Transcript e-Learning in 2016 - Texas A&M University

e-Learning in 2016
G. Donald Allen
Department of Mathematics
Texas A&M University
College Station, TX
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Drivers for Change
Changing demographics of students
 Demand for unlimited access
 Spiraling costs
 Competencies vs. Degrees
 Lifelong learning
 Knowledge explosion
 Failure of current systems
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Components
Technology Mediated Learning (TML)
 Facilitator teachers
 Arrays of resources
 Science of learning research
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Learning styles
 Longitudinal tracking
 Skills vs. Inquiry
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Integrating the components
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Using the Onion Metaphor
Not pealing the onion
 But building the onion
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layer by layer
The NSF ALT Vision
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TML features
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Symbolic mathematics
functionality
Complete solutions –
with videos
Learning style
adaptability
Longitudinal analysis
Question-answer notes
Animations
Video tutorials/lectures
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Homework systems
Consistent, artistic look
and feel
Interactive applets
Interactive quizzes and
exams
Peer review systems
•Years of testing
validation
reliability
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Project-based learning
Shown to be effective
 Keeps students engaged
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Good place to use peer review
methods.
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Modes of Instruction
Tutorial (Socratic)
 Traditional, (Seminar, Small class, Large
lecture)
 Facilitator
 Fully computer based instruction
 Distance
 Self-Study (Correspondence, etc)
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Learning modes – current
buzz
Drill for Skill
 Active learning for construction of
knowledge
 Cooperation and teamwork in learning
 Learning via problem solving.
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The “Math Wars”
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The Teacher
Social context of student learning
 Social context of teacher needs
 Teacher competency, capacity,
adaptability
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student learning styles, multiple
intelligences
 content mastery
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Teachers and technology
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The Facilitator Teacher
Fewer formal presentations (lectures)
 Expanded role in one-on-one teaching
 Greater content competency required
 Diminished role in training
 More cooperative --- less contentious
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Changing Roles of Students
Students proceed at own pace
 Students will have personal learning
plans
 Students become active learners
 Students have less teacher-student
interaction
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What is the social
context of learning?
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TML means …
The end of “one-size-fits-all” course
formats
 The end of “one-size-fits-all” pedagogy
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…the end of …..
“one-size-fits-all”
education
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Pedagogical Theory
Learning models - “constructivist”,
“collaborative”, “cognitive” and
“sociocultural”, “traditional”
 Learning cycles – “experiential”,
“situational”
Pedagogy is focused on enabling learning
and intellectual growth in contrast to
instruction that treats students as the object of
curriculum implementation.
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ADDIE – even for e-learning
Analyzing learners
 Designing instruction
 Developing instruction
 Implementing instruction
 Evaluating instruction
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Critical uncertainties
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Can TML work? Will learning research results
support the viability of TML?
Teacher training? Will a sufficient corps of
teachers opt for the new type of “teaching?”
When? At what point (grade) should the TML
become more intensive?
Social implications? Will long term TML
support a continued highly social society?
Privacy? With TML comes long term records of
student behavior. Are they secure?
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Scenario #1
A modern day at the books...
 Mode: Independent TML study with
facilitator. Students can work alone or in
groups, though group projects need not be
a component. Students working together
can better understand what they don’t
understand. This poises them for real
learning. The facilitator is available at most
times.
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A day in the Algebra class
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Whole class gathering to launch topic of the
day and to engage students in learning
Visual tutorial (readings backup) – based on
individuals learning style
Using the homework system – integrates
assessment – gives learning plan –
feedback to videos – calls teacher –
identifies student misconception
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A day in the Algebra class
Group interaction – organized or
spontaneous
 Whole class gathering
 Teacher: extension, explanation,
applications, reinforce learning,
feedback
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The facilitator …
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Needs to work from where the student is, to
identify and correct misconceptions
Needs to identify what the student knows
Needs to enable student interaction
Rewarding because …
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Work with students wanting help
Work with actual specific issues – not
generalities
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Who falls through the cracks
of the TML system?
Reluctant guessers: A certain aspect
of the whole system involves guessing
for feedback
 Keyboard challenged students
 Students needing the student-toteacher direct communication
 The unknown consequences of the
mass application of TML
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What falls through the
cracks?
Problem solving?
 Inquiry based learning?
 Social context for learning?
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Group efforts
 Interpersonal relation building
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Behavior learning?
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TML “Learning” Issues
Some learning difficulties will be
diminished
 Some learning difficulties will be
amplified
 New learning difficulties will emerge
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What are they?
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Conclusions - Optimistic
Student easily adapt to TML or “Weblearning.”
 Students become active learners.
 Students work together - profitably.
 Students get to work right away.
 Faculty help those students that need
& request help.
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Conclusions - Pessimistic
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Students finesse TML is ways yet to be
determined
Social innovation, originality decreases
Computer dependency emerges
Proliferation of erroneous information
Anti-socialism increases substantially
Citizen educational records are used for
nefarious means
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Scenario #2
Hybrid TML…
 Mode: Traditional classroom setting
with TML options.
Classroom/lecture format available
 Video lectures available
 TM homework system
 TM assessment
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The traditional lecture
Most lectures are average
 Students have difficulty sustaining
interest for 50 minutes. (15-20
minutes is the max for sustained
focus)
 Some students are not “lecture
learners.”
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Benefits
Classes can be oversubscribed.
 Bricks and mortar issues relieved.
 Students are given alternative
learning venues.
 Students can relearn/relive the
learning experience through the TML
materials.
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Benefits
Teaching resources can be applied in
a more productive way.
 The traditional format is maintained
for those needing it.
 Students know clearly the rules of the
course.
 Standardization of course materials.
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Possible issues
Day before exam classroom
compression.
 Instructor may tend to lose the
“sense” of the class.
 Does TML favor “knowing how” over
“knowing that?”
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Which Scenario?
Dependency on learning research
 Dependency on societal resources for
education
 Dependency on resolution of many
unknowns
 Dependency on societal acceptance
of a new learning format(s).
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Visual Algebra Process
From the
student’s world
Shape,
data,
graphic,
or animation
Type
tutorials
Differentiate
types
Formulate
relations
Formulate
problems
Construct
a model
Solve
problems
Family of
models
Model
tutorials
Construct
data
Traditional
Visual algebra process
- visual component
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