In preparing for the IVLA conference, I focused on visual literacy. Here are some thoughts related to visual literacy.
Visual texts usually simplify and/or generalize topics and omit minor details. Visual texts are excellent tools for capturing the relationships between key components and illustrate the structure or organization of the intended topic.
"Re-composing" means reading information in one form (text) and summarizing it in another form (timeline, storyboard, diagram or table).
To re-compose information, students need to think about the meaning of the selected paragraph before being able to summarize the paragraph in a visual form.
Re-composing is a key strategy in aiding comprehension.
Visual texts, such as flow charts, timelines, storyboards, and tree diagrams are ideal for providing a framework for writing.
Why teach with primary source material such as photographs?
By utilizing primary source material in your curriculum, you expose your students to artifacts from the past that are authentic and make history come alive. Students enjoy seeing objects from the period they are studying. The National Archives states that primary sources "fascinate students because they are real and they are personal: history is humanized through them."
Photographers come from different life experiences, and therefore photographs of the same experience may be expressed visually in very different ways. Photographs are different "takes" on the same story. The story looks very different, depending on who is telling the story in photographs.
Questions one might ask about photographs:
Do you think the photographer is depicting the event or situation in a fair way?
By looking at the picture/or pictures, what do you think the photographer's opinion is about this subject? What do you see that creates your response to the picture?
If you were creating photographs about a specific subject, how would you photograph that subject. Provide examples.
If viewer expectations influence the reading of an image, how can captions influence the visual perceptions of pictures? Does the caption make sense of what the viewer is looking at or frame the visual perception?
Caption activity: write possible captions for photographs
Documentary photographers capture significant historical events, but also reveal the photographer’s opinions. These photographs also stir emotions. Often, documentary photographers take specific pictures to educate people about issues in order to promote positive change.
Thursday, October 16, 2008
Sunday, October 12, 2008
Project-based Learning
Studies show that almost all students are bored in school (Csikszentmihalyi, Rathunde, & Whalen, 1993). When students are not engaged and are bored in class, they are less likely to learn (Blumenfeld et al, 1991). Learning sciences research suggests that project-based learning may offer a potential solution to the problem of boredom in school. Students are more engaged and therefore less likely to be bored. Students learn by doing and applying ideas through real-world activities. Project-based learning is a form of situtated learning. There are 5 key features of project-based learning: 1. Instruction Starts with a driving question, a problem to be solved; 2. Students explore the driving question by participating in authentic, situated-inquiry. As students explore the question, they develop an understanding of the discipline and also how to apply their understanding; 3. Students, teachers, and community members engage in collaborative activities to find answers to the question; 4. During the inquiry process, students are scaffolded with learning technologies that allow them to perform activities normally beyond their individual ability; 5.Students create a set of products to address the needs of the question. These products are shared artifacts that represent the learning of the class (Blumenfeld et al, 1991; Krajcik, et al., 1994; Krajcik, Czerniak, & Berger, 2002).
The theoretical background of project-based learning includes active construction, situated learning, social interactions and cognitive tools.
Learning sciences research shows that deep understanding occurs when learners actively constructs meaning based on their experiences and interactions in the world.Situated learning requires that learning take place in real-world, authentic context. For example, in science, when students design their own investigation to answer a question that is important to them or to their community, they see the value of science and also see how science can be applied to solve real-world problems. Social interaction plays a key role in learning. The best learning results when students, teachers and subject matter experts from the community work together in a situated activity to construct shared solutions to problems and new understandings of underlying principles. Deeper understanding is developed through sharing, applying and debating ideas with others and this process of back and forth interaction creates a community of learners. Also, the use of cognitive tools can amplify and expand what students are able to learn. Learning technologies can support students in accessing and collecting a range of information; provide tools for visualizing complex, abstract ideas; allow for distance collaboration; assist in planning, building and testing models; and allow for the development of multimedia knowledge artifacts that can be shared globally.
Project-based learning reinforces that there may be more than one way to interpret data and more than one way to solve a problem. Driving questions should guide instruction and be meaningful and important to learners. The driving question should be a tool for organizing and directing the activities of the project. It provides an authentic context in which students can establish and explore learning goals, as well as provide continuity and coherence to the project. Driving questions have the following features: feasible in that students can design and perform investigations to answer the question; 2. worthwhile in that they contain rich science content that aligns with national and state standards and relates to real-world science; 3. contextualized in that the questions are real-world and important; 4. meaningful and interesting and exciting to learners; and 5. ethical in that they do no harm to individuals, organizations or the environment (Krajcik et al, 2002).
The theoretical background of project-based learning includes active construction, situated learning, social interactions and cognitive tools.
Learning sciences research shows that deep understanding occurs when learners actively constructs meaning based on their experiences and interactions in the world.Situated learning requires that learning take place in real-world, authentic context. For example, in science, when students design their own investigation to answer a question that is important to them or to their community, they see the value of science and also see how science can be applied to solve real-world problems. Social interaction plays a key role in learning. The best learning results when students, teachers and subject matter experts from the community work together in a situated activity to construct shared solutions to problems and new understandings of underlying principles. Deeper understanding is developed through sharing, applying and debating ideas with others and this process of back and forth interaction creates a community of learners. Also, the use of cognitive tools can amplify and expand what students are able to learn. Learning technologies can support students in accessing and collecting a range of information; provide tools for visualizing complex, abstract ideas; allow for distance collaboration; assist in planning, building and testing models; and allow for the development of multimedia knowledge artifacts that can be shared globally.
Project-based learning reinforces that there may be more than one way to interpret data and more than one way to solve a problem. Driving questions should guide instruction and be meaningful and important to learners. The driving question should be a tool for organizing and directing the activities of the project. It provides an authentic context in which students can establish and explore learning goals, as well as provide continuity and coherence to the project. Driving questions have the following features: feasible in that students can design and perform investigations to answer the question; 2. worthwhile in that they contain rich science content that aligns with national and state standards and relates to real-world science; 3. contextualized in that the questions are real-world and important; 4. meaningful and interesting and exciting to learners; and 5. ethical in that they do no harm to individuals, organizations or the environment (Krajcik et al, 2002).
Learner-centered Principles from APA
The following principles were established by APA. I am planning to incorporate these principles in my instructional design strategy for incorporating computer-supported collaborative learning in an online course.
Learner-Centered Psychological Principles Revised (APA, 1997)
Cognitive and Metacognitive Factors
1. Nature of the learning process.
The learning of complex subject matter is most effective when it is an intentional process
of constructing meaning from information and experience.
2. Goals of the learning process. The successful learner, over time and with support and instructional guidance, can create
meaningful, coherent representations of knowledge.
3. Construction of knowledge. The successful learner can link new information with existing knowledge in meaningful
ways.
4. Strategic thinking. The successful learner can create and use a repertoire of thinking and reasoning
strategies to achieve complex learning goals.
5. Thinking about thinking. Higher order strategies for selecting and monitoring mental operations facilitate creative
and critical thinking.
6. Context of learning Learning is influenced by environmental factors, including culture, technology, and
instructional practices.
Motivational and Affective Factors
7. Motivational and emotional influences on learning What and how much is learned is influenced by the motivation. Motivation to learn, in turn,
is influenced by the individual's emotional states, beliefs, interests and goals, and habits
of thinking.
8. Intrinsic motivation to learn The learner's creativity, higher order thinking, and natural curiosity all contribute to
motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and
difficulty, relevant to personal interests, and providing for personal choice and control.
9. Effects of motivation on effort Acquisition of complex knowledge and skills requires extended learner effort and guided
practice. Without learners' motivation to learn, the willingness to exert this effort is
unlikely without coercion.
Developmental and Social Factors
10. Developmental influences on learning. As individuals develop, there are different opportunities and constraints for learning.
Learning is most effective when differential development within and across physical,
intellectual, emotional, and social domains is taken into account.
11. Social influences on learning. Learning is influenced by social interactions, interpersonal relations, and communication
with others.
Individual Differences Factors
12. Individual differences in learning. Learners have different strategies, approaches, and capabilities for learning that are a
function of prior experience and heredity.
13. Learning and diversity. Learning is most effective when differences in learners' linguistic, cultural, and social
backgrounds are taken into account.
14. Standards and assessment. Setting appropriately high and challenging standards and assessing the learner as well as
learning progress -- including diagnostic, process, and outcome assessment -- are integral
parts of the learning process.
Learner-Centered Psychological Principles Revised (APA, 1997)
Cognitive and Metacognitive Factors
1. Nature of the learning process.
The learning of complex subject matter is most effective when it is an intentional process
of constructing meaning from information and experience.
2. Goals of the learning process. The successful learner, over time and with support and instructional guidance, can create
meaningful, coherent representations of knowledge.
3. Construction of knowledge. The successful learner can link new information with existing knowledge in meaningful
ways.
4. Strategic thinking. The successful learner can create and use a repertoire of thinking and reasoning
strategies to achieve complex learning goals.
5. Thinking about thinking. Higher order strategies for selecting and monitoring mental operations facilitate creative
and critical thinking.
6. Context of learning Learning is influenced by environmental factors, including culture, technology, and
instructional practices.
Motivational and Affective Factors
7. Motivational and emotional influences on learning What and how much is learned is influenced by the motivation. Motivation to learn, in turn,
is influenced by the individual's emotional states, beliefs, interests and goals, and habits
of thinking.
8. Intrinsic motivation to learn The learner's creativity, higher order thinking, and natural curiosity all contribute to
motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and
difficulty, relevant to personal interests, and providing for personal choice and control.
9. Effects of motivation on effort Acquisition of complex knowledge and skills requires extended learner effort and guided
practice. Without learners' motivation to learn, the willingness to exert this effort is
unlikely without coercion.
Developmental and Social Factors
10. Developmental influences on learning. As individuals develop, there are different opportunities and constraints for learning.
Learning is most effective when differential development within and across physical,
intellectual, emotional, and social domains is taken into account.
11. Social influences on learning. Learning is influenced by social interactions, interpersonal relations, and communication
with others.
Individual Differences Factors
12. Individual differences in learning. Learners have different strategies, approaches, and capabilities for learning that are a
function of prior experience and heredity.
13. Learning and diversity. Learning is most effective when differences in learners' linguistic, cultural, and social
backgrounds are taken into account.
14. Standards and assessment. Setting appropriately high and challenging standards and assessing the learner as well as
learning progress -- including diagnostic, process, and outcome assessment -- are integral
parts of the learning process.
Saturday, October 11, 2008
Theoretical Constructs Operationalized
Based on my current readings, these are my thoughts on operationalizing identified theoretical constructs...
Knowledge Building and Discourse: Scardamalia & Bereiter (1994); Communities of Practice and Communities of Learners: Lave & Wenger (1991) and Wenger (1998); Situated Cognition and Expertise Building: Brown, Collins & Duguid (1989); Scaffolding and Zone of Proximal Development: Vygotsky (1978)
Knowledge Building allows for discourse, negotiation and sharing of ideas. KB also provides opportunities for the construction and development of knowledge artifacts. Knowledge building is centered in pedagogical practice (authentic activity, problem-based learning,situated cognition, etc). KB requires keeping a persistent record of discourse and providing common spaces for group members to share.
Communities of Practice/Communities of Learners requires common space for members and establishes that group size should be small. Scaffolding and supports should be created for multiple perspectives (small groups' preferences as well as individual learning preferences). Activities should reinforce transforming personal perspective to group perspective.
Scaffolding and ZPD: Activities should support interactions and enable the co-creation of knowledge and the development of knowledge artifacts. Should provide opportunities for reflection.
1. Build instruction based upon students' prior knowledge and community knowledge advancement. 2. Provide scaffolding that is tailored to the learners needs in achieving the goals of the moment. 3. Scaffolding is added gradually, modified, and removed based on the needs of the learner. 4. Allow opportunities for students to Externalize and Articulate their unformed and still developing understanding of concepts. Discourse becomes a means for collaborative problem solving. As understanding becomes more developed, articulation and externalization act as reinforces for learning in an interative knowledge building process where knowledge develops as ideas improvement.
5. Provide opportunities for reflection on cognitive activities or metacognition. Give students time to reflect on the process of learning and on the knowledge they are acquiring. Understanding is emergent 6. Build instruction from the concrete to the abstract.
Learning groups should be unstructured and students should be the facilitators. The learning environment of the group should be informal and roles of the participants should be emergent. Tasks are undefined for individual group members. Assessment should be in the form of group assessment as shared meaning and knowledge artifacts are produced.
Knowledge Building and Discourse: Scardamalia & Bereiter (1994); Communities of Practice and Communities of Learners: Lave & Wenger (1991) and Wenger (1998); Situated Cognition and Expertise Building: Brown, Collins & Duguid (1989); Scaffolding and Zone of Proximal Development: Vygotsky (1978)
Knowledge Building allows for discourse, negotiation and sharing of ideas. KB also provides opportunities for the construction and development of knowledge artifacts. Knowledge building is centered in pedagogical practice (authentic activity, problem-based learning,situated cognition, etc). KB requires keeping a persistent record of discourse and providing common spaces for group members to share.
Communities of Practice/Communities of Learners requires common space for members and establishes that group size should be small. Scaffolding and supports should be created for multiple perspectives (small groups' preferences as well as individual learning preferences). Activities should reinforce transforming personal perspective to group perspective.
Scaffolding and ZPD: Activities should support interactions and enable the co-creation of knowledge and the development of knowledge artifacts. Should provide opportunities for reflection.
1. Build instruction based upon students' prior knowledge and community knowledge advancement. 2. Provide scaffolding that is tailored to the learners needs in achieving the goals of the moment. 3. Scaffolding is added gradually, modified, and removed based on the needs of the learner. 4. Allow opportunities for students to Externalize and Articulate their unformed and still developing understanding of concepts. Discourse becomes a means for collaborative problem solving. As understanding becomes more developed, articulation and externalization act as reinforces for learning in an interative knowledge building process where knowledge develops as ideas improvement.
5. Provide opportunities for reflection on cognitive activities or metacognition. Give students time to reflect on the process of learning and on the knowledge they are acquiring. Understanding is emergent 6. Build instruction from the concrete to the abstract.
Learning groups should be unstructured and students should be the facilitators. The learning environment of the group should be informal and roles of the participants should be emergent. Tasks are undefined for individual group members. Assessment should be in the form of group assessment as shared meaning and knowledge artifacts are produced.
Thursday, September 25, 2008
Roles in Collaboration readings
O'Malley, 1987 O'Malley, C. 1987. Understanding explanation. Technical Report CSRP-88, University of Sussex. Dillenbourg, P.; Mendelsohn, P.; and Schneider, D. 1994. The distribution of pedagogical roles in a multi-agent learning in Dillenbourg et al, 1994
Roles are important for constructive collaboration. Appropriate roles such as task doer and observer…
Roles are important for constructive collaboration. Appropriate roles such as task doer and observer…
Dialogue Readings
Baker, 1991 Baker, M. J. 1991. The influence of dialogue processes on the generation of students' collaborative explanations for simple Chi, M. T. H.; Bassok, M.; Lewis, M. W.; Reinman, P.; and Glaser, R. 1989. Self-explanations: how students study and us
Explanations are constructed jointly by both peers through collaborative interactions. Chi et al, 1989 found that helping peers via explanation or elaboraqtion is a catalyst for effective collaborative learning process.
Explanations are constructed jointly by both peers through collaborative interactions. Chi et al, 1989 found that helping peers via explanation or elaboraqtion is a catalyst for effective collaborative learning process.
cooperative study
Dansereau, 1988; Dansereau, D. F. 1988. Learning and Study Strategies: Issues in Assessment, Instruction, and Evaluation. New York: Academic Press. Webb, N. 1985. Learning to cooperate, cooperating to learn. New York: Plenum Publishing. Webb, 1985
peers working on structured cooperative scripts can learn technical material or procedures far better than students working alone. Peers take roles as recaller and listener. They read a section of text, and then the recaller summarizes the information while the listener corrects any errors, fills in any omitted material and thinks of ways both students can remember the main ideas.
peers working on structured cooperative scripts can learn technical material or procedures far better than students working alone. Peers take roles as recaller and listener. They read a section of text, and then the recaller summarizes the information while the listener corrects any errors, fills in any omitted material and thinks of ways both students can remember the main ideas.
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