CREATING TECHNOLOGY RICH LEARNING ENVIRONMENTS FOR THE CLASSROOM N - PowerPoint PPT Presentation

CREATING TECHNOLOGY RICH LEARNING ENVIRONMENTS FOR THE CLASSROOM N Y SETA R O B G A R R IC K – R IT – R D G M ET@ R IT. ED U 10/ 25/ 2012

PRESENTATION OUTLINE • OUT L INE • Re vie w e duc atio n pro b le m b e ing addre sse d, • T he le arning the o ry use d as a le ns to fo c us spe c ific ac tive le arning pe dag o g ic al te c hniq ue s to addre ss the e duc atio nal pro b le m. • T he fe ature s de sire d in a te c hno lo g y ric h le arning e nviro nme nt. • E xample s fro m the c lassro o m • Asse ssme nt me asure s.

PRESENTATION OBJECTIVE • OBJE CT IVE • T he appro ac h is share d to allo w o the rs to imple me nt te c hno lo g y ric h le arning e nviro nme nts with ac tive le arning pe dag o g ic al appro ac he s to addre ss spe c ific e duc atio n pro b le ms in the ir institutio n.

EDUCATION PROBLEM BEING ADDRESSED % DFW grades 45.0% Pre - Technology Rich Interactive Learning 40.0% Environment (TRiLE) 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% 20032 20041 20042 20051 20052 20061 20062 20071 20072 20081

THEORETICAL BASIS T e c hno lo g ic al Pe dag o g ic al and Co nte nt Kno wle dg e (T PACK) (K o e hle r, 2012)

LEARNING - THEORETICAL BASIS Pe rspe c tive s o n le arning e nviro nme nts. SOURCE : Bransfo rd e t al. (1998).(Bransfo rd, e t al., 2000)

KEY DESIGN PRINCIPLES • F ro m the Ho w Pe o ple L e a rn kno wle dg e , a sse ssme nt, le a rne r, a nd c o mmunity a re a s we o utline d the fo llo wing ke y pe da g o g ic a l de sig n princ iple s fo r c re a ting the te c hno lo g y ric h le a rning e nviro nme nt. T he a bility to dir e c t the le a r ne r ’s a tte ntion to the c r itic a l c ompone nts in the • ne w c onte nt to be le a r ne d Suffic ie nt a mount of stude nt inve ntion a nd pr a c tic e with the ne w c onte nt to • a llow suc c e ssful linka g e a nd r e tr ie va l T ime ly, a nonymous, a nd c omple te for ma tive a sse ssme nt fe e dba c k to both • the instr uc tor a nd stude nt on the ir unde r sta nding of the c onte nt T he a bility to show c onc ur r e ntly diffe r e nt a ppr oa c he s, a pplic a tions, a nd • linka g e s to a llow the stude nt to ma ke c onne c tions to the ne w c onte nt T he a bility to ma tc h the a mount of c onte nt pr e se nte d to not e xc e e d the • wor king me mor y loa d of the stude nt with a n a bility of the stude nt pr oc e e d a t the ir own pa c e A le a r ning e nvir onme nt tha t e mpha size s c olla bor a tion a nd va lue s pe e r • instr uc tion

CLASSROOM FEATURES Pe da g ogic al c ompone nt e T e c hnolog y R ic h L e a r ning E nvir onme nt F e a tur Dig ita l inking o f instruc to r pro je c te d live o n stude nt Ability to dir e c t le ar ne r ’s atte ntion to ta b le ts itic al c ompone nts c r Summa ry vide o le c ture s de live re d prio r to c la ss a nd a va ila b le a fte r c la ss Ba c k-lit pro je c tio n sc re e ns Ab ility to se rve sing le slide , pa g e a t a time to stude nts Stude nts a b le to pla yb a c k instruc to r dig ita l inking Summa ry vide o le c ture s de live re d prio r to c la ss to Suffic ie nt amount of stude nt inve ntion a llo w a dditio na l time fo r a c tive le a rning a c tivitie s ac tic e and pr (inve rte d o r flippe d c la ssro o m struc ture ) Stylus dig ita l inking inte rfa c e fo r stude nts Ab ility fo r individua l o r g ro uping o f sha re d wo rkspa c e

CLASSROOM FEATURES – CONT. Ability to re trie ve a nd proje c t stude nt work (solve d e ng ine e ring T ime ly, a nonymous, a nd c omple te for ma tive proble ms/ dia g ra ms) a nonymously live in c la ss a sse ssme nt fe e dba c k Ability to re turn stude nt work e le c tronic a lly Multiple (thre e ) b a c k-lit pro je c tio n sc re e ns T he a bility to show c onc ur r e ntly diffe r e nt oa c he s, a pplic ations, a nd linka g e s a ppr Ab ility to re vie w a nd re trie ve stude nt so lve d pro b le ms tha t illustra te diffe re nt a ppro a c he s Summa ry vide o le c ture s de live re d prio r to c la ss a nd a va ila b le T he a bility to ma tc h the a mount of c onte nt a fte r c la ss to a llo w stude nts to vie w, pa use , re wind o r a dva nc e pr e se nte d to not e xc e e d the wor king me mor y loa d a s ne e de d of the stude nt with a n a bility of the stude nt pr oc e e d own pa c e a t the ir Ab ility fo r stude nts to sa ve dig ita lly inke d no te s a nd pla yb a c k the dig ita l inking a s ne e de d. Co o pe ra tive le a rning pe da g o g ic a l a ppro a c h, g ro up pro b le m A le a r ning e nvir onme nt tha t e mpha size s so lving with the a b ility fo r stude nts to wo rk in a c o mmo n dig ita l c olla bor ation a nd va lue s pe e r instr uc tion e nviro nme nt.

TRADITIONAL CLASS DELIVERY METHOD OR “POUR IT IN” MULTIPLE INSTRUCTORS ONE METHOD 100 % “PERPETUATING THE CYCLE” PASSIVE ROLE 17 % POOR RETENTION mo de le d afte r L ila Smith (1975)(Karl A. Smith, e t al., 2005b )

COURSE REDESIGN • T he c o urse ha s b e e n re de sig ne d with the fo llo wing g o a ls in mind: • • Inc r e ase the availability of c onte nt to the stude nts outside of the c lassr oom via My Cour se s Manage me nt Syste m. • • Pr e se nt and e mbe d vide o links of r e al applic ations within the c onte xt of the mate r ial pr e se nte d in the c lassr oom. • • Inc r e ase the use of inte r ac tive ac tivitie s taking advantage of the te c hnology available in the c lassr oom to pr omote stude nt par tic ipation, individual and gr oup wor k and stude nt-stude nt inte r ac tions. • • Cr e ate and administe r imme diate fe e dbac k asse ssme nt tools to be tte r manage stude nt- le ar ning outc ome s and e nc our age stude nts to c ome pr e par e to c lass. • • Intr oduc e ac tivitie s that pr omote c oope r ative , c ollabor ative and pr oble m/ pr oje c t base d le ar ning. Inste ad of le c tur e or le c tur e - pr ac tic e utilize disc ove r - guide - pr ac tic e .

WHAT DOES THIS CLASS LOOK LIKE?

IMMERSIVE VISUAL ENVIRONMENT SECONDARY PC SCREEN PRIMARY LAPTOP MAIN DISPLAY PREVIOUS & AUDIO CONTROL CURRENT SLIDE SUPPORT SCREEN SLIDE (SECONDARY) VIDEOS & MORE (PRIMARY)

HARDWARE 1:1 TABLET ENVIRONMENT

BACK LIT PROJECTION

SOFTWARE ENVIROMENT Monitor Feature Personalized Toolbar Previous Screen (filmstrip) Main Screen Chat Feature

“SEEING” STUDENT LEARNING PROGRESS

“SEEING” STUDENT LEARNING PROGRESS

“SEEING” STUDENT LEARNING PROGRESS

“SEEING” STUDENT LEARNING PROGRESS

“SEEING” STUDENT LEARNING PROGRESS

BUILDING VIRTUAL EXPERIMENTS

ASSESSMENT MEASURES. % DFW grades Post - TRiLE 45.0% Pre - Technology Rich Interactive Learning 40.0% Environment (TRiLE) 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0%

TECHNOLOGY RICH INTERACTIVE LEARNING ENVIRONMENT (TRILE) VS. CONTROL CLASSES E ol T R iL Contr d de via tion) Me a n (sta nda r 3.192 (0.8500) 2.500 (1.014) E ol T R iL Contr ow GPA (<3.0) 2.507 (0.8259) 1.904 (0.8687) L Hig h GPA (>3.0) 3.607 (0.5407) 3.263 (0.5833) Gra de s fo r L o w ve rsus Hig h GPA stude nts in the T RiL E ve rsus c o ntro l c la sse s E ol T R iL Contr Ma le 3.160 (0.8684) 2.568 (0.9966) e ma le 3.474 (0.6118) 2.105 (1.0485) F Gra de s fo r me n ve rsus wo me n in the T RiL E ve rsus c o ntro l c la sse s

END OF CLASS SURVEYS T he stude nts fro m the T RiL E g ro up pre fe rre d o r stro ng ly pre fe rre d le c ture e nviro nme nts tha t invo lve d the fo llo wing fe a ture s: (% o fpre fe rre d/ stro ng ly pre fe rre d) I nstruc to r’ s no te s dire c tly o ve r the pre se nte d Po we rPo int during le c ture • (77%) Anima tio ns o r vide o s inc o rpo ra te d into the Po we rPo int le c ture (73%) • T he te c hno lo g y ric h le a rning e nviro nme nt fe a ture s (ta b le ts, c o lla b o ra tio n, • multi-sc re e n pro je c tio n) (66%) Re a l time inte g ra tio n o f le c ture no te s a nd stude nt’ s pe rso na l no te s into o ne • do c ume nt (71%) Stude nts fro m b o th the tre a tme nt a nd c o ntro l g ro ups indic a te d tha t the y pre fe rre d/ stro ng ly pre fe rre d: Gro up pro b le m so lving wo rk (74%) • E xa mple pro b le ms c o mple te d b y the instruc to r (74%) •

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