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CUSTOMIZING AS QUALITY
“CODDLING” — A PATH TO
QUALITY LEARNING AND EXPERTISE
Judith V. Boettcher, Ph.D.
Designing for Learning
University of Florida
March 30 2012 1
FIU Online Conference – March 30 2012Florida International University
Challenging
Energizing
Satisfying
2
Why Promote Customized Learning?
Increases learning quality, rigorand satisfaction
Is easy, doable, and exciting
At the heart of how we learn – we are all constructivists
Martinos Center for Biomedical Imaging, Randy Buckner, Ph.D and the Laboratory of Neuro Imagingwww.humanconnectomeproject.org
SEQUENCE OF TOPICS
March 30 2012 3
Getting a handle on quality and rigor
Three Customizing Design Strategies — What, how and
why
Martinos Center for Biomedical Imaging, Randy Buckner, Ph.D and the Laboratory of Neuro Imagingwww.humanconnectomeproject.org
Why customizing brings quality and why it deepens the
student-centered movement
ONE CHALLENGE – WHAT ARE STUDENTS
LEARNING AND HOW DO WE MEASURE IT?
March 30 2012 4
“A Lack of Rigor Leaves Students 'Adrift' In
College”
February 9 2011 NPR Interview with Richard Arum, one of coauthors of
Academically Adrift: Limited Learning on College Campuses. Richard
Arum is a professor of sociology at New York University
http://www.npr.org/2011/02/09/133310978/in-college-a-lack-of-rigor-leaves-students-adrift
“No measurable improvement in critical thinking skills through four years of education.”
CHALLENGE — GRADUATION RATES AS A
MEASURE
March 30 2012 5
“The Rise and Fall of the Graduation Rate”
March 2, 2012chronicle.com/article/The-RiseFall-of-
the/131036/
collegecompletion.chronicle.com/
Based on 2004 data from 30 public 4 year institutions in Florida
“Do College-Completion Rates Really Measure
Quality?” March 2, 2012
http://chronicle.com/article/Do-
College-Completion-Rates/131029/
DEBATE IS HEATING UP AS
IMPLEMENTATION BEGINS
March 30 2012 6
“Completion and Quality at CUNY” March 22, 2012
http://www.insidehighered.com/news/2012/03/22/cuny-faculty-sue-
block-new-core-curriculum
• A slimmer, standardized core curriculum of
30 credits for CUNY‟s 23 campuses”
• Laudable goal - facilitate transfer and
promote curricular alignment
• Feud over speeding up of graduation rates
vs. sacrificing quality of a CUNY degree
KEEPING TRACK OF THE ISSUE
March 30 2012 7
Association of Colleges and Universities
(AACU) – “Completion and Quality News
Watch”
http://www.aacu.org/leap/newswatch.cfm
What is Quality?
A PRIMARY CATALYST FOR
ONLINE LEARNING WAS
ACCESS; NOW OUR
CATALYST FOR CHANGE IS
QUALITY AND STUDENT
SUCCESS
March 30 2012 8
DEFINING QUALITY
When you hear someone talk about a high quality online course, what images
or descriptors “pop” into your head?
March 30 2012 9
What is Quality?
Growing connections,
data links, synapse
s
Martinos Center for Biomedical Imaging, Randy Buckner, Ph.D and
the Laboratory of Neuro Imaging www.humanconnectomeproject.org
DEFINING QUALITY – DO THESE WORK?
Energizing – I created something useful and meaningful to me and for others
Exciting — I pondered deep questions
I struggled thinking about serious problems and ideas
My teacher really “dialogued” and was involved
Analytical – I made choices on challenging questions so that I know now what I think
and why I think what I do….
I got to know some great people…
I developed confidence in my own thinkingMarch 30 2012 10
A QUICK LOOK AT “RIGOR”
March 30 2012 11
Understanding and Reporting on Academic Rigor (2009)
http://www.lrdc.pitt.edu/pubs/Abstracts/FiezRigorous.pdf
DEFINING “RIGOR” …
• When we talk about a ‘rigorous course’ in something, it’s a course that examines details, insists on diligent and scrupulous study and performance, and doesn’t settle for a mild or informal contact with the key ideas.”
March 30 2012 12
Understanding and Reporting on Academic Rigor (2009)
http://www.lrdc.pitt.edu/pubs/Abstracts/FiezRigorous.pdf
Robert Talbert, Mathematics and
computing science, Franklin
College, Franklin, IN
DEFINING “RIGOR” …
• “To me, this is the heart of academic rigor. One must take a given set of facts and derive conclusions based on the rules of logical reasoning, with each steplogical, transparent, and well-documented.”
March 30 2012 13
Understanding and Reporting on Academic Rigor (2009)
http://www.lrdc.pitt.edu/pubs/Abstracts/FiezRigorous.pdf
Richard, Scharr, VP of math and science
education at Texas Instruments
RIGOR FROM NEUROSCIENCE PERSPECTIVE
• “If we always stick to what is easy, we
diminish the amount of neuroplasticity
(changes in brain organization) that
occurs, because we can rely on already-
established neural
connections…Generally, „demanding‟ is
good because it recruits the high-level
areas that we most associate with
intelligence, creative problem-
solving, executive control, deep
reflection, and so forth… There are also
time limits on our ability to sustain high
degrees of cognitive effort without taking a
break.” (p. 11) March 30 2012 14
Julie Fiez, cognitive scientist from U of Pittsburgh in Hechinger Institute
Report on Academic Rigor (2009)
EXAMPLES OF “RIGOR” IN DISCIPLINES
• In literature, a focus on the text, its ambiguities, and possible interpretations based on what is actually in the text.
• In chemistry, a focus on the “why”, stimulating curiosity about how the world works and its complexity, what we know, what we don’t
• In professional programs, assessment by outside experts, expand the “audiences” for projects
• In general, much more dialogue, coaching, mentoring between faculty and students and between students
March 30 2012 15
REFLECTION/THOUGHT QUESTIONS FOR
YOU
1. What does quality mean to you?
2. How do you define "rigor" in your course, in your discipline?
3. What is your top quality strategy?
March 30 2012 16
March 30 2012 17
HOW DO WE CUSTOMIZE FOR
QUALITY?
THREE CUSTOMIZING DESIGN PRACTICES
March 30 2012 18
1. Design for core, structured
choice and optional learning experiences
2. Design in flexibility and choice — in
roles, collaborations, “evidences” of
learning
3. Design in sharing choice activities to develop a body of
experience and expertise in the
community
CUSTOMIZING DESIGN PRACTICE #1
March 30 2012 19
How do you go about this?
1. Design for core, structured choice and optional learning
activities
KNOWLEDGE RESOURCES AND INPUT
ALL LEARNERS DO NOT NEED TO LEARN ALL COURSE CONTENT /KNOWLEDGE; ALL LEARNERS DO NEED TO LEARN THE CORE CONCEPTS… AND DEVELOP USEFUL KNOWLEDGE
Learning Principle Supporting Content Choices
March 30 2012 20
PRINCIPLE REMINDER
STEP 1: ALIGN GOALS, ASSESSMENT AND ACTIVITIES
EXAMPLE — DECISION MAKING & PROBLEM SOLVING
Articulate how my personal leadership practice informs my approach to problem-
solving and decision-making
Learning outcome (1)
1. Complete self-assessment instruments to determine my leadership practice
2. Evaluate PSDM approaches and select one that is a good match for me and my work
environment 3. Share the process and results in a leadership
journal and project
1. Coach & provide feedback on leadership journal entries and what is shared in
community2. Assess project with rubric and small
team review
Learning experiencesFeedback & Assessment
March 30 2012 21
STEP 1: ALIGN GOALS, ASSESSMENT AND ACTIVITIES
EXAMPLE — DECISION MAKING & PROBLEM SOLVING
Articulate how my personal leadership practice informs my approach to problem-
solving and decision-making
Learning outcome (1)
1. Complete self-assessment instruments to determine my leadership practice
2. Evaluate PSDM approaches and select one that is a good match for me and my work
environment 3. Share the process and results in a leadership
journal and project
1. Coach & provide feedback on leadership journal entries and what is shared in
community2. Assess project with rubric and small
team review
Learning experiencesFeedback & Assessment
March 30 2012 22
Note Personalizing…
Core Concepts
and Principles
Core Concepts and Principles
Applying Core Concepts
Problem Analysis and Solving
Customized and Personalized
STEP 2: IDENTIFY AND CATEGORIZE
COURSE CONTENT
March 30 2012 23
STEP 2 (PLUS) ANOTHER DIMENSION OF
CONTENT WHEN CATEGORIZING…• Prepackaged authoritative content
– Textbooks and other expert, reviewed content
– NOT blogs, comments, vendor materials
• Guided learning materials (Teaching Presence)
– Faculty prepared
• Interactive and spontaneous performance content
– Learner-generated content, blogs, journals, wikis, projects
March 30 2012 24
Boettcher, J. www.campus-
technology.com/print.asp?ID=18004
Increasingly important
STEP 3: PROVIDE CHOICES IN CORE AND
STRUCTURED CHOICE CONTENT
• Develop core assignments
– Core assignment builds community with “shared experience” with differential focus
• Structured choice in content resources
– Provide personalization, focus and fodder for discussion
– Lessen stress and encourage responsibility for learning
– Encourage local and personal application of core content
March 30 2012 25
EXAMPLES OF CONTENT CHOICES
• Global leadership course – Core readings on leadership concepts
– Set of 3-4 articles, of which two are required, one closest to world area of interest
• Education, pedagogy and learning theories – Core reading on key theorist such as Dewey, Vygotsky, Bruner
– Set of 2-3 articles by other theorists, one of which is required
– Link to a key learning theory website where learners choose a learning theory that best fits content and style of interest
• Public health – Core readings and practice on measuring water quality
– Assignment to report on water quality in a body of water local to learner
March 30 2012 26
SUMMARIZING WORK OF FACULTY
• Requires content analysis for aligning learning outcomes, activities and assessments
• Analysis (decoding) of just what the core concepts, skills, and processes of a discipline
– More focus on process — the how of a discipline, not just the what …
• Requires broadening perspective of content and bringing in more media resources + openness to “whatever”
• Requires shifting to modeling, coaching, mentoring use of concepts and processes within the discipline
March 30 2012 27
CUSTOMIZING DESIGN PRACTICE #2
March 30 2012 28
2. Design in flexibility and choice in course roles, in
collaborations, in “evidences” of learning
APPLICATION, OUTPUT, PRA
CTICE
EACH LEARNER EXPERIENCES THE COURSE DIFFERENTLY ... AND CAN HAVE DIFFERENT RESPONSIBILITIES
No matter the design… with shared elements and creating as they learn…
March 30 2012 29
PRINCIPLE REMINDER
“BUT, OF COURSE, EVERYONE WILL REMEMBER WHAT
HAPPENED, SOMEWHAT DIFFERENTLY, YOU SEE..."
Inspector Craddock to Miss Marple in Agatha Christie’s mystery “A Murder is Announced”
March 30 2012 30
THINKING LIKE A HISTORIAN…LIKE A SCIENTIST…LIKE AN ENTREPRENEUR… DIFFERENT ROLES IN AD HOC TEAMS, GROUPS AND DISCUSSION FORUMS
Immersion and practice…
March 30 2012 31
Process thinking…
READING LIKE A HISTORIAN
• Shift to investigating historical questions using finding, contextualizing, corroborating, and close reading.
• Shift from memorizing facts to evaluating the trustworthiness of multiple perspectives– Montgomery bus boycott
• Learners argue their historical claims using documentary evidence
March 30 2012 32Stanford History Education Group
sheg.stanford.edu/?q=node/45
Who was responsible for
the Battle of Little Bighorn?
Teaching Strategy: Scaffolding - Cognitive modeling to guided practice to independent practice
THINKING LIKE AN HISTORIAN
March 30 2012 33
“The key was to construct every history course around two core skills of their discipline: assembling evidence and
interpreting it.”
chronicle.com/article/Teaching-Experiment-Decodes-a/49140/
History faculty group at Indiana University at Bloomington Chronicle of Higher Education 11-15-09
CLINICAL REASONING STEPS AND ROLES
“Thinking like a Clinician”
March 30 2012 34
Patient, pharmacist, researcher, diagnostician
Learners “take on”
roles
CLINICAL REASONING STEPS AND ROLES• Scan/Apprehend
– Identify features, boundaries, patterns of a scenario, situation that need “attending to”
– Familiar from past experience and noting unusual patterns, configurations
• Gather
– Collect information such as resources and protocols to aid understanding the scenarios
– Clarify the known and the unknown from our experience and that of colleagues
• Appraise
– Sort, organize, theorize as detectives to determine best interpretation of facts
– Analyze our own judgment for bias, accuracy
– Determine accuracy and validity of assumptions
March 30 2012 35Brookfield, S. (2000)
CUSTOMIZING DESIGN PRACTICE #3
March 30 2012 36
3. Design for sharing “choice” experiences as a way of
building a body of experience and thus developing
confidence and expertise
Community collaboration and practice and review
LEARNERS DO NOT HAVE TO DO IDENTICAL TASKS; TASKS ONLY NEED TO BE SIMILAR ENOUGH FOR ASSESSMENT AND OUTCOME PURPOSES. REMEMBER VYGOTSKY AND JUNGLE AND TUNDRA BRAINS
Learning Principle Supporting Assessment Choices
March 30 2012 37
PRINCIPLE REMINDER
2011
LEVELS OF EXPERTISE
Defining roles and responsibilities of licensed professionals. The journey from novice to expert …
38
Learners want to develop expertise…
March 30 2012
LEVELS OF EXPERTISE (1)
• Novice
– Person with minimal exposure to field
• Apprentice
– Person working in a domain under supervision who has completed an introductory period of study
• Journeyman or Assistant
– Person who can perform routine work unsupervised
M. T. H. Chi 2006
39March 30 2012
LEVELS OF EXPERTISE (2)
• Expert
– Person whose judgments are uncommonly accurate and reliable; is highly regarded by peers; performance shows skill, economy of effort; can handle difficult and unusual cases
• Master
– Can teach others; member of an elite group of experts whose judgments set regulations, standards or ideals.
M. T. H. Chi 2006
40March 30 2012
HOW DO EXPERTS EXCEL?• Generate the best solutions faster and more
accurately
• See and detect features that novices do not “see”
• Analyze a problem qualitatively including domain-specific and general constraints
• More successful at choosing appropriate strategies
• Are more opportunistic in using resources
• Retrieve relevant domain knowledge and strategies with less cognitive effort
From M.T.H. Chi, 2006
To become experts, we need a wide, broad and deep experiences in our chosen field.
March 30 2012
41
CREATIVE WORK SHARING: PEER
CONSULTING IN “PIN-UP REVIEWS”
College of Architecture and Planning at Ball State University (IN)
March 30 2012 42
Interactive plasma screens make it easy and affordable for architecture students to review and consult on each other’s work.
CREATIVE WORK DOING AND
SHARING: PROJECTS AND “INWORLD” PRESENTATIONS
College of Health and Human Performance /University of Houston -http://grants.hhp.uh.edu/secondlife/vital-spring-12.htm
March 30 2012 43
• Teams complete a project that requires
integrating knowledge across courses
• A virtual scientific conference is open to the
Second Life public• Sample projects: Meniere's
Disease, Scoliosis, Traumatic Brain Injury
WHY CUSTOMIZING WORKS
Customizing engages and touches learners
March 30 2012 44
Moving towards curiosity, questioning, analyzing
CUSTOMIZING LEARNING
ENGAGES AND TOUCHES
LEARNERSContent and experiences “make sense” to the learner
– Content “touches on” and links to learner’s existing knowledge base
– Content is contextualized and situated in meaningful, understandable experiences
– “Look forward experiences” focus on building skills and competencies
March 30 2012 45
“I can see how /why this is important.” “Wow, I wish I had had this
tool/knowledge/understanding back when…
WHAT CAN LEAVE LEARNERS
DISINTERESTED…
• Abstract, formal, uncontextualized content; not situated in a time & place & purpose
– Experiences are not part of learners’ zones of proximal development (Vygotsky, 1978)
– “Invisible” authors & writers (Clark & Mayer, 2006)
• Course requirements are not perceived as learning experiences
– Papers, postings & tests do not include community or opportunity for revision & growth
March 30 2012 46
ALL LEARNERS …
• Are most engaged when their learning experiences enable them to experience feelings of autonomy, competence, and relatedness (Hayles, 2008)
• Enjoy being a part of the generation and analysis of shared, spontaneous content.
March 30 2012 47
Learners instinctively embrace learning experiences that challenge & stimulate
ERIC KANDEL – OUR
BRAIN CHANGES WITH
EXPERIENCES…• Long-term memory involves
enduring changes that result from
the growth of new synaptic
connections.
• This means that …”the brain can
change because of experience. It
gives you a different feeling about how nature and nurture interact.”
March 30 2012 48
http://www.nytimes.com/2012/03/06/science/a-quest-to-understand-how-memory-
works.html?scp=1&sq=kandel&st=cse
Dr. Eric R. Kandel
CUSTOMIZING TO THE LEARNER
March 30 2012 49
CONCLUSION
VERY IMPORTANT
GUIDELINE
50
In course design, we design for the
probable, expected learner; in course
delivery, we flex, we customize to the
specific, particular learners within a
course.
“I really enjoyed the project and how my teacher supported me in doing what was important for me personally.”
March 30 2012
THANKS & QUESTIONS
March 30 2012 51
SELECTED REFERENCES• Brookfield, S. (2000). Clinical reasoning and generic thinking skills. In J. J.
Higgs, Mark (Ed.), Clinical Reasoning in the Health Professions (pp. 62- 67). New York Butterworth-Heinemann; 2nd Ed.
• Boettcher, Judith (2006, March) The rise of student performance content, Campus Technology. Retrieved March 25, 2012 from http://campustechnology.com/articles/2006/02/the-rise-of-student-performance-content.aspx?sc_lang=en
• Chi, M. T. H. (2006). Two approaches to the study of experts' characteristics. In K. A. Ericsson, Charness, N., Feltovich, P. J., & Hoffman, R. R. (Ed.), The Cambridge handbook of expertise and expert performance (Ericsson, K. A., Charness, N., Feltovich, P. J., & Hoffman, R. R. ed., pp. 21 - 30). Cambridge Cambridge University Press.
• Hayles, K. N. (2007 ). Hyper and Deep Attention: The Generational Divide in Cognitive Modes. Profession, pp. 187-199. Retrieved 3/26/2012 from http://www.english.ufl.edu/da/hayles/hayles_hyper-deep.pdf
• Hechinger Institute on Education and the Media at Teachers College, Columbia University. (2009) Understanding and Reporting on Academic Rigor. Retrieved February 28 2012 from http://www.lrdc.pitt.edu/pubs/Abstracts/FiezRigorous.pdf
• Middendorf, J., & Pace, D. (2004). Decoding the disciplines: A model for helping students learn disciplinary ways of thinking. New Directions for Teaching and Learning, 2004(98), 1-12.
• Quality Matters Program (2012). MarylandOnline. Retrieved January 12, 2012 from http://www.qmprogram.org/about
• Sloan C Quality Scorecard. (2011) Sloan C Consortium, Retrieved Jan 16 2012 from http://sloanconsortium.org/quality_scorecard_online_program.
March 30 2012 52
Judith V BoettcherAuthor, Consultant, Speaker
Designing for Learning University of Florida
[email protected]@comcast.net
www.designingforlearning.info
The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips
March 30 2012 53
by Judith V. Boettcher
and Rita-Marie Conrad
INSPIRATIONS FOR TEN LEARNING PRINCIPLES
54
Zone of Proximal Development
Lev Vygotsky
Experiential personalized learning
John Dewey
Jerome Bruner Daniel Schacter
Memory
John Seely Brown
Cognitive apprenticeship
Constructivism and active learning
www.innovateonline.info/pdf/vol3_issue3/Ten_Core_Principles_for_Designing_Effective_
Learning_Environments-__Insights_from_Brain_Research_and_Pedagogical_Theory.pdfMarch 30 2012
March 30 2012 55
WHERE DID THE BEST PRACTICES COME
FROM?
Community of Inquiry model Social, Teaching and Cognitive Presence
Garrison, Anderson, A
rcher, Swan, others
Community of learners Idea of a University
John Henry Newman
Research on dialogue and communication Discussion as a way of teaching
Brookfield and
Preskill
Instructional design and learning theory How People Learn reports
Bransford, Brown and
Cocking
Maryellen Weimer
Learner-centered Teaching…
www.designingforlearning.info/services/writing/ecoach/tenbest.html