2. Buckley, D. 2002. EDUCAUSE Review 37(1): 28-38. (Jan/Feb) http://www.educause.edu/pub/er/erm02/erm021w.asp

3. The Information Age Has Changed the Educational Landscape 1800’s1900’s2000’s Industrial Age Information Age Learning Goals Have Changed The meaning of ‘knowing’ has shifted from being able to repeat and remember information able to repeat and remember information to being able to find and use it Herbert Simon, Nobel Laureate Bransford et al., 2000

4. Student Preparation Standards May Be Lower Now Vocabularies of entering college freshman 1962: 10,000 words Today: 4,000 words The region of our brain most related to language has multiple duties: 1.Communication 2.Synthesis 3.Long term memory

5. Educational Consequences: e.g., Scientific Literacy In the early 1990's... The United States ranked 13 out of the top 14 industrial nations of the world By the late 1990's... The United States ranked halfway among the worlds nations

6. A Revolution In Science Education 1980’s1990’s2000’s A Revolutionary Opportunity Has Emerged Learning Standards NRC 2000 - How People Learn today Content Standards NRC 1995 - National Science Education Standards

7. A Revolution in Education! 1. The Decade of the Brain: 1. The Decade of the Brain: New insights about the cognitive development of learning 2. Soul-searching about alarming levels of literacy: 2. Soul-searching about alarming levels of literacy: Emergence of the Learning Paradigm 3. Information technology: 3. Information technology: Data collection/analysis & authoring SimulationCommunication Formative Assessment Data collection/analysis & authoring SimulationCommunication Formative Assessment

8. emphasis on Delivery of Content emphasis on Delivery of Content emphasis on Learning with Understanding emphasis on Learning with Understanding What Is Our Greatest Challenge? Institutional Transition to the Learning Paradigm Learning Paradigm Instructional Paradigm

9. We Occupy A Special Opportunity In History. Only once in our species’ history will education progress from teaching styles based on metaphors about how we thought people learned to teaching styles based on an understanding of the way the brain functions in learning. The time is now …and we are the stewards of this transition

10. Bottlenecks to Transition to the Learning Paradigm Problem: Most faculty reside in the Instructional Paradigm because this is the way that our teacher role models taught us: emphasis on content delivery, not learning with understanding. Effective transition to the Learning Paradigm will require transformational faculty development: Transformational faculty development must be coupled to institutional change processes to be effective Problem: Most faculty reside in the Instructional Paradigm because this is the way that our teacher role models taught us: emphasis on content delivery, not learning with understanding. Effective transition to the Learning Paradigm will require transformational faculty development: Transformational faculty development must be coupled to institutional change processes to be effective

11. Current Practice Is Mismatched with the Pedagogical Potential of Instructional Technology Learning Paradigm Instructional Paradigm Pedagogical Potential of Instructional Technology Pedagogical Potential of Instructional Technology Learning Paradigm emphasis on Delivery of Content emphasis on Delivery of Content emphasis on Learning with Understanding emphasis on Learning with Understanding

12. What Should the Highest Priority of IT Be?

14. Let’s Consider… How People Learn Pedagogical Feature Set of Learningware Authoring as a Transformational Faculty Development Experience Institutional Change Process How People Learn Pedagogical Feature Set of Learningware Authoring as a Transformational Faculty Development Experience Institutional Change Process

15. Let’s Consider… How People Learn Pedagogical Feature Set of Learningware Authoring as a Transformational Faculty Development Experience Institutional Change Process How People Learn Pedagogical Feature Set of Learningware Authoring as a Transformational Faculty Development Experience Institutional Change Process

23. But Where Do We Start? Bransford, Brown and Cocking, 2000.

24. Principle Educational Goals 1.Teaching so students learn with understanding 2.Promoting student experience of investigation

25. Learning with Understanding Studying Facts Is Necessary, But Memorization Is Not Enough Students Need to Construct Their Own Meaning Transfer Learn for Understanding Application to Solve New Real World Problems

26. Key Principles about How People Learn 1. Learning is both constructive & reconstructive 2. Students need to construct knowledge to learn with understanding …constructive learning is knowledge-centered 3. Students must develop metacognitive skills habits of reflection that help them to gauge their progress toward making meaning 1. Learning is both constructive & reconstructive 2. Students need to construct knowledge to learn with understanding …constructive learning is knowledge-centered 3. Students must develop metacognitive skills habits of reflection that help them to gauge their progress toward making meaning Bransford, Brown and Cocking, 2000.

27. Expertise: A Pivotal Cognitive Window Comparison of Novices and Experts Reveals the Pathway to Expertise Expertise Is the Basis of Transfer

28. Constructing of Knowledge: Novice versus Expert Knowledge Systems: “Big Ideas” expert novice factoid

29. Constructing of Knowledge Requires Chunking with Background Knowledge (schema) Then same with letters …back to 7 again, but no progress thereafter because there was no schema to organize letter strings Train to remember digit strings From 7 to over 70 within 30 days Train to remember digit strings From 7 to over 70 within 30 days 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 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

30. revised schema Learning for Understanding Involves an Iterative Construction of Knowledge student interests, emotions, initial understanding Expertise TRANSFER new chunked content revised schema Expertise schema chunked content early schema:

31. study understanding defer judgement collect evidence BELIEF study understanding Hypothesis A Hypothesis B Hypothesis A Hypothesis B The Process of Critical Inquiry BELIEF This is how the brain seems to be wired!

32. Why don’t we seek alternative explanations and exploit evidence?  The part of the brain that we use for critical inquiry seems to have evolved from perceptual regions of the brain  The perceptual region of the brain draws lots of assumptions and makes lots of snap decisions in order for us to navigate though our daily existence to prevent cognitive overload  Critical inquiry skills are not intuitive and students need lots practice to develop them  The part of the brain that we use for critical inquiry seems to have evolved from perceptual regions of the brain  The perceptual region of the brain draws lots of assumptions and makes lots of snap decisions in order for us to navigate though our daily existence to prevent cognitive overload  Critical inquiry skills are not intuitive and students need lots practice to develop them

33. emphasis on Delivery of Content emphasis on Delivery of Content emphasis on Learning with Understanding emphasis on Learning with Understanding How Do We Drive Institutional Transition to the Learning Paradigm Learning Paradigm Instructional Paradigm

34. Let’s Consider… How People Learn Pedagogical Feature Set of Learningware Authoring as a Transformational Faculty Development Experience Institutional Change Process How People Learn Pedagogical Feature Set of Learningware Authoring as a Transformational Faculty Development Experience Institutional Change Process

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

36. Pedagogical Feature Set of Instructional Technology Interactivity: Interactivity: fosters active-learning experiences Multimedia: Multimedia: engages important cognitive processes Communication: Communication: promotes social construction of knowledge Computing components: Computing components: experience with professional tools & skills experience with professional tools & skills simulations to develop critical inquiry skills simulations to develop critical inquiry skills authoring tools for construction of knowledge authoring tools for construction of knowledge integration of powerful formative assessment tools integration of powerful formative assessment tools

37. Goals of Formative Assessment To improve the communication of learning goals To improve the communication of learning goals To foster mindful engagement …by promoting reflection and metacognition To foster mindful engagement …by promoting reflection and metacognition To construct learning cycles...”chunking” To construct learning cycles...”chunking” To provide timely feedback To provide timely feedback To build incentive systems for competency-based learning To build incentive systems for competency-based learning To collect diagnostic clues about individual needs To collect diagnostic clues about individual needs

38. Instructional Technology Assessment Tools Vary with Learning Goals Open-ended assessment styles Structured assessment styles Utility of CompetingAssessmentStyles Learn Facts Learn Inquiry Learn Concepts main learning goal foundational information

39. Examples

40. Assessment of Open-ended Simulations A Contradiction in Terms? Iterative, analogous scenarios to build meaning Perhaps some structured assessment Student portfolio model …authoring & construction of knowledge But needs epistemological scaffolding …e.g., 3P's 1. Problem posing (hypothesis generating) 2. Problem solving (data collection and analysis) 3. Peer persuasion (formulating an argument before peers) Path analysis …monitor decision making Iterative, analogous scenarios to build meaning Perhaps some structured assessment Student portfolio model …authoring & construction of knowledge But needs epistemological scaffolding …e.g., 3P's 1. Problem posing (hypothesis generating) 2. Problem solving (data collection and analysis) 3. Peer persuasion (formulating an argument before peers) Path analysis …monitor decision making

41. Let’s Consider… How People Learn Pedagogical Feature Set of Learningware Authoring as a Transformational Faculty Development Experience Institutional Change Process How People Learn Pedagogical Feature Set of Learningware Authoring as a Transformational Faculty Development Experience Institutional Change Process

42. WE NEED TO SOLVE TWO PROBLEMS SIMULTANEOUSLY Transform faculty communities: learning & technology savvy Instructional Technology emphasis on Delivery of Content emphasis on Delivery of Content emphasis on Learning with Understanding emphasis on Learning with Understanding Learning Paradigm Instructional Paradigm

43. The Bottleneck to Transition to the Learning Paradigm Problem: Most faculty reside in the Instructional Paradigm because this is the way that our teacher role models taught us: emphasis on content delivery, not learning with understanding. Effective transition to the Learning Paradigm will require transformational faculty development: Transformational faculty development must be coupled to institutional change processes to be effective Problem: Most faculty reside in the Instructional Paradigm because this is the way that our teacher role models taught us: emphasis on content delivery, not learning with understanding. Effective transition to the Learning Paradigm will require transformational faculty development: Transformational faculty development must be coupled to institutional change processes to be effective

44. Traditional Technology Training Limited training model (e.g., slide show authoring) …because “faculty don’t have the time to commit to deeper efforts” Problem: this training is not transformational  Doesn’t foster transition to learning-centered pedagogies  Faculty wonder “why spend the effort?” Result: faculty willingness to participate in training is limited Limited training model (e.g., slide show authoring) …because “faculty don’t have the time to commit to deeper efforts” Problem: this training is not transformational  Doesn’t foster transition to learning-centered pedagogies  Faculty wonder “why spend the effort?” Result: faculty willingness to participate in training is limited

45. Faculty Development Is Key Authoring learning centered activities is a transformational experience Authoring learning centered activities is a transformational experience

46. Solution: Up the Ante Transformational experience …altering practice through authoring Capture the pedagogical high ground …focus on learning & inquiry Formative Training …on-going development cycles Long-term support and scalable tools …needs change with experience Value faculty learners …heroes and heroines take risks …create a culture of teaching reform, promote the scholarship of teaching Transformational experience …altering practice through authoring Capture the pedagogical high ground …focus on learning & inquiry Formative Training …on-going development cycles Long-term support and scalable tools …needs change with experience Value faculty learners …heroes and heroines take risks …create a culture of teaching reform, promote the scholarship of teaching

47. Deep Authoring Works It was enormously stimulating to most participants to create learning environments that would enable them to teach things that they could not teach well before. Assessment data available in Q&A

48. Core Training Concepts Focus on Pedagogical Innovation Keep the Technology Transparent Build Collaborations …Involve Faculty Mentors Seek the Eager-Beavers Focus on Pedagogical Innovation Keep the Technology Transparent Build Collaborations …Involve Faculty Mentors Seek the Eager-Beavers

49. Let’s Consider… How People Learn Pedagogical Feature Set of Learningware Authoring as a Transformational Faculty Development Experience Institutional Change Process How People Learn Pedagogical Feature Set of Learningware Authoring as a Transformational Faculty Development Experience Institutional Change Process

50. Problem with Authoring As Training: Scalability Authoring LearningWare is a deep experience Faculty do become sophisticated consumers of LearningWare and explore learning principles Problem …very effort intensive We need another kind of authoring experience to provide transformational faculty & curriculum development Course Management Systems: Coupling Transformation & Scalability? Authoring LearningWare is a deep experience Faculty do become sophisticated consumers of LearningWare and explore learning principles Problem …very effort intensive We need another kind of authoring experience to provide transformational faculty & curriculum development Course Management Systems: Coupling Transformation & Scalability?

51. Institutional Transition Process Lone Rangers Entrepreneurs Lone Rangers Entrepreneurs Boutique Phase Transformation Scalability Early Adopters Boutique Phase Transformation Scalability Early Adopters Systemic Phase Transformation Scalability Later Adopters Systemic Phase Transformation Scalability Later Adopters Local R&D, Mentoring, & CMS 1-on-1 Authoring Hartman, NLII 2001

52. Registrar CMS Database Course Management Systems: The Enabling Technology Infrastructure? Faculty ContentComm ToolsAssessment Student Experience on the Web Student Portfolios

53. Some Emergent Goals for Utilizing CMS Technology: Technology-assisted Facilitation of Learning-centered Teaching Styles Content Delivery Communication Assessment Lecture Content delivery Activities Problem-based Project-based Case-based Episodic Pervasive Situate learning in social interactions SummativeFormative Teacher-centeredLearner-centered CMS Pedagogical Tools A Continuum of Teaching Styles

54. -- A Model for Coupling the Feature Set of Course Management Systems to Learning Centered Principles Smart Tutor Web-based Homework for foundational information Research Simulation Emulating the Process of Professional Investigation Revision of Class Time content delivery system Complementing lectures with Discovery Activities Mitigating the Coverage DilemmaDeveloping Epistemological Skills Building Meaning

55. -- A model for coupling the feature set of course management systems to learning centered principles. Smart Tutor …JiTT Web-based Homework: routine formative assessment out of class time Mitigating the Coverage Dilemma

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

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

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

59. SUMMARY

60. Learning with Understanding Sudying Facts Is Necessary to Develop Expertise, …but Memorization Is Not Enough Sudying Facts Is Necessary to Develop Expertise, …but Memorization Is Not Enough Students Need to Construct Their Own Meaning Transfer Learn for Understanding Application to Solve New Real World Problems

61. S U M M A R Y We need to integrate pedagogies that are learning-centered and inquiry-oriented. Interactive, sensory-rich, assessment-rich technology learning environments can foster these goals in scaffolded activities that allow students to build meaning. Research simulations promote student experience in the process of investigation. Communication technology and authoring tools can promote cooperative learning experiences and help students to build meaning, when coupled with pedagogies such as case-based and problem-based learning activities. 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. A three-tiered model is suggested to supplement current CMS’s.

62. http://faculty.quinnipiac.edu/health/biology/buckley/welcome.htmlhttp://faculty.quinnipiac.edu/health/biology/buckley/Nercomp_2002.ppt don.buckley@quinnipiac.edu

63. Buckley, D. 2002. EDUCAUSE Review 37(1): 28-38. (Jan/Feb) http://www.educause.edu/pub/er/erm02/erm021w.asp