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Conference sub-theme : Implementation of educational innovations. Designs of teaching & learning environments that have worked : attempting to generalize ? François Lombard TECFA, IUFE, LDES UniGeneva f rancois.lombard @unige.ch. Plan. Context Design ? Definition Knowledge building ?
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Conference sub-theme : Implementation of educational innovations Designs of teaching & learning environments that have worked : attempting to generalize ?François Lombard TECFA, IUFE, LDES UniGenevafrancois.lombard@unige.ch
Plan • Context • Design ? Definition • Knowledge building ? • Designs ? • IBL Biology : high school teaching • ICT integration : academic / Teacher training. • i2CT : consultant academic teachers (4 modules) • Biology teacher basic training (FORENSEC) • etc • Selected findings • Some design rules • Generalizing : let’s build knowledge ! Lombard F. 27 XI 08
Research context • Biologist. • IT integration lecturer coordinator 10yrs • Lecturer : biology / sciences teachers UniGE • Thesis research in Educational sciences : • Biology evolution / IT-Rich biology -> knowledge building Lombard F. 27 XI 08
Knowledge building … • Attempting to generalize ? NOT about final « expert » generalizations • We try Knowledge Building … about KB • Objective : You will have built a few guidelines / designing your designs Lombard F. 27 XI 08
Framework strong line 1 • Focus on learner role (cognitive activity) • Lily Orland-Barak keynote, situated : • Focus on effective vs stated –roles Lombard F. 27 XI 08
Framework strong line 2 • Alignement • Objectives <- Evaluation <-Activities • Objectives shared (Meaning) • Good, T. L. (2008) • Good, T. L. (2008). Forty years of research on teaching 1968-2008: what do we know that we didn't kow then ? , EDSE Conferences. Genève. Lombard F. 27 XI 08
Framework strong line 3 • Knowledge improvement Bereiter, C. (2002). • Conceptual artifacts • Improvability • Common understanding given priority over agreement. • Commitment to expand the factual base. • Selective criticism based on knowledge-advancement goals. • Nonsectarianism. • Bereiter, C. (2002). Education and Mind in the Knowledge Age (Second ed.): Lawrence Erlbaum Associates. Lombard F. 27 XI 08
Framework strong line 5 • Information overload : • More information? • Various sources,quality , structure • Student select, integrate into coherent Knowledge -> long term employability ? • New competencies not usually taught • Create Knowledge : conundrum for schools ? • Paquette, G. (2002). Modélisation des connaissances et des compétences. Québec: Presse Universitaire du Québec.p. 13-14 Lombard F. 27 XI 08
First Example : i2TIC • 752401 "Apprentissage Coopératif" organisé par Céline Buchs.(wiki) • Objectives : cooperative learning • Course design : seminar (classical) satisfactory … but : get students • To READ, • To read in-depth • To synthesize across articles • Wants feed-back about student progress Lombard F. 27 XI 08
First example : design • Assignment : read research -> write to wiki • Deadline : reify , much more READ • Authentic • Reading and writing guidelines • Questions focus • Meaningful doc • Peer analysis 2 • Questions guide / meaningful doc. • Student FB : difficulties / conceptions, interests. • Lecturer reads wiki : focuses seminar discussions Lombard F. 27 XI 08
Knowledge building / improvement ? • In short the problem is that of shifting students from knowledge telling to knowledge transforming. • Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition: Lawrence Erlbaum Associates. Lombard F. 27 XI 08
Learning Environements = Design definition • Kobbe L. (2006): • Groups • Participants • Roles • Activities • Resources (ICT, Books, experiments, field) • N.B: Learning Environment often includes but > ICT artefact • Kobbe, L. (2006). Framework on multiple goal dimensions for computer-supported scripts: Knowledge Media Research Center (KRMC). pp 9-11 Lombard F. 27 XI 08
Knowledge Building / Learning env Design • KB Empower learners to Face Complexity • Bert Reijnen : real ideas authentic problems (Bereiter 2002) • Not popularize • Design : Towards authentic resources Lombard F. 27 XI 08
Knowledge Building / Learning env Design • KB Extract relevant info • Design : Students focused by (not on) questions Lombard F. 27 XI 08
Knowledge Building / Learning env Design • KB Synthesize - build new knowledge • Artefact building ( Bereiter 2002) • Design : Produce meaningful document expressing what we currently understand about • Document -> motivation (vector) Lombard F. 27 XI 08
Proposed design rule • Think at meso level It-gration module Lombard F. 27 XI 08
Levels of analysis of design • Whole course • IT-gration-module : design feature • Component of design • Adresses a specific weakness of current design • Elementary educational IT activities • Sharing ressources, co-writing in wiki, analyzing text, commenting another’s text. • IT actions • posting blog, writing wiki, photoretouch Lombard F. 27 XI 08
IT-gration Modules • E-portfolio support -> reify , distance • Analysis in wiki • Peer analysis 2 of texts in wiki • Blogging about observations Lombard F. 27 XI 08
Second example • Empowering students to learn complex scientific (biology) concepts • Science as a way of building Knowledge • Last high school year • Was presented 2nd PBPR Lombard F. 27 XI 08
Second example. IBL design (Cyber4OS) • Elicit questions • Experiment, observe, read. • Compose Q & A • Present / Discuss • Reframe The crucial difference between current formulations of inquiry and the traditional "scientific method" is the explicit recognition that inquiry is cyclic and nonlinear.» • Sandoval 2004p. 216 Lombard F. 27 XI 08
Results? • See all 4 OS results here • Effectively Build complex knowledge not coming from teacher • Effectively capable of selecting and appraising quality of sources. (e.g Wikipédia -> Janeway) • Not afraid of large books anymore • Exhaustivity -> datamining strategy • Over 50% declare it efficient learning strategy next year at university. Lombard F. 27 XI 08
Let’s see • Authentic (IT- Rich Biology) ins • Focussed by Q° • Co-preparing exams • Community of learners ? ? • Meaningful doc. Lombard F. 27 XI 08
Proposed design rule : Matrioska model • Matrioschka Russian doll model Lombard, F. (2007) Select, choose Wade infodense Meaningful Document Questions Design Design • Lombard, F. (2007, 14-16 November 2007). Empowering next generation learners : Wiki supported Inquiry Based Learning ? Paper presented at the Earli European practice based and practitioner conference on learning and instruction Maastricht , NL. Lombard F. 27 XI 08
Proposed design rule : Focus on learner role • Role as expression of cognitive activity • Prepare exam : Synthesis • Peer comment -> Analysis • Focus on effective vs stated – true roles • Lily Orland-Barak (2008) Constructing knowledge in mentoring conversations: What for and for whom? KeynotePBPR Bergen 25-27 XI 08 Lombard F. 27 XI 08
Proposed design rule • Focus on common understanding of document role • Project -> Public ? • Exam ? • Common preparing of exams ? W2L: W not automatically 2L • A topic the writer cares about and an audience responsive to what the writer has to say are the essential ingredients for a profitable experience. • Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition: Lawrence Erlbaum Associates. Lombard F. 27 XI 08
Proposed design rule : focus on meta-questions • Limited time - presentations 4 OS • Analysis2 in I2TIC • Limited space -> Higher thinking • Annette Hilton (2008) Writing-to-learn using digital technologies in chemistry: The influence of multimodal text production on higher-order thinking PBPR Bergen 25-27 XI 08 • Meta questions -> perspective about knowledge Lombard F. 27 XI 08
Proposed design rule Embed structuring control into the design • Empowers students. • Frees the teacher for high level interaction • -> Formalizing design gives more freedom ? • Example : define structure of document, of presentation, time control • Goes against strong need for control / relatedness / ? (Amnon Glassner ) Lombard F. 27 XI 08
Proposed design rule : Embed structure in the design • Wiki reifys interactions • Deadlines • Awareness • Presenting to peers / co-writing Lombard F. 27 XI 08
Proposed design rule • Learn students strategies to manage complex information rather than popularize • Structuring strategy : IBL • T -> Coachindexing role : • Question eliciting resources / activities. • Answer-finding resources / activities. Lombard F. 27 XI 08
Question • Teacher authority vs new role • Hyp. Teacher authority influences involvement of learners (? ) • As teacher role changes, and authority of knowledge less forefront (?) • How does perceived scientific authority of teacher influence involvement of students ? Lombard F. 27 XI 08
Thankyou for your attention • More • http://doiop.com/flopublications Lombard F. 27 XI 08
Acknowledgements • This research is partly supported by the Departement de l'Instruction Publique de Genève. • The support of my mentors Daniel Schneider and Mireille Betrancourt is critical. • The discussions and insight shared with Elodie Sierra, Lionel Regad and Pierre Brawand were of a great help during the initial phases of the design development. • Céline Buchs for sharing her experience with i2TIC • The numerous students who gave feed-back should be thanked too. Lombard F. 27 XI 08
More stuff • for Q° and if we have time (yes I’m dreaming …) Lombard F. 27 XI 08
Selected findings cyber 4OS • Students end of year • « well prepared to face information overload » (median 3.0/4 sigma 0.500) • Effectively capable of selecting and appraise quality of sources. (e.g Wikipédia -> Janeway) • Discussions : clarification, measure own understanding • Mostly (median 2.8 sur 4. sigma 0.82) at ease with responsability to validate their own knowledge, Lombard F. 27 XI 08
Selected findings cyber 4OS • Students end of year • Appreciated freedom (avg 3.1 / 4 sigma 1.16) and autonomy but felt sufficiently supported (avg 3.0 / 4 sigma 1.07). • Perception of importance of questions correlates with valuing autonomy (.783** .001), and responsibility (.507* .045) Lombard F. 27 XI 08
Selected findings cyber 4OS • Valuing groupwork correlates with appreciating autonomy and feeling responsible for learning (.620*.014 ) • Appreciated autonomy correlates with feeling responsible for their learning (.652* .011 ) Lombard F. 27 XI 08
Selected findings cyber 4OS • One year after : 1st year university students • More than half replied and nearly all declare mastering efficient strategy • Didn’t see the purpose at first, but was worth the effort. Lombard F. 27 XI 08
Anecdote • "Wikipédia a été largement délaissé au profit de “pavés”peut-être plus compliqués a aborder mais largement plus riches au niveau de l’information ( comme le Campbell ou le Janeway)" • "Les exposés je ne l'avais jamais fait. Les exposés éclairent énormément le sujet. On réalise ce qu'on sait-sait pas- et ce qui est important." Lombard F. 27 XI 08
Results • Student feed-back afterwards (link) • J'avoue que j'ai trouvé la méthode de question et de cours à faire soi-même nul, mais cette année, je trouve que ça me sert, car pour réviser les cours, je me fais un système de question-réponse et que je fais la plupart de mes cours à partir de livre... donc en résumé, c'etait chiant de faire cette méthode au collège, mais c'est une bonne préparation pou l'uni. Lombard F. 27 XI 08
Conjectures 1/5 • Student activity, meaningful inquiry • (Many … specifically e.g. De Vecchi, 2006; Giordan, 1998). • ->deep understanding. Lombard F. 27 XI 08
Conjectures 2/5 • Iteratively writing a significant document (W2L) • (Scardamalia, 2004) • Writing > print to computer • ->writing (wiki) to build Knowledge in infodense environments Lombard F. 27 XI 08
Conjectures 3/5 • Shared writing space (wiki) : idea confrontation • (Socio-cognitive conflict (Astolfi & Develay, 2002; David Hammer, 1996; Joshua & Dupin, 1993; W. A. Sandoval, 2003)) • -> In-depth understanding, work on preconceptions Lombard F. 27 XI 08
Conjectures 4/5 • Presenting current knowledge @ early stages • (Sandoval 2004) • -> favor synthesis, interconnections • -> learn to work with ideas "in an environment of current hypotheses rather than certainty". Lombard F. 27 XI 08
Conjectures 5/5… and more • Teacher as tutor ; knowledge authority found in experiment or resources. • (William A. Sandoval & Daniszewski, 2004) • -> develop scientific knowledge building, i.e."that all knowledge is related to observation or experiment". • -> validate ideas by their ability to explain data or stand up to criticism Lombard F. 27 XI 08