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QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Conference sub-theme : Implementation of educational innovations Designs of teaching & learning environments that have worked : attempting to generalize ? François Lombard TECFA, IUFE, LDES UniGeneva [email protected] Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Plan Context Design ? Definition Knowledge building ? Designs ? IBL Biology : high school teaching ICT integration : academic / Teacher training. i2CT : consultant academic teachers (4 modules) Biology teacher basic training (FORENSEC) etc Selected findings Some design rules Generalizing : let’s build knowledge ! Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Research context Biologist. IT integration lecturer coordinator 10yrs Lecturer : biology / sciences teachers UniGE Thesis research in Educational sciences : Biology evolution / IT-Rich biology - knowledge building Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Knowledge building Attempting to generalize ? NOT about final « expert » generalizations We try Knowledge Building about KB Objective : You will have built a few guidelines / designing your designs Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Framework strong line 1 Focus on learner role (cognitive activity) Lily Orland-Barak keynote, situated : Focus on effective vs stated –roles Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Framework strong line 2 Alignement Objectives - Evaluation -Activities Objectives shared (Meaning) Good, T. L. (2008) Good, T. L. (2008). Forty years of research on teaching 1968-2008: what do we know that we didn't kow then ? , EDSE Conferences. Genève. Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Framework strong line 3 Knowledge improvement Bereiter, C. (2002). Conceptual artifacts Improvability Common understanding given priority over agreement. Commitment to expand the factual base. Selective criticism based on knowledgeadvancement goals. Nonsectarianism. Bereiter, C. (2002). Education and Mind in the Knowledge Age (Second ed.): Lawrence Erlbaum Associates. Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Framework strong line 5 Information overload : More information? Various sources,quality , structure Student select, integrate into coherent Knowledge long term employability ? New competencies not usually taught Create Knowledge : conundrum for schools ? Paquette, G. (2002). Modélisation des connaissances et des compétences. Québec: Presse Universitaire du Québec.p. 13-14 Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe First Example : i2TIC 752401 "Apprentissage Coopératif" organisé par Céline Buchs.(wiki) Objectives : cooperative learning Course design : seminar (classical) satisfactory but : get students To READ, To read in-depth To synthesize across articles Wants feed-back about student progress Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe First example : design Assignment : read research - write to wiki Reading and writing guidelines Questions focus Meaningful doc Peer analysis 2 Deadline : reify , much more READ Authentic Questions guide / meaningful doc. Student FB : difficulties / conceptions, interests. Lecturer reads wiki : focuses seminar discussions Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? Knowledge building / improvement ? TECFA UniGe In short the problem is that of shifting students from knowledge telling to knowledge transforming. Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition: Lawrence Erlbaum Associates. Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? Learning Environements Design definition Kobbe L. (2006): TECFA UniGe Groups Participants Roles Activities Resources (ICT, Books, experiments, field) N.B: Learning Environment often includes but ICT artefact Kobbe, L. (2006). Framework on multiple goal dimensions for computer-supported scripts: Knowledge Media Research Center (KRMC). pp 9-11 Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Knowledge Building / Learning env Design KB Empower learners to Face Complexity Bert Reijnen : real ideas authentic problems (Bereiter 2002) Not popularize Design : Towards authentic resources Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Knowledge Building / Learning env Design KB Extract relevant info Design : Students focused by (not on) questions Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Knowledge Building / Learning env Design KB Synthesize - build new knowledge Artefact building ( Bereiter 2002) Design : Produce meaningful document expressing what we currently understand about Document - motivation (vector) Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Proposed design rule Think at meso level It-gration module Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Levels of analysis of design Whole course IT-gration-module : design feature Elementary educational IT activities Component of design Adresses a specific weakness of current design Sharing ressources, co-writing in wiki, analyzing text, commenting another’s text. IT actions posting blog, writing wiki, photoretouch Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe IT-gration Modules E-portfolio support - reify , distance Analysis in wiki Peer analysis 2 of texts in wiki Blogging about observations Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Second example Empowering students to learn complex scientific (biology) concepts Science as a way of building Knowledge Last high school year Was presented 2nd PBPR Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? Second example. IBL design (Cyber4OS) TECFA UniGe Elicit questions Experiment, observe, read. Compose Q & A Present / Discuss Reframe The crucial difference between current formulations of inquiry and the traditional "scientific method" is the explicit recognition that inquiry is cyclic and nonlinear.» Sandoval 2004p. 216 Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Results? See all 4 OS results here Effectively Build complex knowledge not coming from teacher Effectively capable of selecting and appraising quality of sources. (e.g Wikipédia - Janeway) Not afraid of large books anymore Exhaustivity - datamining strategy Over 50% declare it efficient learning strategy next year at university. Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Let’s see Authentic (IT- Rich Biology) ins Focussed by Q Co-preparing exams Community of learners ? ? Meaningful doc. Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Proposed design rule : Matrioska model Matrioschka Russian doll model Lombard, F. (2007) Select, choose Wade infodense Meaningful Document Questions Design Design Lombard, F. (2007, 14-16 November 2007). Empowering next generation learners : Wiki supported Inquiry Based Learning ? Paper presented at the Earli European practice based and practitioner conference on learning and instruction Maastricht , NL. Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Proposed design rule : Focus on learner role Role as expression of cognitive activity Prepare exam : Synthesis Peer comment - Analysis Focus on effective vs stated – true roles Lily Orland-Barak (2008) Constructing knowledge in mentoring conversations: What for and for whom? KeynotePBPR Bergen 25-27 XI 08 Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Proposed design rule Focus on common understanding of document role Project - Public ? Exam ? Common preparing of exams ? W2L: W not automatically 2L A topic the writer cares about and an audience responsive to what the writer has to say are the essential ingredients for a profitable experience. Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition: Lawrence Erlbaum Associates. Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? Proposed design rule : focus on TECFA UniGe meta-questions Limited time - presentations 4 OS Analysis2 in I2TIC Limited space - Higher thinking Annette Hilton (2008) Writing-to-learn using digital technologies in chemistry: The influence of multimodal text production on higher-order thinking PBPR Bergen 25-27 XI 08 Meta questions - perspective about knowledge Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? Proposed design rule Embed TECFA UniGe structuring control into the design Empowers students. Frees the teacher for high level interaction - Formalizing design gives more freedom ? Example : define structure of document, of presentation, time control Goes against strong need for control / relatedness / ? ( ) Amnon Glassner Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Proposed design rule : Embed structure in the design Wiki reifys interactions Deadlines Awareness Presenting to peers / co-writing Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Proposed design rule Learn students strategies to manage complex information rather than popularize Structuring strategy : IBL T - Coachindexing role : Question eliciting resources / activities. Answer-finding resources / activities. Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Question Teacher authority vs new role Hyp. Teacher authority influences involvement of learners (? ) As teacher role changes, and authority of knowledge less forefront (?) How does perceived scientific authority of teacher influence involvement of students ? Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Thankyou for your attention More http://doiop.com/flopublications Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Acknowledgements This research is partly supported by the Departement de l'Instruction Publique de Genève. The support of my mentors Daniel Schneider and Mireille Betrancourt is critical. The discussions and insight shared with Elodie Sierra, Lionel Regad and Pierre Brawand were of a great help during the initial phases of the design development. Céline Buchs for sharing her experience with i2TIC The numerous students who gave feed-back should be thanked too. Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe More stuff for Q and if we have time (yes I’m dreaming ) Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Selected findings cyber 4OS Students end of year « well prepared to face information overload » (median 3.0/4 sigma 0.500) Effectively capable of selecting and appraise quality of sources. (e.g Wikipédia - Janeway) Discussions : clarification, measure own understanding Mostly (median 2.8 sur 4. sigma 0.82) at ease with responsability to validate their own knowledge, Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Selected findings cyber 4OS Students end of year Appreciated freedom (avg 3.1 / 4 sigma 1.16) and autonomy but felt sufficiently supported (avg 3.0 / 4 sigma 1.07). Perception of importance of questions correlates with valuing autonomy (.783** .001), and responsibility (.507* .045) Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Selected findings cyber 4OS Valuing groupwork correlates with appreciating autonomy and feeling responsible for learning (.620*.014 ) Appreciated autonomy correlates with feeling responsible for their learning (.652* .011 ) Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Selected findings cyber 4OS One year after : 1st year university students More than half replied and nearly all declare mastering efficient strategy Didn’t see the purpose at first, but was worth the effort. Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Anecdote "Wikipédia a été largement délaissé au profit de “pavés”peut-être plus compliqués a aborder mais largement plus riches au niveau de l’information ( comme le Campbell ou le Janeway)" "Les exposés je ne l'avais jamais fait. Les exposés éclairent énormément le sujet. On réalise ce qu'on sait-sait pas- et ce qui est important." Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Results Student feed-back afterwards (link) J'avoue que j'ai trouvé la méthode de question et de cours à faire soi-même nul, mais cette année, je trouve que ça me sert, car pour réviser les cours, je me fais un système de question-réponse et que je fais la plupart de mes cours à partir de livre. donc en résumé, c'etait chiant de faire cette méthode au collège, mais c'est une bonne préparation pou l'uni. Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Conjectures 1/5 Student activity, meaningful inquiry (Many specifically e.g. De Vecchi, 2006; Giordan, 1998). - deep understanding. Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Conjectures 2/5 Iteratively writing a significant document (W2L) (Scardamalia, 2004) Writing print to computer - writing (wiki) to build Knowledge in infodense environments Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Conjectures 3/5 Shared writing space (wiki) : idea confrontation (Socio-cognitive conflict (Astolfi & Develay, 2002; David Hammer, 1996; Joshua & Dupin, 1993; W. A. Sandoval, 2003)) - In-depth understanding, work on preconceptions Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Conjectures 4/5 Presenting current knowledge @ early stages (Sandoval 2004) - favor synthesis, interconnections - learn to work with ideas "in an environment of current hypotheses rather than certainty". Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Conjectures 5/5 and more Teacher as tutor ; knowledge authority found in experiment or resources. (William A. Sandoval & Daniszewski, 2004) - develop scientific knowledge building, i.e."that all knowledge is related to observation or experiment". - validate ideas by their ability to explain data or stand up to criticism Lombard F. 27 XI 08

QuickTime et un décompresseur sont requis pour visionner cette image. Designs of teaching & learning environments that have worked : attempting to generalize ? TECFA UniGe Lombard F. 27 XI 08