--------------------------<<>>------------------------- 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 Smithsonian Institution Laureate Apple Distinguished Educator email: don.buckley@quinnipiac.edu WWW: http://faculty.quinnipiac.edu/health/biology/buckley/welcome.html --------------------------<<>>-------------------------

2. In memory ofDr. Karen L. SmithDirector, Faculty Center for Teaching and LearningUniversity of Central Florida

3. 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

4. Institutional Change Is Necessary,But Faculty Populations Have Structure: Institutional change means that transformational experiences must be enticing to individuals less tolerant of complexity, ambiguity or failure …mid and late adopters (Conservatives and Skeptics).

5. Technology Often Heralded as a Solution Faculty Practices Pedagogical Potential of the Technology Learning Paradigm Instructional Paradigm Faculty still operating within the Instructional Paradigm will not recognize the value of advanced instructional technology, which is best suited to supporting learning centered pedagogies.

6. Also, most Faculty are Naive about Pedagogical Feature Set Interactive Multimedia: • interactivity fosters active-learning Interactive Multimedia: • different information formats engage different cognitive processes and therefore open different learning opportunities Communication Tools: • promote cooperative learning and the social construction of knowledge Computing components: • simulations provide experience in the process of inquiry • authoring tools promote student construction of meaning • powerful formative assessment tools are multi-faceted

7. Traditional Technology Training Limited training (e.g., slide show authoring) • Because “faculty don’t have the time to commit to deeper efforts” Problem: making a better lecture is not transformational • It doesn’t foster transition to learning-centered pedagogies • Faculty wonder “why spend all that effort for limited gains?” Result: limited faculty willingness to participate in more training

8. Solution: Up the Ante • Capture the pedagogical high ground …focus on learning & inquiry. • Focus on genuinely transformational faculty development …change faculty attitudes and behaviors …authoring technology can make a tremendous difference here • But keep the technology transparent ! ! ! • Effective faculty development requires formative development cycles, faculty use and refinement, & long-term scalable support. • Value faculty learners: Heroes and Heroines take risks …create a versatile reward structure, promote pedagogical scholarship. • Build collaborations and communities. Promote a culture of teaching reform. Foster institutional transition to the Learning Paradigm.

9. 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

10. Deep Authoring Is Transformational Experience It was enormously stimulating for most participants to create learning environments that would enable them to teach things that they could not teach well before.

11. Full-fledged Interactive Multimedia Authoring Chosen for Training … Programming Required • To customize interfaces that allow students to explore the content areas in intuitive ways • To build simulations that emulate the real world • To build formative assessment tools

12. Major Features of Faculty Development Program 1. Full-fledged Interactive Multimedia Authoring Chosen for Training. 2. Pedagogical Emphasis …this is not about “learning technology.’’ 3. Keep the Technology Transparent ! 4. Faculty Mentoring Faculty. 5. Collaborative Cluster Training. 6. Promote a culture of teaching reform 7. Create a versatile faculty reward structure that values innovation

13. Train the Faculty to Author Learning Activities • Our goal was NOT to create multimedia authors • Focus on pedagogy and faculty content areas • Essential to keep the technology transparent • Need to educate faculty about possibilities & limits of advanced educational technology • Creates a forum on learning & pedagogical innovation • Enables faculty to reach challenging goals • Institutional Transition to the Learning Paradigm

14. AEC Faculty Development Program Design Focus on Pedagogical Innovation & Student Learning Train clusters of 3-4 faculty from a discipline (interdisciplinary next time) First, 30 hours of group introduction (1:1 trainee:trainer ratio) Then, committed and prolonged individual mentoring Let each faculty member build a tool to solve a problem in their content area Author small projects to ensure success and formative development Don’t let faculty fail Build a faculty reward structure …development, class, grants, presentations

15. Authoring Tool Feature Set Scripting Environment Comprehensive Content Editing Tool Set Ease of Use Authoring Metaphor Media Integration WYSIWG Environment WWW Authoring for example: SuperCard or ToolBox

16. Core Training Concepts Keep the Technology Transparent Focus on Pedagogical Innovation Build Collaborations Seek the Eager-Beavers

17. Preconceptions • Humanists would be reluctant ...wrong! • Specialists would be naturals ...wrong! • educational specialists • cognitive types • techies ...including toy-collectors • REALITY • train the eager-beavers • eager-beavers pop up in surprising places • look for people with a history of service ...risk takers, “altruists”

18. Which Way to Institutionalization? Faculty Development Slide show presentations Media Center GOAL: sophisticated practitioners & pedagogical innovators Faculty Development Multimedia authoring Media Center

19. Scale of Faculty Participation in AEC Program Number of faculty trained: 74 out of a population of 320 Art 5 Art History 4 Biology 2 Business 4 Chemistry 4 Communication 7 Computer Science 4 Education 5 Engineering/Technology 6 English/Humanities 6 Foreign Languages 2 Health Professions 5 Hillyer College/Humanities 3 Judaic Studies 1 Music 3 Physics 1 Political Science 3 Psychology 5 Sociology 4 74 Two Year Total (1 June 1996)

20. Faculty Self-Description of Developmental StageNo significant differences were observed between AEC-trained faculty and other faculty. This suggests that AEC outcomes are not based on preferential recruitment of evangelists into the program.

21. Faculty Attitudes About Student MotivationAEC Faculty tend to be more optimistic that educational technology can improve student motivation to learn.

22. Faculty Attitudes About Student AbilityAEC Faculty tend to be more optimistic that educational technology can improve student ability to learn.

23. Faculty Multimedia UseAEC Faculty were trained in interactive multimedia authoring.These data indicate that AEC-trained faculty exhibit much greater tendency to use multimedia.

24. Overall Information Technology Use

25. AEC Project Outcomes 1. Faculty report ability to teach new things 2. Early data indicate improved student learning ...e.g., class means increased by as much as 3 grade levels 3. AEC has created a forum on active-learning styles 4. Greatly increased cross-disciplinary collaboration 5. Changed faculty culture ...increased adoption of advanced educational technology tools & learning centered pedagogies

26. Project Outcomes: Institutional Change in Faculty Attitudes and Technology Use in Teaching Edward Klonoski ◊ UNIVERSITY OF HARTFORD ◊ Donald Buckley AEC 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. 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?

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

30. 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

31. 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

32. The Coverage Dilemma Learning & Inquiry Emphasis on Effective Learning Coverage Emphasis on Delivery of Content NOW

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

34. 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