Models of Interaction Diana G. Oblinger, Ph.D. Copyright Diana G. Oblinger, 2005. This work is the...
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Transcript of Models of Interaction Diana G. Oblinger, Ph.D. Copyright Diana G. Oblinger, 2005. This work is the...
Models of InteractionModels of Interaction
Diana G. Oblinger, Ph.D.
Copyright Diana G. Oblinger, 2005. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial,
educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the
author. To disseminate otherwise or to republish requires written permission from the author.
Copyright Diana G. Oblinger, 2005. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial,
educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the
author. To disseminate otherwise or to republish requires written permission from the author.
―
FundamentalsFundamentals
How people learn
conceptualframework
facts
preconceptions
application & use
Competence--Donovan, et al., 1999
What learning outcomes are you seeking?
• Information and media literacy
• Communication skills
• Critical thinking; systems thinking
• Problem identification, formulation and solution
• Creativity and intellectual curiosity
• Interpersonal and collaborative skills
• Self-direction
• Accountability and adaptability
• Social responsibility21stcenturyskills.org
Learning preferences
• Teams, peer-to-peer
• Engagement & experience
• “Make it my own”
• Visual & kinesthetic
• Things that matter
Principles to remember• Coverage model: Learning is not just about covering content; its about
developing competency
• Its not technology alone: Technology must support good pedagogy
• Knowledge construction: Reasoning is not linear, deductive or abstract but begins from the concrete and assembles a “mosaic”
• Interactivity: This is a connected, interactive generation; collaboration and interaction are important learning principles
• Scarcity: Learning is not constrained by a scarcity model anymore
– Dede, 2005
• Formal & informal: Learning can occur anywhere, anytime
―
OptionsOptions
Role selection
• Apprentice
• Builder
• Listener
• Mentor
• Peer teacher
• Publisher
• Team member
• Writer
• Architect
• Consultant
• Expert
• Guide
• Lecturer
• Resource
• Reviewer
• Role model
Student Roles Faculty Roles
Choice of learning activities
authentic project
debate
case study
journaling
brainstorming
concept mapping
peer exchange
simulationcoaching
drill & practice
―
ModelsModels
Person-to-informationPerson-to-information
Digital archives
http://valley.vcdh.virginia.edu/
http://workbench.concord.org/modeler/ss3.htmlhttp://workbench.concord.org/modeler/ss3.htmlhttp://workbench.concord.org/modeler/ss3.htmlhttp://workbench.concord.org/modeler/ss3.html
Simulations
―
ModelsModels
PracticePractice
Application and use
--Kortmeier, 2004
• Provide meaningful formative assessment to students
• Provide timely feedback to both students and instructors
• Reduce blind copying of answers
• Provide a scalable solution within the realities and budgets and available resources
Aplia
• Automatically scores assignments
―
ModelsModels
Serious gamesSerious games
Historical simulation
• In multiplayer mode, players can IM each other
―Muzzy Lane, 2005
• Players choose leadership of a country
• Interaction with variables on the economy, policy, military, natural resources
Augmented reality
• Combines physical world and virtual world contexts
• Embeds learners in authentic situations
• Engages users in a socially facilitated context
Computer simulation on handheld computer triggered by real world location
―Klopfer & Squire, 2003
Environmental detectives• Players briefed about rash of local health
problems linked to the environment
• Provided with background information and “budget”
• Need to determine source of pollution by drilling sampling wells and ultimately remediate with pumping wells
• Work in teams representing different interests (EPA, industry, etc.)
―Klopfer & Squire, 2003
―
ModelsModels
ExperimentationExperimentation
Social Science Data Analysis Network
Visualizing problems
Lab 3D
• Conduct virtual experiments
• Warehouse of parts allows students to create their own experiments
• University of Virginia
• Chemistry & biochemistry
Gel electrophoresis
―Grisham, 2004
Online laboratories
—del Alamo, 2003
Undergraduate research
• Students involved in undergraduate research are more likely to ―Stay in college―Complete their degree―Go on to graduate school
• African-American men completed degrees at different rates―75% of UG research students―56% control group (applied for UG
research)―57% all black male undergraduates
―Gregerman, 2005
―
ModelsModels
Peer-to-peerPeer-to-peer
Blogs
• Promotes literacy through storytelling―Stories help us understand the
world―Express feelings and experiences―Explore imagination and creativity
• Allows collaborative learning
• Anytime, anywhere access
• Bloggers comment and give feedback to others
• Students can write about and edit each other’s work
• 40% of blog authors are under age 20
―Huffaker, 2005
Digital storytelling
• Offers students an opportunity for expression using multiple media
• Encourages reflection, integration and synthesis
• Individual or group projects
What are you? ¿Que Eres Tu?By Jason Zapata Martinez
Calibrated peer review
• Students write abstracts, proposals, microthemes, position papers, analyses, ethics or policy issues
• Students evaluate 3 calibration documents
• Once calibrated, student evaluates 3 peer writing assignments then their own
• Feedback provided on reasoning and writing
―Chapman & Fiore, 2001
• Based on a peer review model: scientists write and review peer proposals
SCALE-UP
• SCALE-UP: Student Centered Activities for Large Enrollment Undergraduate Programs
• Class time spent on tangibles and ponderables
• Problem solving, conceptual understanding and attitudes are improved
• Failure rates are reduced dramatically
--Beichner & Saul, 2003
Peer-led team teaching
• Study groups led by specially trained students
• Material is designed for group learning
• Students apply self-tests
Wikis
―
ModelsModels
Student-centeredStudent-centered
Just-in-time teaching
• Students read text
• Prior to class students complete an assignment―Essay―Problem―Multiple-choice question
• Warm up examples:―What is the difference between…..―What do you think….―What happens if…..―In your own words explain…..
• Faculty member adjusts class based on submitted responses
--Rhem, 2005
Problem-based learning
• Students are presented with a problem
• They organize ideas, discuss prior knowledge, define the problem
• Students pose questions, identifying “learning issues” or aspects of the problem they don’t understand
• Students continually define what they know—and don’t know
• Students rank learning issues and assign the research to groups or individuals
• Work with instructor to define what is needed to solve the problem
--Watson, 2005
Active learning and IT
--Watson, 2005
Critical thinking
Problem solving
Gathering &
evaluating
information
Cooperative
groups
Learning to learn
Communication
skills
Varied learning
experiences
Analyzing
data
Research &
evaluationManaging
information
IT collaboration
Structured
documents
―
ModelsModels
ProjectsProjects
Ancient Spaces
Developed by the Faculty of the Arts, University of British Columbia
Service learning
• Students volunteer for community projects
• Experience is integrated with reflection and mentoring
• Examples:―Political science student works on political campaign―Creative writing major develops writing group in shelter
for homeless women―Veterinary medicine student volunteers at animal
shelter―Teams develop assistive devices for children with
disabilities
―
AssessmentAssessment
Evaluation as learning
• Accountability
• Knowledge building
• Organizational change
• Decision-making
• Program development
• Infrastructure development
―Olds, 2005―Olds, 2005
Many uses for evaluation
Questions that count
• Concept inventories
• Student response units
• Immediate results keep students engaged
• Allows real-time modification of instruction
A. About half as long for the heavier ball
B. About half as long for the lighter ball
C. About the same time for both balls
D. Considerably less for the lighter ball, but not necessarily half as long
E. Considerably less for the heavier ball, but not necessarily half as long
Two metal balls are the same size, but one weighs twice as much as the other. The balls are dropped from the top of a two story building at the same instant of time. The time it takes the balls to reach the ground below will be:
Surveys
How much did each of the following help your learning?
After finishing this course I am confident I can:
Studying individually
Studying with a partner
Studying with a group
Receiving help from a TA
Receiving help from an instructor outside of class
Discuss scientific concepts with friends
Think critically about scientific findings
Determine what is valid—and what is not—scientifically
―SENCER project―SENCER project
ePortfolios
―
SpaceSpace
Informal spaces
• Students spend more time out of class than in it
• Learning occurs through conversations, web surfing, social interactions
• Team projects
• Spontaneous interactions
• Mingle, share, make connections
Enabling spacesClassroom Peer-to-peer
Laboratory Informal
—photos from MIT
―
InfrastructureInfrastructure
Infrastructure components
SustainablechangePolicy
Finance
TechnologyService & support
ProcessesOrganization
Faculty support
Visioning
Learning activities
Content conversion
Technical assistance
Professional development
• New tools
• New principles
• New practices
Involve students
• Students as consumers with a choice
• They have a unique perspective on their learning environment
• Input ranges from opinion to action
• Language and perspectives differ; not all students are alike
• “Spend a day in their shoes”
Finance
• Renewal and replacement cycle
• Academic technology center
• Student technology fees
• Maintenance
• Experimentation
• Professional development
• Rewards
Policy
• Intellectual property; copyright
• Faculty policies:―Tenure, promotion, merit―Faculty workload
• Student rights and responsibilities ―academic honesty ―ownership of eportfolios
• Security and privacy
What will it take to succeed?
– Oblinger and Kidwell, 2000– Oblinger and Kidwell, 2000
VisionVisionVisionVision
Service DeliveryService DeliveryService DeliveryService Delivery
InfrastructureInfrastructure
Technology Financial PoliciesTechnology Financial Policies
InfrastructureInfrastructure
Technology Financial PoliciesTechnology Financial Policies
OrganizationOrganizationOrganizationOrganization
ProcessProcessProcessProcess
VisionRationaleGuiding principlesLeadership
Service
Student supportFaculty supportAdmin & student
InfrastructureTechnology PolicyFinancial
Organization
Org structureLeadershipDecision-making
ProcessBuy-in
Communication
Speed andresponsiveness
―
Institutions falter when they invest too much in “what is” and
too little in “what could be.”
―Hamel & Valiksngas, 2003
© 2005 All rights reserved
[email protected]@educause.edu