1. Authoring Assessment-Rich Learning Environments: A Faculty Development Tool to Drive Transformation EDUCAUSE NLII Conference, New Orleans, 29 January 2001 -------------------------- >------------------------- Donald P. Buckley, Ph.D. Associate Professor of Biology Director of Instructional Technology, School of Health Sciences Quinnipiac University; Hamden, CT 06518 Computerworld Smithsonian Laureate Apple Distinguished Educator email: don.buckley@quinnipiac.edu WWW: http://faculty.quinnipiac.edu/health/biology/buckley/welcome.html -------------------------- >-------------------------

2. U N I V E R S I T Y O F H A R T F O R D Using Advanced Educational Technology to Foster Institutional Transition to the Learning Paradigm Using Advanced Educational Technology to Foster Institutional Transition to the Learning Paradigm

3. Institutional Change Is Necessary, But Faculty Populations Have Structure:

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

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

17. Where Are We Going? Instructional Paradigm Learning Paradigm

18. 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

19. 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

20. Principles to Drive This Transition 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

21. How?

22. One Approach...

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

24. Technology Often Heralded as a Solution Instructional Paradigm Learning Paradigm Faculty PracticesPedagogical Potential of the Technology

25. Pedagogical Feature Set of Instructional Technology Interactive Multimedia: Interactive Multimedia: foster active-learning experiences Interactive Multimedia: Interactive Multimedia: engage cognitive processes Communication Communication promote social construction of knowledge Computing components: Computing components: simulation to develop critical inquiry skills integrate powerful assessment tools authoring tools for report writing

26. U N I V E R S I T Y O F H A R T F O R D Advanced Educational Computing A Tool To Foster Student-Centered Learning Advanced Educational Computing A Tool To Foster Student-Centered Learning

27. Overview Pedagogical Feature Set of Interactive Multimedia LearningWare Interactivity fosters active learning Sensory rich information formats enable brain-based teaching/learning Communication tools promote social construction of knowledge Computers facilitate routine assessment Course Management Systems Web-delivered content Routine formative 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 Transformation Scalability

28. Pedagogical Feature Set of Instructional Technology Interactive Multimedia: Interactive Multimedia: foster active-learning experiences Interactive Multimedia: Interactive Multimedia: engage cognitive processes Communication Communication promote social construction of knowledge Computing components: Computing components: authoring tools simulation integrate powerful assessment tools

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

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

31. Examples

32. Problem with IMM Training: Scalability Authoring IMM LearningWare is a deep experience Problem …very effort intensive Faculty do become sophisticated consumers of LearningWare Another kind of authoring experience needed, to scale up and integrate pedagogies/technologies Course Management Systems?

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

34. 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 Routine reflection within and among teams SummativeFormative Teacher-centeredLearner-centered CMS Pedagogical Tools A Continuum of Teaching Styles

35. A model for coupling the feature set of course management systems to learning centered principles. Smart Tutor Web-based Homework System: routine formative assessment out of class time Research Simulation Emulating the Process of Professional Investigation Revision of Class Time content delivery system from Lecture to Discovery Activities Mitigating the Coverage DilemmaDevelop Epistemological Skills Students Need to Build Meaning

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

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

38. 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

39. 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. We suggest a three-tiered model to supplement current CMS’s.