Credits Goals of the Talk Pillars as Fundations

Transcription

Dessus - Education & Technology Summer School - Strasbourg 2009
Philippe Dessus, Grenoble University, France
Education & Technology Summer School
Strasbourg, August 26th, 2009
Intro
The Four Pillars of
Educational ICT Research
Credits
Presenting here a collective & collaborative
work with (alpha order): Mihai Dascalu,
Benoît Lemaire, Sonia Mandin, Stefan
Trausan-Matu, Angélique Vernier,
Emmanuelle Villiot-Leclercq, Virginie
Zampa
Partly supported by the French Ministry of
Research & the EC-funded LTfLL Project (7th
PCRD, ICT-STREP)
Emphasis on (instructional & learning) design
Give some research directions to be discussed
Instructional Design
ILEs, Life-long Learning, writing activity,
experimentations in real-world settings
HCI
Focus on
Communication Theory
To provide instances of the way theoretical
foundations have impact on the design/use of ICT in
educational settings
The 4 Pillars of Educ. ICT Res.
[after Spector 08]
Psychology of Learning
Goals of the Talk
Intro
Intro
2
3
[Spector ’08]
Psychology of learning: Understand the nature of thought to
devise appropriate means/methods to train it (Dewey, Piaget,
Bruner, etc.)
Instructional design: Devise human strategies/methods to
implement effective teaching (Gagné, Reigeluth, van
Merriënboer, etc.)
Communication theory: The use of language in learning
(Vygotsky). The use of cognitive tools that communicate
HCI: Because of the use of computer, refine the way to
exchange information between humans/computer (Merrill,
Rosson & Carroll, etc.)
5
Links between Writing
& Learning
“Essays are one of the most useful tool to assess
learning outcomes” [Valenti et al. ’03]
Both activities – Emerge from symbolic cognitive
processes, – are fostered and allowed by selfprovided feedback, – use/provide connections
between concepts – are successful if engaged, active
and self-rythmed [Emig ’77]
Intro
Intro
Pillars as Fundations
4
Presence
• On-line learning activity. T
Distance
• Partly on-line learning
• Intensive & explicit S’s
• Difficult to track S’s shared
• S’s questions as part of the
• S’s questions often
• Explicit/negotiated
• Instructional scenario partly
gets on-the-fly information
on S
25% teacher’s time spent on grading written
assignments [Vigilante ’99]
Students spend a lot of time waiting assessment or
advice
shared attention & social
relations
Interactions at a distance increase this time waste
Need of computer-based feedback
interaction
instructional scenario
activity. T relies on
preselected tracks
attention & social relations
considered as intrusive
depends on the system
S: Students
T: Teacher
Devise systems (interactive learning environments)
that
model high-level cognitive processes like
summarizing, understanding, dialog acts, etc.
help students build knowledge instead of simply
learn/repeat text
If we intent to design efficient educational ICT, theories
from these 4 pillars have to be jointly taken into
account. Test efficiency experimentally
Outline
I. The Four Pillars
II. Projects
I.3Comm
HCI
I.2
I.1 Psy/ID
embed instructional & learning activities in the
ILE
Main Thesis &
Outline of the Talk
II. Research Projects
10
Easy of use
Very robust and cheap
Portable
Standard
11
Computer-based
Cognitive Tools
Intro
Intro
Bad news: Teachers use Pencil/
paper-based Cognitive Tools
Intro
Likely Solution
Focus on writing:
Intro
Presence vs Distance
Situations [Villiot-Leclercq & Dessus ’09]
9
Intro
Intro
Writing & Feedback
As previous non-computer-based tools
Help & foster action (teaching, learning)
Easy to use
Decreases cognitive load
Represent what (remains) to do
12
I.1 Psychology of
Learning &
I. The Four Pillars
HCI
Views of Learning
[Sfard 98]
=
Learning as copying/repeating
!
relevant
Learning as understanding
Common viewpoint
Learning as participating
active: doing an engaging activity physically
constructive: product output that go beyond
presented information
interactive: dialoguing with peers & taking their
viewpoint into account
Foster three kinds of students’ abilities [Chi ’09]
Research Genealogy
0$$+1%
23+4-./%
5677+31%
8$$)$$7).(%
I.1 Psy/ID
Evolved from associationism-behaviorism (rote
learning) to constructivism (freely interact with an
environment)
16
I.1 Psy/ID
15
Psychological
Models of Learning
I.1 Psy/ID
Psychology of Learning &
[after Spector 08]
I.1 Psy/ID
First Two Pillars
Computer-Based
Collaborative
Knowledge Building
95):;<
=)/6:+()4%
>)+3.-./%
&'()%
*+,-./%
!"#$%
For each kind of activity: a context, an ICT,
an experiment testing its efficiency
18
Tons of MCQ software: Hot Potatoes, eXe
Context
Teacher provides valid content and
Student tries to distinguish it from fake
Easy to design
Assess factual knowledge
For Teacher: difficult to find likely answers
yet wrong for avoiding Student guess
1. Multiple Choice
Questionnaires 2/2 [Dessus ’00]
I.1 Psy/ID
I.1 Psy/ID
1. Multiple Choice
Questionnaires 1/2
MCQ in epistemology:
Les principes de la causalité naturelle sont…
A. Des principes causaux qui existent réellement dans la
nature. (0,37)
B. Des principes que tous les scientifiques utilisent. (0,32)
C. Des principes des scientifiques modernes. (0,27)
D. Des principes qui ont fait leur preuve mais qu’on n’utilise
plus beaucoup. (0,37)
E. Des principes inexacts qu’on a naturellement tendance à
appliquer. (0,47)
A student jots down text when attending a course
Not just a summary
Keeps track of content, thoughts, understanding
Fosters two main processes
encode/link new information (within text, external:
with prior knowledge)
external storage
Context
2. Note Taking 2/2
[Mandin et al. ’05]
!"#$"%&'()"*+,-.%
%
Notetaking
Space
Course
Text
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21
I.1 Psy/ID
2. Note Taking 1/2
I.1 Psy/ID
19
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Student attends a course, then writes out an essay
about a given topic
Teacher compares the essay content to the course
content, gives a grade
!Allow students to express their own ideas
! Assessment is time-consuming
23
//%
Context:
3. Essay Writing 2/2
I.1 Psy/ID
3. Essay Writing 1/2
I.1 Psy/ID
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[Lemaire & Dessus ’01]
24
Students write out a summary or a synthesis of the
course
The teacher (or the computer) can help students
summarize
!Students have to grasp what is important. Multisource learning. Rote learning not useful
! Individual performance. Very difficult to assess
[Mandin et al. ’07]
Context:
4. Summary Writing 2/2
I.1 Psy/ID
I.1 Psy/ID
4. Summary Writing
1/2
Same situation as 3. Essay Writing. Compare
computer-based judgment with this of the student
Research Questions
Learning design " Instructional design. How to make
closer relations between learning design and
instructional design? Solution: scenario-based design
[Rosson & Carroll ’01]
Software mostly focused on augmenting learning
rather than reorganizing it [Pea ‘85]. Devising
reorganization-based software?
Psychological processes account. Solution:
Computational psychology [Sun ’08]
27
HCI
Third Pillar
[after Spector ‘08]
I.2 Comm
I.2 Communication
Theory
28
[Dessus & Lemaire ‘02]
I.1 Psy/ID
I.1 Psy/ID
5. Adding SLR functionalities
26
30

Credits Goals of the Talk Pillars as Fundations

Transcription

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