--------------------------<<>>------------------------- Donald P. Buckley, Ph.D.

1. Authoring Assessment-Rich Learning Environments:A Faculty Development Tool to Drive TransformationEDUCAUSE 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 AEC Using Advanced Educational Technology to Foster Institutional Transition to the Learning Paradigm Culpeper FIPSE NSF

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

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

12. “What we need to learn before 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. Technology can be an Enabler COMMUNICATING SIMULATING VISUALIZING COMMUNITY OF LEARNERS DATA COLLECTION ANALYZING MODELING BioQUEST Curriculum Consortium

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

25. Pedagogical Feature Set of Instructional Technology Interactive Multimedia: foster active-learning experiences Interactive Multimedia: engage cognitive processes Communication promote social construction of knowledge 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 AEC Advanced Educational Computing A Tool To Foster Student-Centered Learning Culpeper FIPSE NSF

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: foster active-learning experiences Interactive Multimedia: engage cognitive processes Communication promote social construction of knowledge Computing components: authoring tools simulation integrate powerful assessment tools

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

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

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. Course Management Systems:The Enabling Technology Infrastructure? Student Experience on the Web Content Comm Tools Assessment Faculty CMS Database Registrar

34. 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 Routine reflection within and among teams Episodic Communication Assessment Summative Formative

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

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

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

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

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 technologylearning 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 promotecooperative learning experiencesand 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.