M Y P ERSPECTIVE C OMES F ROM . MI T Me d i a L a b o r a - - PowerPoint PPT Presentation

SLIDE 1

SLIDE 2

THE SCIENCE BEHIND THE ART

OF TEACHING A SCIENCE

R

• b

R e i l l y E d . D .

SLIDE 3

MY PERSPECTIVE COMES FROM….

MI

T Me d i a L a b

• r

a t

• r

y U S A , 6 y r s

I

E E E E d u c a t i

• n

S

• c

i e t y

C

• mp

u t e r E d u c a t i

• n

T e a c h e r , 2 5 y r s

SLIDE 4

MY RESEARCH

D e v e l

• p

a f f e c t s e n s i t i v e i n t e l l i g e n t c

• g

n i t i v e ma c h i n e A c

• mp

u t e r t h a t p r

• v

i d e s d

• ma

i n k n

• w

l e d g e ( e . g . , c

• n

c e p t u a l p h y s i c s , h y d r a u l i c s ) a n d c a n i d e n t i f y t h e e mo t i

• n

a l s t a t e

• f

a l e a r n e r ( e . g . , c

• g

n i t i v e a s s e s s me n t , f r u s t r a t i

• n

, c

• n

f u s i

• n

, e x h i l a r a t i

• n

, d e s p a i r ) a n d r e a c t a p p r

• p

r i a t e l y t

• t

h a t s t a t e ( e . g . ,

• f

f e r c l u e s t

• c
• r

r e c t mi s t a k e n k n

• w

l e d g e , l e a v e t h e l e a r n e r a l

• n

e ) .

SLIDE 5

PROBLEMS

1 .U n d e r s t a n d i n g

• f

t

• t

a l c

• s

t

• f
• w

n e r s h i p

• f

t e c h n

• l
• g

y . 2 .S u b s t a n t a t i v e c u r r i c u l u m- l

• n

g c

• n

t e n t ( i . e . , i s l a n d s

• f

e x c e l l e n c e w / n

• f

e r r y s e r v i c e ) . 3 .I n t e g r a t i

• n

i n t

• b

r

• a

d e r c u r r i c u l u m ( e . g . , n

• t

e a c h e r p r e p a r a t i

• n

t i me a v a i l a b l e , t e a c h e r i l t e r a c y l e v e l , a d mi n i s t r a t i v e s u p p

• r

t , r e l e a s e t i me ) . 4 .B a s i c f u n c t i

• n
• f

t h e b r a i n i s n

• t

d i f f e r e n t i n 2 8 t h a n i t w a s i n 1 9 8

• r

1 8 8 ? E d u c a t

• r

s d

• n
• t

s e e m t

• k

n

• w

h

• w

t h e b r a i n f u n c t i

• n

s !

SLIDE 6

As it impacts pedagogy, we talk about the ‘new stuff’, but we have never operationalize the ‘old stuff’…

SLIDE 7

SLIDE 8

WHAT I’M GOING TO TALK ABOUT TODAY…

1 . M

y p e r s

• n

a l b e l i e f s ,

2 . T

h i n k i n g p

• i

n t s a b

• u

t a p e r s

• n

’ s l e a r n i n g j

• u

r n e y ,

3 . S

e p a r a t e t h e v a r i

• u

s c

• mp
• n

e n t s

• f

T e c h n

• l
• g

y S a l a d ( i . e . , a s s e s s me n t , t e c h n

• g

i z mo s , p e d a g

• g

y ) ,

4 . B

u i l d i n g b l

• c

k s

• f

l e a r n i n g ( i . e . , k n

• w

l e d g e , w i s d

• m,

d a t a , i n f

• r

ma t i

• n

, e t c . ) ,

5 . A

mo d e l

• f

l e a r n i n g t h a t i n v

• k

e s t h e t e a c h a b l e mo me n t ,

6 . O

u r f

• c

u s mu s t i n c l u d e a n u n d e r s t a n d i n g

• f

t h e l e a r n e r ’ s b r a i n .

SLIDE 9

p e d a g

• g

y t e c h n

• l
• g

y

SLIDE 10

DELIVERY OF EFFECTIVE EDUCATION

S

• me

b a s i c q u e s t i

• n

s t

• s

e r v e a s a s t a r t i n g p

• i

n t :

Wh

a t i s a g

• d

t e a c h e r l i k e ?

H

• w

d

• y
• u

l e a r n f r

• m a

p e r s

• n
• r

f r

• m a

n

• b

j e c t ?

Wh

a t ’ s

• c

c u r r i n g w h e n y

• u

a r e w a t c h i n g a t e a c h e r (

• r

a t e a c h i n g

• b

j e c t ) ? Wh a t ’ s y

• u

r b r a i n d

• i

n g ?

H

• w

d

• g
• d

t e a c h e r s i n t e r a c t w i t h y

• u

r b r a i n ?

M

u s t w e w a i t f

• r

a ‘ t e a c h a b l e mo me n t ’

• r

c a n

• n

e b e c r e a t e d b y t h e t e a c h e r ( t e a c h i n g

• b

j e c t ) ?

S

p

• r

t c

• a

c h e s c

• n

s t a n t l y c r e a t e t e a c h a b l e mo me n t s e v e r y s e c

• n

d d u r i n g a c

• n

t e s t ! T e a c h e r s c a n a l s

• d
• t

h i s .

SLIDE 11

WHAT IS IMPORTANT?

R a n k

• r

d e r t h e s e i t e ms :

M

• b

i l e d e v i c e

D

e s k t

• p

c

• mp

u t e r

L

a p t

• p

c

• mp

u t e r

We

a r a b l e c

• mp

u t e r

H

u ma n t e a c h e r

H

u ma n l e a r n e r

K

n

• w

l e d g e / i n f

• r

ma t i

• n

/ w i s d

• m/

e d u c a t i

• n

SLIDE 12

WHAT IS IMPORTANT?

• K

n

• w

l e d g e d

• ma

i n / i n f

• r

ma t i

• n

/ w i s d

• m

SLIDE 13

WHAT IS IMPORTANT?

• K

n

• w

l e d g e d

• ma

i n / i n f

• r

ma t i

• n

/ w i s d

• m

SLIDE 14

BRAIN SHIFTING MOMENT

SLIDE 15

A META THOUGHT

E

n g a g e v a r i

• u

s p a r t s

• f

y

• u

r b r a i n

T

h i s i s w h a t t e a c h e r s d

• (

a d d r e s s t h e b r a i n )

SLIDE 16

A META THOUGHT

T h e r e we r e t wo p e

• p

l e f i s h i n g …

S

y mp t

• m w

a s i d e n t i f i e d a s p r

• b

l e m

C

u r e t h e p r

• b

l e m i n a d d i t i

• n

t

• d

e a l i n g w / s y mp t

• m(

s )

SLIDE 17

MY HYPOTHESIS

T h e i mp a c t

• f

t e c h n

• l
• g

y , w h i c h i s u l t i ma t e l y a b

• u

t e d u c a t i

• n

, mu s t b e d r i v e n b y h

• w

p e

• p

l e p r

• c

e s s i n f

• r

ma t i

• n

, w h i c h i n v

• l

v e s u n d e r s t a n d i n g t h e u n d e r l y i n g p r

• c

e s s , w h i c h i s r e a l l y t h e d e l i v e r y

• f

k n

• w

l e d g e .

SLIDE 18

MY BELIEFS

M

• b

i l e c

• mp

u t e r s w i l l b e c

• me

w h a t t

• d

a y ’ s p a p e r a n d p e n c i l h a v e b e c

• me

.

C

• mp

u t i n g d e v i c e s w i l l b e

• w

n e d b y t h e s t u d e n t n

• t

b y t h e i n s t i t u t i

• n

.

M

• b

i l e c

• mp

u t e r s w i l l b e s ma r t d e v i c e s …

T

h e y w i l l ‘ s e e ’ y

• u

a n d i n t e r a c t w i t h y

• u

T

h e y w i l l k n

• w

i f y

• u

u n d e r s t a n d w h a t i s b e i n g t a u g h t i n t h e c l a s s

SLIDE 19

MY BELIEFS

Assessment is a two part question…

H

a r d w a r ep e

• p

l e n e e d t

• p

r

• v

e t h a t t h e i r t e c h n

• g

i z mo s a r e s c a l a b l e b y

• r

d e r s

• f
• ma

g n i t u d e , a n d t h a t t h e y a r e s u s t a i n a b l e a t c r u i s i n g a l t i t u d e

• n

l

• n

g f l i g h t s .

S

• f

t w a r ep e

• p

l e n e e d t

• d

e v e l

• p

t h e i r p r

• d

u c t s t h e s a me w a y t h a t e d u c a t i

• n

a l t e x t b

• k

p u b l i s h e r s d e v e l

• p

t h e i r p r

• d

u c t s .

SLIDE 20

META ABSTRACT

E me r g i n g t e c h n

• l
• g

i e s w i l l b e w h a t t h e y w i l l b e ( e . g . , n a n

• t

e c h n

• l
• g

y , l a s e r

• p

t i c s , s ma l l s c r e e n , mo b i l e d e v i c e s , l

• w

e a r t h

• r

b i t s a t e l l i t e s , e t c . ) . T h e n e w t e c h n

• l
• g

y

• b

a s e d l e a r n i n g d e l i v e r y me t h

• d

s w i l l f a c i l i t a t e c r i t i c a l c h a n g e s i n e d u c a t i

• n

a l s t r u c t u r e a n d c u r r i c u l u m. A n d , t h e c u r r i c u l u m w i l l N E E D T O d r i v e ( b e d r i v e n b y ) p e d a g

• g

y ( a n d n

• t

b y t h e t e c h n

• l
• g

y ) .

SLIDE 21

META ABSTRACT (CON’T)

T

H I N K I N G i s t h e n e x t e me r g i n g t e c h n

• l
• g

y

“

…e x i s t a t b a s e b

• a

r d l e v e l , w i t h c e i l i n g p

• t

e n t i a l ”

S

T O R Y T E L L I N G ( S

• c

r a t i c M e t h

• d

) w i l l a l s

• b

e a n e me r g i n g s k i l l f

• r

a p r

• f

e s s

• r

SLIDE 22

ELEMENTS OF ‘LEARNING’

K

n

• w

l e d g e

Wi

s d

• m

I

n t e l l i g e n c e

I

n f

• r

ma t i

• n

D

a t a

A

n e c d

• t

e

SLIDE 23

INTELLIGENCE, CURIOSITY…

I ’ m n

• t

t h a t mu c h s ma r t e r t h a n a n y

• n

e e l s e , I j u s t s t a y w i t h a p r

• b

l e m l

• n

g e r . ̶ A l b e r t E i n s t e i n

SLIDE 24

“ A c q u i r e k n

• wl

e d g e , i t e n a b l e s i t s p r

• f

e s s

• r

t

• d

i s t i n g u i s h r i g h t f r

• m wr
• n

g … i t i s

• u

r f r i e n d i n t h e d e s e r t ,

• u

r c

• mp

a n y i n s

• l

i t u d e a n d c

• mp

a n i

• n

wh e n f r i e n d l e s s … i t s u s t a i n s u s i n mi s e r y , i t i s a n

• r

n a me n t a mo n g s t f r i e n d s … a r mo r a g a i n s t e n e mi e s . " ̶ P r

• p

h e t M

• h

a mme d ( p e a c e b e u p

• n

h i m)

SLIDE 25

IT’S NOT SO MUCH ABOUT COMPUTERS

T h e i l l i t e r a t e

• f

t h e t w e n t y

• f

i r s t c e n t u r y w i l l n

• t

b e t h

• s

e w h

• c

a n n

• t

r e a d a n d w r i t e , b u t t h

• s

e w h

• c

a n n

• t

l e a r n , u n l e a r n , a n d r e l e a r n . ̶A l v i n T

• f

f l e r

SLIDE 26

“ACQUIRE KNOWLEDGE…” Over the past 10 years and over the previous century, we have seen mega change in, for example, transportation, medicine, and, communications!

SLIDE 27

L e a r n e r s mu s t u n d e r s t a n d t h e p r

• c

e s s C u r i

• s

i t y D e e p l e a r n i n g R e c u r s i

• n
• K

n

• w

l e d g e :

• Wh

a t i s i t ?

• H
• w

d

• w

e a c q u i r e i t ?

• Wh

a t i s i t s f u n c t i

• n

?

• H
• w c

a n i t e f f e c t i v e l y f u n c t i

• n

?

Knowledge

SLIDE 28

BRICOLAGE

Learning Journey Analogy

Ordinary motion (Galileo) Time Distance Velocity Acceleration Learning Journey Time Knowledge (beliefs) Learning Emotions

SLIDE 29

EMOTIONS AND LEARNING

L

e a r n i n g i s n

• t

a s mo

• t

h j

• u

r n e y

E

x a mp l e s

• f

r e l e v a n t e mo t i

• n

s ( a f f e c t i v e s t a t e s

• f

t h e l e a r n e r )

C

u r i

• s

i t y , A n x i e t y , F r u s t r a t i

• n

, B e w i l d e r me n t , C

• n

f u s i

• n

, D r e a d , D i s i l l u s i

• n

me n t , D i s p i r i t e d n e s s , H

• p

e f u l n e s s , S a t i s f a c t i

• n

, A n g u i s h , C

• n

f i d e n c e , J

• y

. . .

SLIDE 30

anxiety worry discomfort comfort hopeful confident ennui boredom indifference interest curiosity fascination frustration confusion puzzlement insightful enlightened euphoric dispirited disillusioned dissatisfied wistful hopeful encouraged terror dread apprehension calm enchanted enthralled awe

• 1 -0.5 0 +0.5 +1

Emotion Axes

humiliation embarrassed chagrin content pleased prideful

SLIDE 31

Constructive Learning Un-Learning Negative Affect Positive Affect

I II III IV

• 1

+1

curiosity disappointment frustration discard misconceptions hopefulness fresh research confusion satisfaction investigate diagnose dispiritedness

Emotions and Learning Cycle

determination

SLIDE 32

KNOWLEDGE DOMAINS

R

u l e

• b

a s e d(

e . g . , l a n g u a g e )

l

e a r n t h e r u l e , y

• u

h a v e t h e k n

• w

l e d g e

Mo

d e l

• b

a s e d (

e . g . , s c i e n c e s )

r

e c u r s i

• n

, d e e p l e a r n i n g , u n d e r s t a n d t h e mo d e l a n d b e a b l e t

• a

p p l y i t

SLIDE 33

RULE-BASED LEARNING

Data Information Knowledge

Q&A I ntegrate

Focus of modern day educational pedagogy

a set of facts

SLIDE 34

MODEL-BASED LEARNING

Data Information Knowledge

New focus of attention

Wisdom Anecdote

Values and disvalues

insight integration Q&A pairs collection story making

It’s a Loop!

a set of theories with underlying models

SLIDE 35

IN CONCLUSION…

T h e i l l i t e r a t e

• f

t h e t w e n t y

• f

i r s t c e n t u r y w i l l n

• t

b e t h

• s

e w h

• c

a n n

• t

r e a d a n d w r i t e , b u t t h

• s

e w h

• c

a n n

• t

l e a r n , u n l e a r n , a n d r e l e a r n . ̶A l v i n T

• f

f l e r

• F
• c

u s / s h i f t t

• v

i e w c

• n

t e n t a r e a a s a M

• d

e l

• b

a s e d K n

• w

l e d g e D

• ma

i n

• T

h e n e w d e l i v e r y me t h

• d

s w i l l f a c i l i t a t e c r i t i c a l c h a n g e s i n e d u c a t i

• n

a l s t r u c t u r e a n d c u r r i c u l u m.

SLIDE 36

IN CONCLUSION…

R e g a r d l e s s

• f

w h a t t e c h n

• l
• g

i c a l d e v i c e a l e a r n e r i s u s i n g , t h a t d e v i c e , i n c l u d i n g t h e h u ma n d e v i c e , w i l l n e e d t

• h

a v e a s

• l

i d g r

• u

n d i n g i n e d u c a t i

• n

a l p e d a g

• g

y .

SLIDE 37

As it impacts pedagogy, we talk about the ‘new stuff’, but we have never operationalize the ‘old stuff’…

SLIDE 38

Rob Reilly reilly@media.mit.edu