so students Learn with Understanding… • Barbara starts a unit by asking her students: • How does this topic relate to you? • How do these issues relate to the world? • Students connect with prior understanding • Student groups identify and prioritize issues and seek themes Bransford, Brown and Cocking, 2000.

18. the Barbara Johnson modelTeaching so students Learn with Understanding… • Groups create a research agenda together • In conducting research, they are constructing knowledge • In these investigations, students have: • engaged prior knowledge, interest, and emotions • reconstructed previous knowledge • constructed new knowledge on previous foundations • developed critical inquiry skills • assumed the authority of knowledge-making • built a community of learners and team mates

19. What enables Barbara to use this method? • PEDAGOGICAL-CONTENT KNOWLEDGE • FORMATIVE ASSESSMENT …guides individualistic student paths: from their prior knowledge and interests to the her curriculum and their competencies Teachers model metacognition in formative assessment

20. NSDL Collections C/SDL Driving Learning Paradigm Collaboratoria On-line On-ground pedagogical framework pedagogical framework Transformational Faculty Development Institutional Change Processes

21. Mid Adopters

22. Hagner, NLII 2001 White Paper

23. Institutional Change LR B S Local R&D, Mentoring, & CMS 1-on-1 Authoring Boutique Phase Transformation Scalability Early Adopters Systemic Phase Transformation Scalability Careerists Lone Rangers Entrepreneurs Hartman, NLII 2001

24. Course Management Systems:An Enabling Technology Infrastructure for Transformation? Student Experience on the Web Content Comm Tools Assessment Student Portfolios Faculty CMS Database Registrar

25. A Continuum of Teaching Styles 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 Situate learning in social interactions Episodic Communication Assessment Summative Formative

26. -- A Model for Coupling the Feature Set of Course Management Systems to Learning Centered Principles Constructing Knowledge Revision of Content Delivery (Lecture) Complementing lectures with Discovery Activities Research Simulation Emulating the Process of Professional Investigation Smart Tutor …JiTT Web-based Homework: routine formative assessment out of class time Critical Inquiry Skills Mitigating Coverage Dilemma

27. Learning & Inquiry Emphasis on Learning with Understanding The Coverage Dilemma Coverage Emphasis on Content Delivery Currently

28. Learning & Inquiry Coverage Emphasis on Learning with Understanding Emphasis on Content Delivery Solving The Coverage Dilemma Learning Paradigm

29. Inquiry-orientation and powerful pedagogies Foundational Information Can we use technology to mitigate the Coverage Dilemma? Routine Online Assessment In Class Traditional Approach online learning resources Web Assisted

30. Buckley, D. 2002. EDUCAUSE Review37(1): 28-38. (Jan/Feb) http://www.educause.edu/pub/er/erm02/erm021w.asp