lessonslearned.ppt

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Lessons Learned

Findings from Ten Formative Assessments

of Educational Initiatives at MIT

(2000-2003)

Lori Breslo! "#$%$

andT#e &taff of t#e

Teac#ing and Learning La'orator

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T#e onte*t

From +,,, to t#e resent! MIT #as underta.en aro*imatel /0

e*eriments in educational innovation$ TLL #as assessed

Subjects

+$00!1 $00+1! $002*!1 $02(TEAL)!1 $22/! 4&T526!

+$03! Mission 20071

Programs

T#e 8ndergraduate E*c#angeit# 8niversit of am'ridge!1

9esidence-Based Advising1

Technologies"I:oT! ross Media Annotation

&stem (7MA&)!1 MetaMedia!1

"9&

Space

T#e d;Ar'eloff<TEAL

classroom (2-+52)

1%enotes multi-ear or multi-semester assessment

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Agenda

= Four lessons a'out t#e use of educational

tec#nolog

= >'servations on 'est ractices in design!

imlementation! and assessment

= ?#ere do e go from #ere@

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our essons a outEducational Tec#nolog

= Educational tec#nologies #ave contri'uted to gains inlearning

= Educational tec#nologies t#at #ave met a secific

educational need t#at #as 'een unmet or oorl met ' traditional media #ave 'een more successful

= Too muc# ne tec#nolog! too man tec#nologies!

tec#nologies t#at are oorl integrated into t#ecurriculum #ave 'een less successful

= &tuding t#e relations#i 'eteen educationaltec#nologies and t#e conte*ts in #ic# t#e are

em'edded #as ielded imortant understandings

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Tec#nolog-Ena'led Active Learning

Increased Learning ains

& o

u r c

e %

o r i !

$ C

B e

l c # e r !

6 $ ( 2

0 0 / )

D 4

o

% o e s

T e c # n o

l o g

- E

n a '

l e d

A c

t i v e

L e a r n

i n g A

f f e c t 8

n d e r g

r a d u

a t e

& t u

d e n t s

; 8 n

d e

r s t

a n

d i n g o

f

E l e c

t r o

m a g

n e t i

c

o n c

e

t s @

u n d e r

r e v i e

a t T h

e J o u r n a l

o f

t h e L

e a

r n i n

g

S c i e n

c e s

Lesson #1

Learning gains <g> = %Correct post-test - % Correct pre-test

+00 - orrect re-test

0

0.1

0.2

0.3

0.4

0.5

0.6

Low Intermediate High

L e a r n i n g g

a i n s <

g > .

Lectre !tdents 2002 "#$L !tdents 2003

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A "ro'lem-Based Module Increased

Learning ains

&ource reen'erg! 6$ &mit#! G$ C Geman! 6$ (2003) DInstructional Module in Fourier &ectral Analsis!Based on "rinciles of 4o "eole Learn! Journal of Engineering Education

Lesson #1

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?#at 4as ?or.ed

= >nline lectures to teac# students 'asic concets

= :isualiHations to #el students see #at cannot

'e seen= Arc#ives of visual images to #el students

strengt#en different .inds of literacies

= ?ireless latos to learn rogramming= 9emote online la'oratories

= Tec#nologies t#at rovide instantaneous! moreindividualiHed feed'ac.

Lesson #2

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>nline Lectures Motivate &tudents

Lesson #2

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>nline Lectures ?ere More

Effective in Intro omuter &cience

Lesson #2

&ource Geman! 6$ (2002) D$00+ 9eort on t#e >utcomes of >nline Learning!

unu'lis#ed assessment reort

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:isualiHations 4el &tudents &ee

?#at annot Be &een

An animation used in "#sics II! a course in electromagnetism ($02T)$ lic. to see #o field lines move$

For more information on t#e Tec#nolog-Ena'led Active Learning roect! go to #tt<<e'$mit$edu

<$02t<$

http://web.mit.edu/8.02t/www/

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MetaMedia reates :isual

Arc#ives t#at E*and Literac

MetaMedia #omeage$ For more information on MetaMedia! go to#tt<<meta#or$mit$edu<$

http://metaphor.mit.edu/

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iLa' Ma.es La'orator Facilities

Availa'le 9emotel

T#e Flagole "roect allos students to ta.e readings remotel$ For more information on iLa'! go to #tt<<

icamus$mit$edu<roects<iLa'$s#tml$

http://icampus.mit.edu/projects/iLab.shtml

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To >t#er Effective Alications of

Educational Tec#nolog= 8sing ireless latos to learn rogramming in

DIntroduction to omuters and Engineering

"ro'lem &olving (+$00)= Imroving feed'ac.

J To t#e students t#roug# #int and c#ec. 'uttons

used to anser ro'lems em'edded in online

lectures ($00+)

J To t#e facult t#roug# a ersonal resonse

sstem t#at records student ansers to

concetual Kuestions as.ed during class ($02T)

Lesson #2

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?#at 4asn;t ?or.ed

= Tec#nologies designed for interaction (e$g$!discussion 'oards) #ave 'een less successful at MIT

= ?#en students need to learn t#e tec#nolog 'efore

t#e can learn t#e material! t#e #ave to t#ings tomaster

= Too muc# tec#nolog can 'e detrimental

= ?#en tec#nolog is oorl integrated into t#ecurriculum! it is eit#er not used at all or not usedeffectivel ' t#e students

Lesson #3

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Alications T#at Geeded

&ome ?or. = Functionalit of

J MetaMedia

J 7MA&

J &imulation in DBiomedical &ignal Image and "rocessing

= %iscussion 'oards in DE*loring Blac. 4oles

= 8nc#at in Mission 2007

= Tec#nolog in $02T J "9&

J "oer"oint

= Latos #en used in lectures in +$00

Lesson #3

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Edtec# and t#e

Learning Environment= Edtec# #as 'een most successful #en t#ere

are strong connections 'eteen it and

J Learning o'ectives J "edagogies

J Assessment

= T#e same tec#nolog ill #ave differenteffects in different environments

= Edtec# e*erts its imact ' c#anging t#enature of information in t#e sstem

Lesson #4

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T#ere Are &trong onnections

in TEAL= >'ective to increase students; concetual

and analtical understanding a'out t#e

nature of electromagnetic fields

= Tec#nolog;s contri'ution

J :isualiHations

J %es.to e*eriments

J "9&

Lesson #4

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But t#e &ame Tec#nolog Ma

4ave %ifferent Effects $ $ $= In different learning environments

J "I:oT as used at MIT! 9"I! and ?ellesle

= In different situations J Latos in +$00 during active learning and during lecture

= For different students J For e*amle! less reared MIT students ere significantl

more li.el t#an 'etter reared MIT students to t#in."I:oT #eled t#eir concetual understanding

J But at 9"I! students it# 'etter #ig# sc#ool rearationderived greater 'enefit t#an t#ose it# ea.er rearation

Lesson #4

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Edtec# #anges t#e Gature of

Information in t#e &stem

Information 4as Five "roerties

Form Magnitude :elocit %irection Access

&ource Gstrom! $ (+,3) DToards a &cience of Media Ecolog T#e Formulation of Integrated oncetual

"aradigms for t#e &tud of 4uman ommunication &stems! unu'lis#ed doctoral dissertation

Lesson #4

#

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4o Edtec# #anges Information

in t#e &stem and t#e Imact= If form c#anges student literacies

e*and

= If magnitude c#anges students can 'eover#elmed ' information

= If accessi'ilit and direction c#anges

relations#i 'eteen students and instructors#ifts

= If velocit c#anges feed'ac. can 'e

more instantaneous

Lesson #4

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Best "ractices in %esign!

Imlementation! and $ $ $= %esign

J Begin it# learning o'ectives

J 9esearc# #at is alread .non or #as 'een

done related to t#e innovation

= Imlementation

J Estimate t#e amount of resources (time!

funding! sace! etc$) needed t#en increase it

J Assume mid-course corrections ill 'e needed

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$$$ Assessment

ssessment at !"T or$s best hen%

= It is formative

= It is colla'orative! #ic# means J %emands on facult time must 'e #onored

J %ifferences in researc# in t#e D#ard andDsoft sciences must 'e made e*licit

= Nuantitative and Kualitative met#odologies areused

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Ge*t &tes

= T#e longer term imact of t#e earliest roects are 'eing studied

J TEAL

J Mission 2007 J $002*

= T#e Dlessons learned ill 'e disseminated t#roug#a variet of venues at t#e Institute and in t#e ider

academic communit

= T#e ne*t set of researc# Kuestions of interest to t#efacult and t#e TLL staff ill 'e rioritiHed

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