Learning Outcomes for IRIS Online Modules Used in College Courses

1. Learning Outcomes for IRIS Online Modules Used in College Courses OSEP Project Directors’ Conference Washington, DC July 21, 2010 Project # H325F060003

2. What is IRIS? IDEA ‘04 and Research for Inclusive Settings National Center for Training Enhancements Provides free, online resources for pre-service training and professional development

3. The Array of IRIS Materials Includes: Modules Case Studies Other Resources Information Briefs Student Activities Film Search Tool Module Media Search Tool Podcasts On-Line Dictionary

4. Grounded in learning sciences (How People Learn theory) The STAR Legacy Cycle and IRIS Modules

5. Three Studies Study 1: Do pre-service students learn course content when using IRIS modules? Study 2: Is there a difference in student learning outcomes for instructor-led (high HPL) versus independent (low HPL) module use? Study 3: Can the outcomes of Studies 1 and 2 be replicated with other modules?

6. Study 1 ProceduresSuccess in Sight module Control: Only the textbook chapter on visual disabilities. Experimental: Textbook chapter on visual disabilities + module as independent homework. Pre/posttest: IRIS Challenge video about two students with visual impairments followed by three open-ended questions that addressed Instructional Considerations, Setting Up the Classroom, and Assistance with Instruction.

7. Study 1 Subjectsn = 659

8. Study 1 Design O1,O2 = Pretest, posttest administered XE= Experimental condition – use of module as independent assignment

9. Open-ended Questions • What advice would you give Ms. Milton about preparing for Evan and Emily? Include issues surrounding: • Setting up her classroom – List as many considerations as you can; be as specific as possible. • Instructional considerations - List as many as you can; be as specific as possible. • Types of assistance she can anticipate with Evan and Emily’s education - List as many as you can; be as specific as possible.

10. Sample Scoring Rubric

11. Online Learning Outcomes • Two types: • Enhance course content • Replace course content

12. Enhancing Course Content Pre and Posttest Means on InstructionalConsiderations Content: Textbook and Module No Module Module Instructor A Instructor B Instructor C *Difference between posttest means p < 0.0001, ES +.90

13. Replacing Course Content Pretest and Posttest Means on Instructional Considerations Items: Module Only Module No Module Instructor A Instructor B Instructor C *Difference between posttest means p < 0.001, ES +1.18

14. Results and Implications Students in the module condition outperformed students in the no module condition Confirmed the value-added benefits of the module as a course enhancement. Modules are an effective method to convey and reinforce knowledge to pre-service students.

15. Grounded in learning sciences (How People Learn theory) The STAR Legacy Cycle and IRIS Modules

16. Study 2 Is there a difference in student learning outcomes for instructor-led (high HPL) versus independent (low HPL) module use?

17. Study 2 ProceduresSOS: Helping Students Become Independent Learners module Instructor-enhanced condition: Viewed module in class, discussed initial thoughts as a group, worked module independently, discussed final thoughts as a group. Independently-viewed condition: Did module as homework, no instructor interaction. Pre/posttest assessed students’ factual knowledge, responses to clearly defined problems, and responses to ambiguously (or ill-) defined problems.

18. Sample Questions Factual: Which of the following statements best summarizes the concept of self-regulation? a) Self-regulation is a type of learning strategy that utilizes components of behavioral intervention and academic skill building to improve school outcomes for students with disabilities. b) Self-regulation is a learner-directed strategy in which students use self-talk and goal setting to improve academic skills. c) Self-regulation is a teacher-directed strategy that helps students monitor self-made behavior goals. d) Self-regulation is a student-directed strategy that promotes the ability to improve both educational and behavioral outcomes.

19. Sample Questions Well-defined: Teaching students how to manage their own behavior is not effective for all types of problem behaviors. From the list below, select two problems that are MOST likely to be improved by students learning to manage their own behavior. Provide a clear explanation for each choice. Vaguely-defined:Watch video of classroom. Identify the problem behavior displayed by the boy wearing the blue shirt. As a teacher, what strategy(ies) would you use to change his behavior? Explain the reasons for your choice. List the specific steps you would take to implement the strategy(ies) you chose.

20. Study 2 Design O1,O2 = Pretest, posttest administered X= Type of module use

23. Results/ Implications There were no significant differences in learning outcomes between instructor-led and independent module use. Instructors can use the modules outside of class (as homework) and still anticipate positive learning outcomes.

24. What does this mean for college instructors? IRIS modules continue to produce significant learning outcomes for college students in pre-service courses. The modules are just as effective when used as independent homework as when they are used in class settings.

25. Study 3 Now that we have demonstrated that the IRIS modules are effective in teaching the material And that they can be used effectively as independent assignments Can we replicate these findings with two of our most popular modules?

26. Study 3 Procedures Three instructors taught an introductory special education course (n=216) 2 instructors taught in the traditional lecture setting 1 taught the course at a distance (online) All 3 instructors agreed to use the same 2 IRIS modules as part of the course requirements: RTI (Part 1): An Overview and Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting Out Cycle

27. Procedures (cont.) During the first week of class, the pre/posttest was administered The pre/posttest presented 2 scenarios: one related to RTI and the other related to the acting out cycle All students responded to both scenarios as a pretest Two instructors (1 traditional and 1 distance) assigned the RTI module; the other instructor assigned the module on the acting out cycle Following the completion of the module assignments, all instructors asked students to complete the pre/posttest

28. Study 3 Design O1,O2,O3 = Pre/posttest administered X= Module used

29. Pre/posttest Scenario 1: Presented a situation based on a hypothetical school. Respondents were asked to describe the overall RTI process. • Scenario 2: Presented a situation in which a student was acting out as his class work became more difficult. Respondents were asked how the teacher could effectively address the student’s behavior without causing it to escalate.

30. Pre/posttest (cont.) Students were given 15 minutes to respond to both scenarios The instructions encouraged students to bullet their responses versus writing complete sentences.

31. Study 3 Design O1,O2,O3 = Pretest, posttest administered X= Module used

32. Expected Performance

33. Pre and Posttest Means on RTI and BI1 Items

34. Distance versus Traditional Instruction

35. Results/New Directions Students effectively learn content from independent use of IRIS modules in both traditional and distance learning settings. Lingering questions when BI1 was completed first New research question: How can students’ learning be scaffolded so that they recognize when and how to apply new knowledge?

36. Summary of IRIS Web Site User Data

37. IRIS Center: for Technical Support Peabody College • Vanderbilt University (800) 831-6134 Toll Free iris@vanderbilt.edu for Training Claremont Graduate University (CGU) (866) 626-IRIS (4747) Toll Free iris@cgu.edu http://iris.peabody.vanderbilt.edu www.iriscenter.com