1. Inquiry-based Software MicroWorlds: Promoting Understanding and Retention of Concepts Wade Ellis, Jr. West Valley College Saratoga, California

2. Landow 1993 It took only twenty-five years for the overhead projector to make it from the bowling alley to the classroom. I'm optimistic about academic computing; I've begun to see computers in bowling alleys.

3. Outline The Story The Story MERLOT as a repository MERLOT as a repository Examples: A Contour Map & ALEKS Tour Examples: A Contour Map & ALEKS Tour Models for course design Models for course design –Brain Research –Adult Learners –Bloom’s Taxonomy of Learning –Action/Consequence Reflection & Inquiry Questions A Methodology for creating materials A Methodology for creating materials Two essential understandings in education Two essential understandings in education Comments and questions Comments and questions

4. The Story I think that things can be changed (improved) I think that things can be changed (improved) I’m attracted to gadgets: I wanted to use technology in teaching mathematics I’m attracted to gadgets: I wanted to use technology in teaching mathematics Technology was about students learning mathematics (efficiently and effectively) Technology was about students learning mathematics (efficiently and effectively) Students should learn to learn mathematics (or your chosen discipline) Students should learn to learn mathematics (or your chosen discipline) I should facilitate and improve their learning I should facilitate and improve their learning I couldn’t do it by myself: teams are needed I couldn’t do it by myself: teams are needed

5. Things I’ve Been Involved in NSF National Science Digital Library Visiting Team NSF National Science Digital Library Visiting Team ODE Architect software package ODE Architect software package 50 hours of Inter. Algebra Videotapes 50 hours of Inter. Algebra Videotapes Taught Online Beg. Algebra Courses Taught Online Beg. Algebra Courses Online Tutorial for Derive Online Tutorial for Derive Co-Authored 20 mathematics textbooks Co-Authored 20 mathematics textbooks Co-Authored 10 computer software manuals Co-Authored 10 computer software manuals Used Blackboard and Angel Used Blackboard and Angel Consulting on hardware, software and prof. dev. Consulting on hardware, software and prof. dev. Developed Computer-based learning activities Developed Computer-based learning activities

6. MERLOT as a Repository What’s kinds of things are in MERLOT? What’s kinds of things are in MERLOT? –Text –Simulations –Animations Telling what you should observe Telling what you should observe –Lessons –And more What might also be in MERLOT? What might also be in MERLOT?

7. Examples Contour Map from the National Curve Bank Contour Map from the National Curve Bank Contour Map Contour Map ALEKS Tour ALEKS Tour ALEKS Tour ALEKS Tour On the Contour Map website, click on the line above [Be patient.]. On the Contour Map website, click on the line above [Be patient.].

8. Brain Research (Kolb & Zull) Abstract hypothese s Active testing Concrete experience Reflective observation Premotor and Motor Sensory and postsensory Temporal integrative cortex Frontal Integrative cortex

9. Brain Research Engaging in a concrete experience Engaging in a concrete experience Following it with reflective observation Following it with reflective observation Developing an abstract conceptualization based upon the reflection Developing an abstract conceptualization based upon the reflection Actively experimenting based upon the abstraction Actively experimenting based upon the abstraction

10. Brain Research Experience it Experience it Reflect on it Reflect on it Abstract it Abstract it Try it Try it

11. Brain Research Bathe the whole learning event inemotion!

12. Adult Learners Malcolm Knowles makes the following assumptions about the design of learning for adult learners [Andragogy ]: 1. Adults need to know why they need to learn something, 2. Adults need to learn experientially, 3. Adults approach learning as problem-solving, and 4. Adults learn best when the topic is of immediate value.

13. Bloom’s Taxonomy of Learning Information - remembering Information - remembering Knowledge - understanding Knowledge - understanding Application - applying Application - applying Problem Solving - analyzing Problem Solving - analyzing Evaluation- judging Evaluation- judging Research - creating Research - creating

14. Bloom’s Taxonomy of Learning Information Information Knowledge Knowledge Application Application Problem Solving Problem Solving Research Research Evaluation Evaluation

16. An Action/Consequence Document Slope Slope Slope is a TI-Nspire document. A trial version of TI-Nspire for either Windows or Mac OS X can be found at: TI-Nspire Software TI-Nspire Software

17. Action/Consequence Activities Embedding technology in learning activities Embedding technology in learning activities Embedding Inquiry Questions in learning activities Embedding Inquiry Questions in learning activities

18. Inquiry Questions When is the length of P 1 Q negative? When is the length of P 1 Q negative? How are y 1 and P 1 related? How are y 1 and P 1 related? When is the boxed value negative? When is the boxed value negative? When will the value be zero? When will the value be zero? Can the value be undefined? Can the value be undefined? When will the value for a line be ½? When will the value for a line be ½? What will happen when P 1 and P 2 are interchanged? Will that always happen? What will happen when P 1 and P 2 are interchanged? Will that always happen?

19. Learning Process Methodology 1. Preparation 2. Learning Activity 3. Reflection

20. 1. Preparation Why? Why? Where does it fit in your knowledge framework? Where does it fit in your knowledge framework? Prerequisites Prerequisites Goals Goals Performance Criteria Performance Criteria Language Language Resources Resources

21. 2. Learning Activity Plan Plan Key Questions/Critical Thinking Questions (Inquiry Questions encouraging Reflection) Key Questions/Critical Thinking Questions (Inquiry Questions encouraging Reflection) Examples and Models Examples and Models Application Application Problem Solving Problem Solving

22. 3. Reflection Self-Assessment Self-Assessment Extension Extension

23. Learning as a Process Learning Skills Learning Skills –Reading carefully –Abstracting –Generalizing –Dealing with frustration

24. 1. Preparation Why? Understanding contour mapping will help you in reading such maps when you deciding on paths for power lines or hiking paths. Where does it fit in the knowledge framework? You can currently read road maps and hiking trail maps. The ability to understand topographic information superimposed on these maps can allow you to understand the placement of buildings or plan hikes more effectively. Prerequisites The ability to read street and road maps. An understanding of the coordinate plane. Goals The ability to interpret topographic maps. The ability to create a simple topographic map from data. Performance Criteria Reading topographic maps. Language Slicing plane Level curve Contour Contour map Resources Contour map animation

25. 2. Learning Activity Plan 1. Read the Critical Thinking Questions 2. Work with the Contour map program 4. Answer the Critical Thinking Questions 3. Interpret the Applications 4. Solve the Problems Examples and Models Contour Maps (see below) Key Questions/Critical Thinking Questions (Inquiry Questions) 1.Why are the slicing planes the same distance apart? 2.What does it mean when the contour lines are close together on the 2D contour map? 3.How can you tell which peak is highest from the contour plot? 4.Could the contour plot be of a set of valleys rather than a set of peaks? 5.What does it mean when there is a large region at the top of a peak? Application Another topographic map to interpret (see below) Problem Solving Decide on the steepest ascent to the highest mountain or ridge. Interpret a temperature contour map.

26. 3. Reflection Self-Assessment 1. Can you determine basic features of a region from its topographic map? 2. Can you determine which hills are the highest from a topographic map? Extension 1. What other kinds of maps are there that use level curves? 2. What kinds of information can you determine from these other kinds contour maps?

32. Two Essential Ways of Thinking The Axiomatic Method The Axiomatic Method The Scientific Method The Scientific Method

33. Bits and Pieces Social aspects of learning in communities (situated learning) Social aspects of learning in communities (situated learning) –John Seeley Brown Tablet PCs and Classroom Communications Tablet PCs and Classroom Communications Using the Internet to expand the curriculum (American History) Using the Internet to expand the curriculum (American History)

34. Comments and Questions

35. References John Seely Brown, Growing Up Digital, Change, March/April 2000. John Seely Brown, Growing Up Digital, Change, March/April 2000. http://www.usdla.org/html/journal/FEB02_Issue/article01.htmlhttp://www.usdla.org/html/journal/FEB02_Issue/article01.html; http://www.usdla.org/html/journal/FEB02_Issue/article01.html http://www.johnseelybrown.com/mindsonfire.pdf James Zull, ( 2002). The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning,. James Zull, ( 2002). The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning,. Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass. Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass. Dan Apple, and others (2009). Electronic Faculty Guidebook. Lisle, Illinois: Pacific Crest. Dan Apple, and others (2009). Electronic Faculty Guidebook. Lisle, Illinois: Pacific Crest. Electronic Faculty Guidebook Electronic Faculty Guidebook