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Decision-Based Learning developed at Brigham Young University

Understand Decision-Based Learning - an approach where students learn via real-world decisions experts make, forming a decision map, internalizing concepts, procedural knowledge, and conditional knowledge with examples.

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Decision-Based Learning developed at Brigham Young University

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  1. Decision-Based Learning developed at Brigham Young University

  2. What is Decision-Based Learning? Decision-based Learning is an approach to teaching and learning where students learn concepts and procedures of a discipline as they are introduced to a series of decisions experts make to solve real-world problems. These decisions are interconnected forming a decision map. Students practice using the decision map as they solve hundreds of problems until they internalize the map. They are taught the concepts and procedures necessary to making each decision along the way.

  3. Many Types of Knowledge

  4. Many Types of Knowledge Knowledge Types targeted with Decision-Based Learning

  5. Conceptual Knowledge The “What” and “Why” • Procedural Knowledge The “How to”

  6. We introduce a third and lesser known knowledge type:

  7. Three knowledge types 1. Conceptual Knowledge The “What” and “Why” 2. Procedural Knowledge The “How to” 3. Conditional Knowledge The “When” and “Under what conditions” Functional, Reasoning, & Qualitative Knowledge Other names for conditional knowledge

  8. An Example of Conditional Knowledge in Operation Note – conditional knowledge is optimally developed with a Problem-Based Learning approach

  9. Basic Statistics Problem You have been asked to determine if older drivers drive on average faster than younger drivers. Samples: Older 33, Younger 38 Distributions: Both Skewed Decide if the problem is inferential or descriptive in nature Just in time/Just Enough Instruction Inferential Descriptive And make their choice And make their choice Students See key word(s) Decide if the problem deals with difference, relationship, independence, or goodness of Fit Students See key word(s) Just in time/Just Enough Instruction Students See key word(s) Students See key word(s) Relationships Difference Independence Goodness of Fit And make their choice And make their choice Decide if a parametricor a non-parametric method should be used Just in time/Just Enough Instruction Students See key word(s) Parametric Non-parametric And make their choice Decide if one or two or more dependent variables are present Just in time/Just Enough Instruction 1 Dependent Variable 2+ Dependent Variables And make their choice Students See key word(s) Decide if zero, one, or two or more independent variables are present Just in time/Just Enough Instruction 1 Independent Variables 0 Independent Variables 2+ Independent Variables Decide if two, or three or more levels are present Just in time/Just Enough Instruction 2 levels 3+ levels One-Way ANOVA Independent Samples t-test Factorial ANOVA

  10. Let’s change the problem slightly

  11. Basic Statistics Problem You have been asked to determine if older drivers drive on average faster than younger drivers. Samples: Older 33, Younger 38 Distributions: Both Skewed Decide if the problem is inferential or descriptive in nature Inferential Descriptive Decide if the problem deals with difference, relationship, independence, or goodness of Fit Relationships Difference Independence Goodness of Fit Decide if a parametricor a non-parametric method should be used Parametric Non-parametric Decide if one or two or more dependent variables are present 1 Dependent Variable 2+ Dependent Variables Decide if zero, one, or two or more independent variables are present 1 Independent Variables 0 Independent Variables 2+ Independent Variables Decide if two, or three or more levels are present 2 levels 3+ levels One-Way ANOVA Independent Samples t-test Factorial ANOVA

  12. Basic Statistics Problem You have been asked to determine who drives faster on average younger, middle age, or senior citizens. Samples: young 33, mid 38, sen 43 Distributions: All normal Decide if the problem is inferential or descriptive in nature Inferential Descriptive Decide if the problem deals with difference, relationship, independence, or goodness of Fit Relationships Difference Independence Goodness of Fit Decide if a parametric or a non-parametric method should be used Parametric Non-parametric Decide if one or two or more dependent variables are present 1 Dependent Variable 2+ Dependent Variables Decide if zero, one, or two or more independent variables are present 1 Independent Variables 0 Independent Variables 2+ Independent Variables Decide if two, or three or more levels are present 2 levels 3+ levels One-Way ANOVA Independent Samples t-test Independent Samples t-test Factorial ANOVA

  13. Basic Statistics Problem You have been asked to determine who drives faster on average younger or older drivers. Determine also if car type (new or old) has an effect on driving speed. Samples: Younger / new car = 34 Younger / old car = 55 Older / new car = 23 Older / old car = 32 Distributions: All normal Decide if the problem is inferential or descriptive in nature Inferential Descriptive Decide if the problem deals with difference, relationship, independence, or goodness of Fit Relationships Difference Independence Goodness of Fit Decide if a parametric or a non-parametric method should be used Parametric Non-parametric Decide if one or two or more dependent variables are present 1 Dependent Variable 2+ Dependent Variables Decide if zero, one, or two or more independent variables are present 1 Independent Variables 0 Independent Variables 2+ Independent Variables Decide if two, or three or more levels are present 2 levels 3+ levels One-Way ANOVA Independent Samples t-test Independent Samples t-test Factorial ANOVA

  14. The Entire Expert Decision Model

  15. It’s not just for statistics, but for other disciplines like the Arts

  16. Decide what philosophical movement is evident in this piece of art Just in time/Just Enough Instruction Romanticism Realism Post-Modernism Vanguardism Decide what romantic themes are evident Just in time/Just Enough Instruction Power Individuality Liberty Democracy Decide how that power is depicted Just in time/Just Enough Instruction Allegorically Metaphorically Other Describe this art to a layperson using relevant concepts you’ve learned

  17. In Terms of Sequence we Teach Conditional Knowledge First Using a Problem Based Approach

  18. Once Students Master the Expert Decision Model They are then given problems that require them to both Explain their decision-making choices drawing upon deeper concepts (Conceptual Knowledge) Solve problems using specific methods, techniques, or equations (Procedural Knowledge)

  19. With Thousands of Hours of Deliberate practice these Knowledge Types Become Intermeshed Conceptual Knowledge Expert Knowledge Conditional Knowledge Procedural Knowledge

  20. With Thousands of Hours of Deliberate practice these Knowledge Types Become Intermeshed Conceptual Knowledge Expert Knowledge Conditional Knowledge Procedural Knowledge

  21. With Thousands of Hours of Deliberate practice these Knowledge Types Become Intermeshed Conceptual Knowledge Expert Knowledge Conditional Knowledge Procedural Knowledge

  22. With Thousands of Hours of Deliberate practice these Knowledge Types Become Intermeshed Conceptual Knowledge Expert Knowledge Conditional Knowledge Procedural Knowledge

  23. With Thousands of Hours of Deliberate practice these Knowledge Types Become Intermeshed Expert Knowledge

  24. Student Responses “It doesn't feel like a new or weird approach. The way that everything goes together makes a lot of sense and I like being able to see the big picture from the beginning. I am feeling really confident about my knowledge of the material.” “It is very helpful for me....I walk away from class excited because I feel like I can actually do/understand what we are learning. I like having practice problems in class, because at first I am stressed, but then we do the practice and I gain feedback and confidence.” “It has been very helpful. There is a lot of repetition of the concepts that helps me remember them. I have confidence that I could identify the correct tool for the job given a research problem.” “I think it's very useful and quite practical to be honest. I've taken previous stats classes and it's been easy to understand how to compute the statistics, but I always forget when to apply them.” “The paradigm shift required to think more conditionally rather than conceptually. Most things in the world aren't presented this way (but they should).”

  25. Software that supports this approach https://decisionpath.byu.edu/stats/

  26. If you have Questions or would like more information Contact • Ken Plummer at ken_plummer@byu.edu

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