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TIE 512: Students Using Technology for Inquiry Learning & Problem Solving

Winter 2010: Wheeling, Tuesdays 7:30 - 10:20

"Happy is he who can trace effects to their causes." - Virgil

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Student Blog Accounts

Some useful articles about modeling and simulations

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Instructor

Craig A. Cunningham, Ph.D.
Associate Professor
Integrated Studies in Teaching, Technology, and Inquiry
craig.cunningham@nl.edu (best way to reach me)
http://craigcunningham.com
cell: 773-505-1133 (for urgent issues only, please!)
Office hours: by appointment only

Required texts (2)

mindtools book cover Modeling with Technology: Mindtools for Conceptual Change, 3rd Edition (2005) David H. Jonassen Prentice Hall.

(Well-known for addressing the use of computers to foster critical-thinking and problem solving, this text was written to teach current and future teachers how to better engage learners more mindfully and meaningfully in the process of learning.  Available now in  it's Third Edition,  it focuses on how to use technology to support meaningful learning through model building, providing powerful strategies for engaging, supporting, and assessing coonceptual change in learners. ) - Source

barell Problem-based Learning: An Inquiry Approach, 2nd Edition (2006), John Barell, Corwin Press.

(This standards-based, teacher-friendly second edition offers step-by-step procedures that make this effective teaching model highly doable for all teachers, with examples showing problem-based learning in action.) - Source

Catalog description

This course will examine and evaluate the role of computers and other technologies in facilitating the development of problem solving and higher order thinking skills. Students will review research on teaching problem solving with technology and survey their own district's status on this issue. Using a theoretical framework, students will critically review problem solving software or materials and then develop and teach a unit of study utilizing appropriate technologies as well as off-line activities and materials.

Prerequisite(s)

TIE 500 or evidence of meeting NETS-T standards as approved by TIE Program Director.

Relationship to specific NLU program(s)

TIE 512 is a required course in the Technology in Education (TIE) program meeting both Illinois (Technology Specialist) and International Society for Technology in Education (ISTE) Technology Facilitator Standards for Technology in Education Advanced programs.

Course goals and expected student learning outcomes

By the end of this course, the student will be able to:

  1. Select, compare, and evaluate productivity tools (e.g., database, word processing, spreadsheet, drawing, graphing, presentation, cognitive mapping software) and other software programs that are appropriate to support instructional objectives. (TS1D., 7B., 7D., 7G., TF-III.E.1, TF-VII.B.1)
  2. Develop expertise with advanced features of selected productivity software. (TS1I., 7A., TF­V.C.1., TF-V.C.8.)
  3. Use productivity tools to evaluate artifacts and data for instructional decision-making. (TF­IV.B.)
  4. Report on and synthesize the current research and trends related to the use of technology in education to support integration in problem solving in instructional settings (TF-III.E.2., TF­IV.C.2, TF-VIII.A.1)
  5. Examine how learning technologies can assist in the development of problem solving and higher order thinking skills. (TS1E., TF-V.C.6., TF-V.C.7.)
  6. Define and create a classroom climate that is conducive to the teaching of problem solving skills. (TS1G., TS1J, TF-III.A.R., TF-III.D., TF-III.D.1)
  7. Review and apply teaching strategies that integrate technology to foster the development of students' problem solving skills. (TF-III.A.4., TF-III.C., TF-III.C.1.)
  8. Apply theories of learning, teaching, and instructional design in preparing model lessons using technology to teach specific subject area objectives within a problem-based curriculum. The lessons should include activities that integrate computers/technology for a variety of student grouping strategies, address diverse student populations, and assess students' content-area learning and use of technology tools. (TS1A., TS1B.,TS1H., TS3A., TS8C., TS12D., TF-II.A., TF-III.A.4., TF-III.B., TF-III.B.1, F-IV.A.1., TF-IV.A.2, TF-IV.C.1, TF-VI.C., TF­VI.C.1., TF-VIII.A.)
  9. Develop instructional materials to facilitate the use of productivity tools to address curricular (content area and technology) objectives in settings that foster ethical, and legal use of technology by students. (TS1C., TS4F., TF-III.A.1.)
  10. Assist other teacher(s)/colleague(s) in using recommended tools and strategies for implementation of technology in inquiry-oriented curriculum. (TS9B.)
  11. Identify resources for a professional library that will support technology facilitators and specialists in their own professional growth as well as in the work to support others. (This is part of an ongoing portfolio requirement across courses.) (TF-VII.C) Candidates demonstrate a high standard of professional ethics by: cultivating curiosity and excitement for learning in themselves and others, and using information from self and others to continuously improve.

(ISBE: Technology Specialist (TS) ISTE: Technology Facilitator Standards (TF))

Major Topics

1.  Curricular Applications of Productivity Tools

  • Productivity tools vs. instructional software
    • Selecting software for communicating concepts, conducting research, making decisions, and solving problems
    • Evaluation criteria and reliable sources of software evaluations
    • Ethical and legal issues related to using software
  • Strategies for using technology resources in classroom and computer lab settings
    • Current research findings and trends on inquiry-oriented learning in instructional settings
    • Teaching problem-solving principles and skills using technology resources
    • Using heterogeneous grouping, teaming and collaboration
    • Assessing student learning of subject matter using technology tools
    • Evaluating students' use of technology tools
  • Computer/technology literacy curriculum in P-12 schools
    • Current state and national technology standards for P-12 students, including National Educational Technology Standards for Students (NETS-S)
    • State and district technology plans
  • Developing curricular plans for integrating technology in the P-12 environment
  • Aligning curriculum strategies with district/regional/state/national content and technology standards
2.  Teaching problem solving 3.  Problem Solving Frameworks 4.  Complex Thinking Processes
  • Problem Solving
  • Decision Making
  • Critical Thinking
  • Creative Thinking
  • Question-posing (McKenzie)
  • A Model of Metacognitive Thinking Skills
  • Monitoring Task Performance
  • Selecting and Understanding Appropriate Strategies
5.  Conceptual Frameworks of Thinking Skills for Analyzing Software 6.  Available Materials
  • Software Applications:  Excel, Access, Inspiration, Kidspiration, Model-It
    • Educational Software: Zoombini’s, Science Court, Mighty Math, Thinkin’ Things, I Spy Collection, Land of Um, Carmen SanDiego series, Math Circus, The Model Shop, Brain Teasers, Mind Bender, BizWiz, Microworlds EX, Decisions/Decisions series, Crazy Machines, Nancy Drew series, Freddi Fish series, Lego Creator, Spy Fox series, Pajama Sam series
    • Published materials including documentation and teacher support materials
    • Manipulatives
  • Technology Games
    • Literacy’s developed through game playing
    • Literacy’s developed through game design & development
    • 21st Century Skills developed through game design & development
    • Transfer of motivation and learning to other real-world settings
    • Games as a system of rules
    • Types of games: Role-playing games (RPGs); Massive Multi-player Online Role Playing Game (MMORPG); Simulation
  • Teaching problem-solving
    • Four teaching strategies
    • Didactic
    • Discovery
    • Meditative
    • Collaborative
    • Providing for individual differences
    • Awareness of diversity of learning styles and how to address them
  • Classroom Environment
    • What conditions encourage development of problem solving skills?
      • Acknowledge student response
      • Reflective-paraphrasing response
      • Clarifying student response
      • Wait time
      • Meta-cognition
      • Teacher model
    • Questioning techniques
      • Posing questions at various cognitive levels
      • Posing clarifying questions
      • Fostering student questions
    • What conditions impede development?
  • Evaluation
    • How can problem-solving skills be measured?
    • What instruments are available?
    • Portfolio assessment 

Academic Honesty

With respect to the academic honesty of students, it is expected that all material submitted as part of any class exercise, in or out of class, is the actual work of the student whose name appears on the material or is properly documented otherwise. The concept of academic honesty includes plagiarism as well as receiving and/or giving improper assistance and other forms of cheating on coursework. Students found to have engaged in academic dishonesty are subject to disciplinary action and may be dismissed from the University.

Faculty has the right to analyze and evaluate students’ course work.  Students may be asked to submit their papers electronically to a third party plagiarism detection service.  Students who are asked to submit their papers and refuse must provide proof for every cited work comprising the cover page and first cited page for each source listed in the bibliography.  When evidence of academic dishonesty is discovered, an established procedure of resolution will be activated to bring the matter to closure.  See Policy on Academic Honesty in the University Catalog and Student Guidebook (online).

For resources on how to cite properly and avoid plagiarism, go to NLU’s Center for Academic Development (http://www.nl.edu/centers/cad/) and the NLU Library (http://www.nl.edu/library/).

Special Needs

Please Note:  National-Louis University is committed to ensuring that all of its facilities and programs are accessible to all persons.  If you believe you may qualify for course adaptations or accommodations in accordance with the Americans with Disabilities Act and/or Section 504 of the Rehabilitation Act, it is your responsibility to immediately, but no later than the second class session to contact the Office of Diversity, Access and Equity (DAE Office) or the instructor.  You may contact the Director of Diversity and Equal Employment at (847) 947-5491 or via e-mail at Erin.Haulotte@nl.edu.  If you have coordinated services with the DAE Office, please provide your letter of accommodation to the instructor.

Class Requirements

  • Voluntary, meaningful participation in class is expected. 20% of grade.

  • Five Blog Posts on topics listed in the schedule below. Posts must be at least 500 words and demonstrate careful thought and attention to the questions and issues discussed. All blog posts must contain at least 5 links to preexisting internet or print resources relevant to the topic. Please email the URL and topic of these blog entries to the class members and the instructor before midnight on the SUNDAY prior to class, so that others have a chance to look at them before class. 10% of grade.

  • Presentation to the class on one or more theories of problem-solving. Presentations will be given in class on January 26. Must provide a comprehensive overview of the theory, reference at least 6 references (internet or print), and include at least two concrete and specific examples of how the theory applies to classroom practice. You must send an electronic version of a handout (including references and summary information on one or pages) to the class prior to class on the 26th. NO PAPER HANDOUTS, please. 10% of grade.

  • List of at least 20 essential questions or complex problem statements that could form the basis of problem-based learning experiences in your classroom or in the classrooms of teachers that you work with. Must reference relevant ISBE or ISTE standards. Send list to the class members and the instructor by the start of class on Feburary 16. 10% of grade.

  • NOTE MAJOR UPDATES TO THIS ASSIGNMENT, HERE. Conduct a problem-based mini-unit for your own students (videotaped) or for the members of TIE 512. The mini-unit must irequire the students to create one or more models (using the Mindtools discussed by Jonassen or others subject to the approval of the instructor) that can be used to evaluate changes in their conceptual understanding. A draft written mini-unit plan (using a lesson plan format in use in your school or district or the template on page 34 of Barell, or this one) is due by February 9, and the final version of the plan must be submitted by February 23. Regardless of the format of your mini-unit plan, be sure to include elements of PBL taken from Barell. Mini-units must be implemented by March 9. A reflective Blog Post on the experience is due by March 9. 25% of grade.

  • Create a model of a complex, real-world problem or system utilizing the concepts and techniques described in Jonassen. This model must be created using application software (or other software/tools as approved by the instructor, including Google Maps or Sketch-up). While you can (and probably should) use a concept map or word-processor to collect ideas about your model, the final model should be dynamic and interactive, in the sense that variables or factors can be changed with the effects of those changes seen in the model. The model must both explain why a current situation exists (given data that represents the current situation) and provide a way of predicting what will happen if certain conditions change (given data that reflects those changes hypothetically). A proposal must be submitted to the instructor by the start of class on February 2, and the final model will be demonstrated to the class on March 16. 25% of grade.

    Jonassen, p. 8: "When learners compare and contrast their models with those of others, the negotions of differences of opinon (1) engage learners more deeply than ust about any other kind of performance and (2) improve understanding of the theory by all engaged in the negotiations. Building such models is hard work. Because learners own th emodels they construct, they are more willing to engage in that hard work."

Tentative Schedule of Assignments and Topics

Choose a Specific Date:

Assignments and readings are listed on the date they are DUE. Please have all reading and other work done prior to the beginning of class. Assignments are considered turned in when they are either emailed to the instructor (craig.cunningham@nl.edu) or posted on the Internet with the URL sent to all members of the class (including the instructor; use http://my.nl.edu "My Courses" to do this), as indicated.

Note that this schedule may change throughout the quarter ... please check back regularly for updates.

January 12: Introduction to the course, instructor, syllabus, resources, fellow students.

Sign up for presentation topics for January 26.

What is your BLOG address? (Email it to the instructor.)

Why problem solving?

Glossary:

A problem is a state of difficulty that needs to be resolved. (Source)

Problem solving is a mental process and is part of the larger problem process that includes problem finding and problem shaping. Considered the most complex of all intellectual functions, problem solving has been defined as higher-order cognitive process that requires the modulation and control of more routine or fundamental skills. [1] Problem solving occurs when an organism or an artificial intelligence system needs to move from a given state to a desired goal state. (Source)

A need can be defined as the difference between the given state of affairs and some desired state of affairs. (cac's definition)

Heuristic is an adjective for experience-based techniques that help in problem solving, learning and discovery. A heuristic method is particularly used to rapidly come to a solution that is hoped to be close to the best possible answer, or 'optimal solution'. Heuristics are "rules of thumb", educated guesses, intuitive judgements or simply common sense. A heuristic is a general way of solving a problem. Heuristics as a noun is another name for heuristic methods. (Source)

Metacognition is the awareness individuals have of their own mental processes and the subsequent ability to monitor, regulate, and direct themselves to a desired end. Students demonstrate metacognition if they can articulate what strategies they used to read and understand a text. Metacognition helps readers monitor and control their comprehension on an ongoing basis and adjust their reading strategies to maximize comprehension. (Source)

An algorithm is an effective method for solving a problem using a finite sequence of instructions, or "a process that performs some sequence of operations." (Source)

A strategy is a plan of action designed to achieve a particular goal. (Source) Or, .... the means by which objectives are consciously and systematically pursued and obtained over time. (Source)

Systematic thinking refers to approaches that are repeatable and use data and information so that improvement and learning are possible. (Source)

Systems thinking is the process of predicting, on the basis of anything at all, how something influences another thing. It has been defined as an approach to problem solving, by viewing "problems" as parts of an overall system, rather than reacting to present outcomes or events and potentially contributing to further development of the undesired issue or problem.[1] Systems thinking is a framework that is based on the belief that the component parts of a system can best be understood in the context of relationships with each other and with other systems, rather than in isolation. Systems thinking's focus is on effect, not cause. (Source)

A wicked problem is a problem that is difficult or impossible to solve because of incomplete, contradictory, and changing requirements that are often difficult to recognize. (Source)

A model is a pattern, plan, representation (especially in miniature), or description designed to show the main object or workings of an object, system, or concept. (Source)

The art of complex problem-solving, an idiagram: http://www.idiagram.com/CP/cpprocess.html

Sample problems (think about the strategies necessary to solve these):

1. Given a large list of numbers, find the largest number in the list. (Create a simple algorithm to solve this!)

2. Your school is about to be visited by four administrators from ISBE. You would like to impress them by knowing them by name when they arrive. You find a photo of the four administrators on the web, but it is unlabeled. You call a friend, who gives you the following clues about their identity:

Mr. Green is shorter than Ms. Purple but taller than Mr. Yellow..

Mr. Yellow is shorter than Mr. Green but taller than Ms. Brown.

Can you put them in order from tallest to shortest?.

3. A comprehension problem:

What does this mean:

"The unassisted hand and the understanding left to itself possess but little power. Effects are produced by means of instruments and helps, which the understanding requires no less than the hand." (Sir Francis Bacon, 1620)

4, Group activity: solving a complex problem

The Tower of Hanoi

Why are problems good occasions for learning?

"A problem is any situation where you have an opportunity to make a difference, to make things better;  and problem solving is converting an actual current situation (the NOW-state) into a desired future situation (the GOAL-state)." (Source)

Note: there must be a goal!

Learning: A change in behavior as a result of experience. (Source)

Problem-solving in education and life

Introduction to Problem-solving (to solve a problem, "Stop It" or "Mop It")

Problem-solving software

Problem-based learning

What is PBL? (http://pbln.imsa.edu/model/intro/index.html)

Problem-based learning (PBL) is focused experiential learning organized around the investigation and resolution of messy, real-world problems.

itemPBL engages students as stakeholders immersed in a messy, ill-structured, problematic situation.

itemPBL organizes curriculum around this holistic problem, enabling student learning in relevant and connected ways.

itemPBL creates a learning environment in which teachers coach student
thinking and guide student inquiry, facilitating learning toward deeper
levels of understanding while entering the inquiry as a co-investigator.

  • What Do We Know?
    • How Do We Know This? (What are our sources and how good, truthful, valid are they?)
    • What Do We Think We Know? (These are hunches, hypotheses--but not certainties)
    • What Do We Need to Know? (These drive our research which will take us deeper into the problem)

(http://pbln.imsa.edu/model/intro/index.html)

Some potentially-useful problem-solving heuristics

The Five W's:

1.Who’s Learning, Who’s Not?

2.Why?

3.What’s Being Learned, What’s Not?

4.Why?

5.What Are You Going To Do About It?

See, Say, So:

What do you SEE in the data?

What do you want to SAY about the data?

And SO what’s next?

Three Whats (Rick Prestley)

    • What?
    • So What?
    • Now What?

    The Five "Gets"

    1.Get Data
    2.Get Them Electronic
    3.Get Them Disaggregated
    4.Get Them Graphical
    5.Get Talking

SMART Goals

    Specific
    Measurable
    Attainable
    Realistic
    Timely

Problem-solving in school improvement

Example: "Across the U.S., a gap in academic achievement persists between minority and disadvantaged students and their white counterparts. This is one of the most pressing education-policy challenges that states currently face." (http://www.subnet.nga.org/educlear/achievement/)

(NOTE: This problem is a good candidate for the development of a complex model.)

school improvement cycle
(source: http://www.zellerandassociates.com/IL-TCE/)

January 19: Class meets at 6:45 pm. Meaningful learning, conceptual change, problem solving, and models. Readings: Jonassen, ch. 1 and ch. 2 and Barell, Introduction and ch. 1.

Optional reading: Cunningham, Craig A. and Kim Harrison. Forthcoming. The Affordances of Second Life for PreK-12 Education. In Teaching through Multi-User Virtual Environments: Applying Dynamic Elements to the Modern Classroom, edited by Giovanni Vincenti and James Braman. Hershey PA: IGI Global. (instructor will email to class)

Blog post (due by midnight January 17): Describe a complex problem that you currently face. How would you begin to model this problem? Who is involved? What data is relevant? What might be your goals (for a desired state of affairs)? What are some possible strategies to reach a solution? Why do you think the problem hasn't been solved yet?

Introduction to the ScienceSim Virtual Environment

How to set up your clients to access ScienceSim (from http://www.sciencesim.com/wiki/doku.php/gettingstarted):

The standard Windows Second Life® Client available from Linden Labs is the most stable client. Download and install it on your desktop or laptop computer. You will need to \edit the shortcut used to start the client in order to access the ScienceSim server. Create a shortcut by right clicking on your desktop and selecting “New” then “Shortcut” from the menu. Copy the following into the location dialog: 

"C:\Program Files\SecondLife\SecondLife.exe" -loginuri http://grid.sciencesim.com/ 
-loginpage http://sciencesim.com/scisim/loginscreen.php -helperuri http://sciencesim.com/scisim/

For Mac OS X, install Second Life® in the Applications folder, open a terminal window and type in the following at the prompt: 

         /Applications/Second\ Life.app/Contents/MacOS/Second\ Life -loginuri http://grid.sciencesim.com/

Hippo OpenSim Viewer

An alternative to the standard client is to install the Hippo OpenSim Viewer. When you start the Hippo viewer, click on the “Grids” button to select one of the grids. The first time you run Hippo, you will need to click on the “Grids” button. Click on the “Add” button at the top, enter the URL http://grid.sciencesim.com/ in the Login URI field, then click on the “Get Grid Info” button to fill in the details. If you will be using Hippo exclusively to access the ScienceSim grid, then make sciencesim the default.

Discussion of problems discussed in blog posts.

What are the universal elements of a complex problem?

  • Situation/context
  • Factors
  • Stakeholder(s)
  • Desired state of affairs
  • Perceived contradiction between the situation and a desired state of affairs

What are the steps (or phases) used to solve problems?

  • Define the problem.
  • Form a goal
  • Identification of possible solutions
  • Analysis of cost-benefits of solutions
  • Make a plan
  • Implement the plan
  • Verify solution

What is conceptual change? How does a model assist with this?

A cool online version of the Tower of Hanoi: http://www.mazeworks.com/hanoi/index.htm

The Two Trains problem (p. 86)

January 26: Theories of Problem Solving: Presentations. Modeling domain knowledge. Readings: Jonassen, ch. 3 anf 4 anf Barell, ch. 2 and 3.

Optional reading: "Operationalizing Mental Models:
Strategies for Assessing Mental Models to Support Meaningful Learning
and Design- Supportive Learning Environments" by David H. Jonassen

Presentation topics:

Meaningful Learning...David

Problem-solving, creative thinking, and Bloom's Taxonomy (cool visual here)...Sara

Howard Gardner and Multiple Intelligences...Gary

John Dewey's Pattern of Reflective Thinking (Problem-solving in general)...Raul

Edward De Bono and the Teaching of Thinking...Laura

February 2. Class meets at 6:45. Modelling systems and problems. Inquiry. Readings: Jonassen, ch. 5 and ch. 6 and Barell, ch. 4 and ch.5.

Optional reading: Principles for Teaching Problem Solving, by Jamie Kirkley

Send an email to the instructor describing the problem or system you wish to model, and the software you expect to use for that model.

Blog post: Describe a complex problem that you have faced (and solved) during the past year or two, and discuss how the problem and its solution reflect one or more theories that you have encountered so far in this course.

Continue presentations:

J.P. Guilford's Structure of Intellect Model...Amanda

Jean Piaget's Stages and Problem-Solving .... Jen

George Polya 's Heuristic...Chris

The IDEAL Problem Solving Model (Bransford and Stein)...Melissa

21st Century Skills and Problem-Solving...Anne

The SCANS report and problem-solving as a goal of education...Elizabeth

Critical thinking and problem solving....Cyd

Reminders:

A system is "a group of independent but interrelated elements comprising a unified whole" (Source)

Systems are integrated and interdependent aggregates of components that share a common purpose. [Cybernetic] Systems are regulated [or affected] by feedback (Jonassen)

Systematic thinking refers to approaches that are repeatable and use data and information so that improvement and learning are possible. (Source)

Systems thinking is the process of predicting, on the basis of anything at all, how something influences another thing. It has been defined as an approach to problem solving, by viewing "problems" as parts of an overall system, rather than reacting to present outcomes or events and potentially contributing to further development of the undesired issue or problem.[1] Systems thinking is a framework that is based on the belief that the component parts of a system can best be understood in the context of relationships with each other and with other systems, rather than in isolation. Systems thinking's focus is on effect, not cause. (Source)

A model is a pattern, plan, representation (especially in miniature), or description designed to show the main object or workings of an object, system, or concept. (Source)

How do models fit into problems?

dewey_on_problem-solving method

Interesting modeling ideas proposed by members of the class:

  • The conflict between social media and education
  • Water scarcity in the west
  • The achievement gap
  • Parents aren’t as involved at school for older children.
  • Students who don’t participate in school activities don’t perform as well at school.
  • Teenagers and young adults are losing face-to-face communication skills.
  • The black-crowned night-heron is an endangered species in Cook County, IL.
  • America is the most obese country in the world.
  • Healthcare in the US
  • Wikipedia's generation of both trust and distrust
  • What factors cause a school to fail to meet, or successfully meet, AYP

Visual models: http://www.idiagram.com/ideas/visual_models.html.

Simulations:

Something which simulates a system or environment in order to predict actual behaviour; The process of simulating
en.wiktionary.org/wiki/simulation

http://www.syntheticthought.com/st/ai-demos

http://cs.gmu.edu/~eclab/projects/mason/

Stella software: http://www.iseesystems.com/softwares/education/stellasoftware.aspx

Trial version (save-disabled, 30 days): http://www.iseesystems.com/community/downloads/STELLA/STELLADemo.aspx

Webinar about teacing systems dynamics to high schoolers: http://www.iseesystems.com/community/
WebSeminars/ModelingDynamicSystems.aspx

Webinar on modeling climate change: http://www.iseesystems.com/community/WebSeminars/ModelingSustainability.aspx

Starlogo (open-source version available): http://education.mit.edu/starlogo/

StarLogo is a programmable modeling environment for exploring the workings of decentralized systems -- systems that are organized without an organizer, coordinated without a coordinator. With StarLogo, you can model (and gain insights into) many real-life phenomena, such as bird flocks, traffic jams, ant colonies, and market economies.

In decentralized systems, orderly patterns can arise without centralized control. Increasingly, researchers are choosing decentralized models for the organizations and technologies that they construct in the world, and for the theories that they construct about the world. But many people continue to resist these ideas, assuming centralized control where none exists -- for example, assuming (incorrectly) that bird flocks have leaders. StarLogo is designed to help students (as well as researchers) develop new ways of thinking about and understanding decentralized systems.

StarLogo is a specialized version of the Logo programming language. With traditional versions of Logo, you can create drawings and animations by giving commands to graphic "turtles" on the computer screen. StarLogo extends this idea by allowing you to control thousands of graphic turtles in parallel. In addition, StarLogo makes the turtles' world computationally active: you can write programs for thousands of "patches" that make up the turtles' environment. Turtles and patches can interact with one another -- for example, you can program the turtles to "sniff" around the world, and change their behaviors based on what they sense in the patches below. StarLogo is particularly well-suited for Artificial Life projects.

Check this PDA Simulation software out: http://education.mit.edu/drupal/pda

February 9: Modeling with stories. Modeling thinking. Multidisciplinary problems. Readings: Jonassen, ch. 7 and ch. 8 and Barell, ch. 6 and ch. 7.

Draft plan for your mini-unit due by the start of class.

Evaluate your mini-unit in terms of the criteria listed in Figure 4.2 on page 60 of Barell. Rate each criterion on a scale from 0 (not present) to 3 (strongly present).

criteria_for_problematic_situations

Why is systems thinking (also here) important to learn and teach?

Peter Senge, in The Fifth Discipline, explains:

"Systems thinking is a discipline for seeing wholes. It is a framework for seeing interrelationships rather than things, for seeing patterns of change rather than static “snapshots.” It is a set of general principles — distilled over the course of the twentieth century, spanning fields as diverse as the physical and social sciences, engineering, and management....During the last thirty years, these tools have been applied to understand a wide range of corporate, urban, regional, economic, political, ecological, and even psychological systems. And systems thinking is a sensibility — for the subtle interconnectedness that gives living systems their unique character." (Source)

"Attempting to solve complex issues without a systems thinking approach may lead to unintended consequences, despite our best intentions." (Source)

Relation to 21st century skills: http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=260&Itemid=120

"according to doctrine taught to the US Army Corps of Engineers, only 3% of the general population are systems thinkers by nature." (Source) 

"Why learn about systems thinking? One reason may be to gain awareness of the systems we participate in. Yet another reason may be to gain the critical skills to understand how these systems function and how they affect us and others. If we are going to change and improve these systems then we need to first understand them." (Source)

Michail Gorbachev, 1995. The New Global Civilization 
" The world truly is at a cross roads. We face many complex problems whose solutions will take more than just physical resources and financial expenditures. .. The roots of the current crisis of civilization lie within humanity itself. Our intellectual and moral development is lagging behind the rapidly changing conditions of our existence, and we are finding it difficult to adjust psychologically to the pace of change. Only by renouncing selfishness and attempts to outsmart one another to gain an advantage at the expense of one another can we hope to ensure the survival of human kind and the further development of civilization." 

Banathy, 1994: 88 
"Today we are faced with a change in the nature of change. We are faced with constantly emerging new realities and massive transformations that call for changing and transforming the whole system. .......Faced with the new realties, our systems have to transform----as society has transformed. The have to learn to co-change (co-evolve) with their constantly changing environments. Thus, it is imperative that we understand what these transformations and new realities are. We have to grasp their implicates for our systems, and apply our understanding of these implications to the transformation of our systems. We need to learn how to recreate our systems, how to redesign them so that they will have a "goodness of fit" with the emerged new realties. No small task by any means!" 

MORE ON MODELS

"All models are wrong but some are useful" George E.P. Box (source)

Modeling in the news (Wired Magazine, Feb 9, 2010): "Darpa wants to harness innovations in sensor technology to develop a constantly-updating model of planetary activity. They’ll use sensors to detect “natural indicators of subsurface activity,” and then take advantage of mathematical algorithms designed to estimate various natural earthly phenomena, including geophysical turbulence and shifting tectonic plates."

Modeling with Stories

"Stories are rich and powerful formalisms for storing and describing memories." (Jonassen, p. 72)

Creating a database of stories is a way to learn from them, as "cases." I.e., it helps with "Case-Based Reasoning."

To "store" a story in a database, include the experience and the themes, goals, plans, results, and lessons from the story.

  • Knowledge Integration for Technology in Education (KITE) database (here are search results with the keyword "Problem-Based Learning"
  • Learning Constellations (multimedia ethnographic research environment using video technology for exploring children's thinking)

"I am not arguing that stories should replace more declarative forms of representation, just that they should supplement them." (Jonassen, p. 80)

Interesting example of a way to visualize "stories" (in this case, Tweets on Twitter): http://twittearth.com/

Interesting example of how data visualization tools can be used to "see" the shape of interrelationships of ideas in a web search: http://www.caida.org/tools/visualization/walrus/gallery1/ries-t5.png

Modeling Thinking

- supports development of metacognition

Example: intelligent tutoring systems: "An intelligent tutoring system (ITS) is any computer system that provides direct customized instruction or feedback to students, i.e. without the intervention of human beings, whilst performing a task." (Source)

Free Intelligent Tutor authoring system: CTAT (http://ctat.pact.cs.cmu.edu/) Example here. How it was made here.

"People who learn the most from intelligent tutoring systems are the ones who build them." (Jonassen, p. 82)

Digital modeling (video)

Brainstorming: What are the qualities of a good model?

Why are models useful? http://serc.carleton.edu/introgeo/models/Usefulness.html

Primary purposes of a model:

  • to understand the inter-relationships within a system
  • to make predictions based on certain factors or variables

Types of Models and some Examples

Models are either quantitative (with numbers) or qualitative (with concepts)

More complex categorization of models (Four types: conceptual, interactive demonstration, math/statistics, visualization)

A conceptual model:

conceptual hydrologic model (further details here)

An interactive demonstration model: http://www.rennard.org/alife/english/antsgb.html and another: http://prisonersdilemma.groenefee.nl/

Another (Pandemic): http://www.crazymonkeygames.com/fullscreen.php?game=Pandemic-2

How are infectious diseases modeled? See http://www.sagenb.org/home/pub/1291/ (created with Sage)

Another: interactive pythagorean theorem (created with GeoGebra)

Another: model of finding minimum time to reach a point via trip across water (boating) and land (walking) (also created with Geogebra)

Visual model (made with Google Sketchup): http://sketchup.google.com/3dwarehouse/details?mid=b9792fbae7e89acda8b71da5469ac6f0

Models can also be physical: http://www.flickr.com/photos/martiger/4196310313/

Another categorization of models into five types (visual, geometric, animation, dynamic - finite state machine, constraint): http://www.youtube.com/watch?v=mB_z21XyUiA&feature=
PlayList&p=ACF8FF8541482788&index=1&playnext=2&playnext_from=PL)

A simple quantitative model from Jonassen

Sidebar: building linear models through linear regression analysis (basics of linear equations covered here) including interactive graph/equation creation here)

Building a simple model

Building a model that predicts how long it will take for Clarence to get to work

  • First level: one variable (or factor): what time does Clarence leave?
  • Second level: two variables: what time does Clarence leave and what's his average driving speed
  • Third level: three variables: what time does Clarence leave and what's his average driving speed and does he get stuck at the railroad crossing
  • Fourth level: what time does Clarence leave and what's his average driving speed and does he get stuck at the railroad crossing and is the bridge at Stone Creek out

More examples

Reverse engineering the model behind The Death Clock. (Also see more complex version.)

Some other examples of models

Discussion of some of the models described in the articles I found

  • What is the system being modeled?
  • What is used to do the modeling?
  • Why is the model useful?
  • What are the factors (independent variables)?
  • What are the predictions (dependent variables)?
  • What are the assumptions?

Brainstorming exercise: what models could be helpful in the problem-based learning scenarios in Resource A of Barell?

Dynamic modeling

(stop at 4:30):

More: http://www.cise.ufl.edu/~fishwick/cap4800/ (includes video podcasts about modeling)

Video describing a very complex hydroeconomic model: http://www.youtube.com/watch?v=G9kzsT_7d7Y (start at 7:00; ley moment at 15:50) (More info: http://cee.engr.ucdavis.edu/CALVIN/: "Every household is making dozens of water management decisions of every day."

Model of enhanced geothermal system under development (modeled with Sketch-Up): http://www.youtube.com/watch?v=x0FsSN7YWHc

Video about modeling system for urban design: http://www.youtube.com/watch?v=iR-UObGJ2Gs

Modeling the response of a spring: http://www.youtube.com/watch?v=sbUqlhpaHoU

Open-source mathematics software: http://www.sagemath.org/ (also GeoGebra)

Simulations

Something which simulates a system or environment in order to predict actual behaviour; The process of simulating
en.wiktionary.org/wiki/simulation

http://www.syntheticthought.com/st/ai-demos

http://cs.gmu.edu/~eclab/projects/mason/

"Simulations and Computer Models in the Classroom" http://terpconnect.umd.edu/~toh/simulations.html

Expert systems software

http://www.pcai.com/web/ai_info/expert_systems.html (some out of date links)

http://www.expertise2go.com/

ftp://ftp.cs.cmu.edu/afs/cs/project/ai-repository/ai/areas/expert/0.html

Visualization tools (commercial and free): http://www.kdnuggets.com/software/visualization.html

50 great examples of data visualization: http://www.webdesignerdepot.com/2009/06/50-great-examples-of-data-visualization/

Here's a visualization of the HTML of THIS web page: http://www.aharef.info/static/htmlgraph/?url=http://craigcunningham.com/nlu/tie512win10 (also here, static)

 

February 16: Class meets at 6:45 pm. Databases and Concept Mapping. Assessment of Problem-Based Learning. Readings: Jonassen, ch. 9 and ch. 10 and Barell, ch. 8.

List of essential questions/problem scenarios due (send URL to members of the class and the instructor via http://my.nl.edu).

 

Use this excel file for the essential questions exercise.

 

Science Maps: http://scimaps.org/maps/browse/

Domain map (Science): http://scimaps.org/maps/map/1996_map_of_science__30/

Another map of science: http://informationesthetics.org/documents/scienceMapPrintMockupEd2.jpg

Map of evolution: http://www.evogeneao.com/images/Evolution_poster_lg.gif

Maps in Literature:

Wizard of Oz map:

wizard_of_oz_map

James Bond map:

james_bond_map

Frankenstein character map: http://hideousprogeny.wordpress.com/2008/09/09/frankenstein-character-map/

House on Mango Street Character Map: http://survey-of-literature.wikispaces.com/file/view/
The_House_on_Mango_Street_character_map.jpg/34059179/The_House_on_Mango_Street_character_map.jpg

Pride and Prejudice Map: http://en.wikipedia.org/wiki/File:Pride_and_Prejudice_Character_Map.png

More on literary maps: http://www.loc.gov/loc/lcib/9909/litmap.html

Domain map of philosophers and their influences: http://www.aleph.se/andart/archives/images/wikipedianet1.pdf

Concept map of smoking:

smoking

Fantastic concept map of the "oil age": http://scimaps.org/maps/map/the_oil_age_world_oi_73/

Map of soccer:

soccer

Database problem scenario

February 23: Spreadsheets. Expert Systems. Readings: Jonassen, ch. 11 and ch. 12.

Blog post: Create a concept map of the content of this course, and discuss the important concepts and linkages that it contains; be sure to link to an exported JPG of the concept map.

Discussion of mini-unit assignment changes

  • Problem-based mini-unit (approx 3+ lessons) that involves age-appropriate modeling (or representation) with a mindtool (concept map, database, spreadsheet, other)
  • Unit should be one that you could teach in your school or another setting. (You may consider ignoring certain constraints having to do with scheduling or avaialble equipment, although you must explicitly explain what you are ignoring and why.)
  • 10 minute presentation of your unit plan on March 9
  • Use a formal lesson plan template (your school or districts, adding content where necessary to match Barell's lesson plan template on page 34, or mine)
  • Follow the 10 steps Barell outlines on pages 52-54
  • Incorporate the following:
    • rubric or other tool for evaluating models and solutions
    • detailed plan for the assessment of student learning that results from the mini-unit
    • discussion of the role of student modeling in your mini-unit and what you hope them to learn from the modeling
    • your assessment of the unit's ratings on the criteria listed by Barell (0 to 3 rating on complex, robust, fascinating, researchable, significant to current concerns, transferrable, boundaryless) and your justification for those ratings.
  • Either (i) implement your mini-unit in your classroom before March 9 and collect artifacts from your students or (ii) produce a sample (hypothetical) model that might be produced by your students, as well as a possible solution to the problem
  • Reflection on what you've learned through creating the mini-unit. (This should be a copy of your blog post due March 9.)
  • Final written version (with artifacts) due by March 23

Here's what I've been thinking about

"Clearly, modeling is important to problem solving, but trying to combine those in a single course is adventurous." (David Jonassen, personal email, 2-22-2010

Jonassen's current thinking is focusing on the teaching of problem-solving. If you want to see where Dave Jonassen's thinking is headed, watch this interview: http://syndicate.missouri.edu/articles/show/42 (especially clip on K-12)

Reminder: A model is a pattern, plan, representation, or description designed to show the main object or workings of an object, system, or concept. (Source)

"Teaching is nothing more, and nothing less, than a conscious attempt to structure experiences so that desired themes emerge ouf of guided manipulation of realistic data in compelling situations." (source)

"What makes a problem a problem is that it is problematic for the person engaging in trying to solve it." (source; more)

"The elementary curriculum must include many opportunities for students to describe, analyze, and interpret a variety of data sets so that they begin to understand how data analysis can provide important information about a variety of populations." (source)

So, what is possible with your students?

Taking an approach that involves modeling: Model-Building in the Elementary Grades: A Problem-Based Mini-Unit

Article I sent to the class: Models used for classifying images by the artists' age elementary student classification models

"reasoning about data is fostered when students are asked to invent and revise models. Data modeling is a multicomponential process of posing questions; developing attributes of phenomena; measuring and structuring these attributes; and then composing, refining, and displaying models of their relations." (source)

"over this period of instruction [one week] most of these young children [1st/2nd grade] never really grasped the idea of a model—especially the separation of a model
from its referent." (source)

Cognitive Developmental Characteristics of Children (a chart).

Another version.

Developmental Trends in the Abstraction Ability of Children

Not quite ready to see objects only as member components of a class of objects (conceptual abstraction), [seven-year olds] prefer to associate the objects with something concrete [thus including some perceptual abstraction in the classification].

The Development of Levels of Abstraction in Children's Thinking About Complex Social Problems

As they mature, children are able to describe photographs of real-life scenes in the following developmental trajectory:

1. Disconnected: the picture is described as a set of disparate items

2. (transitional)

3. Connected: the items in the picture are described in terms of a social situation

4. (transitional)

5. Thematic: the items are organized into a social context or theme related to a universal problem or theme.

The mean scores over four separate tasks were as follows:

  • 6,5-7.4: 1.74
  • 7.5-8.4: 1.97
  • 8.5-9.4: 2.40
  • 9.5-10.4: 2.95
  • 10.5-11.4: 3.08
  • 11.5-12.4: 3.52
  • 12.5-13.4: 3.62

NOTES:

No child under 8.5 scored at 4 or 5

Most children over 10.5 scored at 3 or above

Between 3rd and 4th grades, students seem to shift from from compiling data, from observing and dealing with phenomena on the basis of single attributes, from making simple connections between two factors, from centering on details instead of context, to classifying on the basis of multiple attributes, to ordering attributes hierarchically, to holding central properties invariant, from Disconnected to Connected thinking.

Between 5th and 7th grades, students shift from Connected to Thematic

"Children betweent eh ages of six and eight years still need to learn to identify the objects and processes in their world. They need to learn to begin to classify on the basis of salient attributes. They need to go out of the classroom to learn about the world firsthand. They need a full range of sensory and manipulative experiences. The richest opportunities for learning [social studies] would center in and around the immediate world of the child, e.g., his neighborhood, town, city, surrounding areas. In the processes and products of his world, he can build rich storehouses of data on which to operate and to server as a base for future reference and comparisons.

In the middle years of childhood, from eight to ten years of age, children need to practice and consolidate the ability to classify on the basis of many attributes, to see a situation from various perspectives. They need to deal with one situation at a time and should not range too far afiled in time an dspace simultaneously. The opportunity for 'doing' should be in the service of logical thinking as well as in extending the affective life of the child. During these years studies of their own communities through time are profitable. By visiting historic sites, the possibilities for imaginative identification are rich. Studies of other cultures, simpler in form, such as an American Indian group, the ancient Aztecs, the Bedouins of the Middle East, can be equally compelling.

In the preadolescent and early adolescent years (ages eleven through fourteen), children's learning can and should rely on books, pictures, museum trips, as well as other secondary sources. These are the years when children move beyond the immediate to consdier and deal with the complexities of time and space, of cause and consequence, of the particular and its relation to the universal.

Developing Minds: Critical Thinking in K-3

"Primary children sort and organize what they know, build each new schema from previous knowledge, and connect schemata into a personal way of thinking and knowing."

"Metacognitive knowing is still difficult for young children."

"Critical thinking [can be defined as] purposeful, self-regulating judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methological, criteriological, or contextual consideration upon which that judgment is based."

The specific thinking skills that could be included in a primary curriculum include: categorize, explain, understand, develop alternatives, make decisions, disagree, give reasons, evaluate decisions."

"The best categories, of course, are the ones the children develop. Once categories are designed, children should give reasons for the logic of their categories."

"Research has demonstrated that the most beneficial strategy for improving thinking even for young children is to give them time to think."

Of Labels, Skills, and Concepts: Knowing the difference can help to move from memorization and mimicking behavior to thinking about.

"Added to the overwhelming complexity of many concepts is the notion that children develop understanding of concepts through a sequential, staged approach that moves from broad, clumsy, and inaccurate generalization to more and more accurate understanding."

Young Children's Representation of Group of Objects:
The Relationship Between Abstraction and Representation

"Piaget pointed out that when children represent reality, they do not represent reality itself. The represent what they think about reality. "

"Children sometimes represent at a level lower than their level of abstraction, but never at a level higher than their level of abstraction."

"Representation is what humans do."

"Educators need to focus their efforts more sharply on the mental relationships children are making (abstraction) rather than simply believing that children understand the meaning of [symbols."

Children's Organization and Representation of Data

"This study investigated how children organised and represented data and also examined relationships between their organisation and representation of data. Children beyond Grade 1 could make connections between organising and representing data for categorical data but their connections for numerical data were more tenuous. The process of reorganising numerical data into frequencies was not intuitive for the children in this study but they showed greater readiness in recognising and interpreting data that had already been reorganised as a frequency representation. Given this latter result, a pedagogical approach that asks students to make links between raw data and a frequency representation of it may prepare students to create and construct their own frequency representations....The results of the study showed that children in Grade 1 were more idiosyncratic and incomplete in their thinking with respect to organising and representing data than their counterparts in Grades 2 to 5. ....The ability to make connections between different aspects of the data (e.g., between transport category and number of riders) enabled students beyond Grade 1 to produce more normative (in a mathematical sense) organisations and representations of the data. ... What may be of more importance in this study is the fact that, as a group, the students in Grades 2 to 5 showed a preference for categorical organisations of data and the use of pictographs, bar graphs, and tally graphs when representing data. ... Another potentially important finding of this study is that numerical data appears to be more difficult for students to organise and represent than categorical data."

A Framework for Characterizing Children's Statistical Thinking

"in providing cognitive knowledge to inform instruction, we maintain that the framework offers a very accessible
means of building instructional sequences or hypothetical learning trajectories. That is, the framework provides a valuable tool for the
teacher in planning learning goals, designing learning tasks, and predicting the kind of learning and thinking that will occur as those tasks are played out."

"Research indicates, however, that although students may successfully engage in creating scientific laws and models as part of inquiry-oriented science curricula, neither students nor their teachers typically possess much knowledge about the nature and purpose of scientific models. In this article, we refer to this kind of knowledge as knowledge about modeling or metamodeling knowledge. We argue that without such metamodeling knowledge, students cannot fully understand the nature of science, and their ability to use and develop scientific models will be impeded." (source)

(More from same:) "we broadly define a scientific model as a set of representations, rules, and reasoning structures that allow one to generate predictions and explanations. Scientific models can range in form from scale models of the solar system, to computer simulations of galaxy collisions, to quantitative laws such as F = ma, to
qualitative principles such as “when no forces are acting, an object’s velocity remains the same, because there is nothing causing it to change.” Models, in this sense of the term, are tools for expressing scientific theories in a form that can be used for purposes like prediction and explanation. We use the term scientific modeling to mean the process used in much of modern science that involves (a) embodying key aspects of theory and data into a model—frequently a computer model, (b) evaluating that model using criteria such as accuracy and consistency, and (c) revising that model to accommodate new theoretical ideas or empirical findings."

Article about modeling in the real world

Abstract: Math-education reformers encourage the incorporation of mathematical modeling activities into K–12 curricula. Many of the purported educational benefits derive
from the authenticity of the activities—how well they reflect the everyday and occupational mathematical practices of adults. But a paucity in the literature of observational
descriptions of adult modeling behavior has made it difficult to judge the authenticity of classroom activities and their potential to prepare students for out-of-school problem solving. The ethnographic study reported here investigated the everyday problem-solving activity of structural engineers in practice. Modeling was found to be central to and ubiquitous in the engineers’work, giving rise to some of their greatest intellectual challenges. These engineers use, adapt, and create models of various representation forms and degrees of abstraction. Two major challenges of modeling emerged: understanding inaccessible phenomena and keeping track of models. These challenges, and the nature of engineering models themselves, are not well reflected in the modeling tasks typically prescribed for the K–12 classroom, which will likely limit their educational benefits.

"The evidence from several recent design experiments reviewed in this paper suggests that it is not only important, but also feasible, to start applying the modeling perspective successfully in mathematics education of all students already from a (very) young age on and with a diversity of learners." (source)

Instructional Resources

Article about modeling with Google Earth: http://science.nsta.org/enewsletter/2007-07/freearticlemiddle.pdf

Fablab Model Maker: http://www.aspexsoftware.com/desktop_engineering.htm

The Elementary Math Research Model

elem_math_research_model

Modeling and Simulation Tools for Elementary and Middle School Science Instruction

Elementary/middle school simulation/modeling software: http://www.stagecast.com/

Science modeling/data representation resources from Christina Schwartz's syllabus for science in elementary school

Rich Lehrer's publications on data modeling in schools: http://peabody.vanderbilt.edu/x4904.xml?show=SelectedPublications#faculty

Thinking with Data: A Cross-Curricular Approach to Data Literacy: http://www.rcet.org/twd/index.html (unit on world-water crisis for both teachers and students)

Kidspiration categorization lesson: http://www.inspiration.com/LessonPlan/BalancedMeal

Using spreadsheets in elementary school: http://www.sabine.k12.la.us/class/excel_resources.htm#Elementary%20School

Graphing software: the place of computers in an elementary data analysis curriculum

Teaching Data Analysis to Elementary Students with Mild Disabilities (5th grade)

Data Analysis: As Real World As It Gets, resources for teaching about data and statistics as supported by the NCTM Standards (NCTM, 2000): http://wiki.nsdl.org/index.php/MiddleSchoolPortal/Data_Analysis:_As_Real_As_It_Gets

USE OF REAL-WORLD DATA AND INFORMATION IN THE CLASSROOM (This site contains the RWLOs discussed there: http://www.ciese.org/pathways/rwlo/search.php)

Real-World Learning Objects (RWLOs): "Real World Learning Objects are concise core instructional internet-based activities focused on discrete topics in higher education mathematics, science, educational technology, and language arts. They utilize unique and compelling (real time data, collaborative, primary source, or web publishing) resources that are easily used in similar courses at other institutions of higher education and focus on inquiry-based and/or problem-solving activities that are relevant to students."

Real-world data in early childhood classrooms: http://www.ciese.org/pathways/rwlo/rwlos/2535/Real%20Time%20
Data%20in%20Early%20Childhood%20Settings/Early_Childhood_RWLO.doc

Sample Activities for Early Childhood Classroom

  • daily journaling and drawing
  • writing a story to go with the pictures
  • compare/contrast
  • KNOW/WONDER/LEARN charts
  • counting/logging/tallying
  • research answers to questions
  • incorporate websites into larger unit on geography, animals, outer space, weather etc.

Real-life data sources

Lesson plans

Representing knowledge: types of classroom activities (source)

In language arts

Performing skits to demonstrate change in point of view
Re-telling stories by drawing a series of illustrations
Assembling collages on themes of novels
Performing tableaus of literary events
Creating documentary and narrative videos to report results of inquiry projects
Painting characters and events from favourite books
Sketching to respond to teacher’s oral reading
Drawing personal living spaces imagined for literary characters
Creating storyboards to plan video
Visualizing while listening to songs
Analyzing humour techniques in cartoons, creating cartoon characters and comic strips
Analyzing and creating print advertisements for school magazine using publishing software and scanner
Analyzing and creating picture books
Discussing and comparing visual images imagined during reading

In social science

Creating models of aboriginal life
Note-taking by sketching
Synthesizing literary descriptions of individual sites into town maps
Creating life size props for skits of historic events
Creating drums with personal symbols
Creating a promotional video
Inventing outdoor games to show understanding of historic events
Creating electronic spreadsheets to represent data from research
Creating and analyzing collages of newspaper photographs
Constructing collages of newspaper headlines
Analyzing graphs from newspapers for choice of graphing type and creating graphs to represent GNP

In science

Creating mind maps with illustrations instead of words
Presenting inquiry project results in visual form (posters, PowerPoint, games, videos, models)
Diagramming vocabulary words
Creating posters of food chains
Designing board games to demonstrate understanding of research
Creating posters of plant products
Analyzing human heart and creating ‘alien’ heart
Creating and analyzing skits to illustrate parts of the cell
Analyzing and creating experiments in lifting and pushing to explore force

In math

Representing results of probability experiments on graphs
Creating mind maps Pythagorean theorem concepts
Building 3D models (solids, shells, skeletons) of geometric shapes
Representing data on charts
Analyzing problems and creating fraction strips
Analyzing addition/subtraction of fractions by creating representations using graph paper squares
Analyzing equations and using algetiles to solve equations
Analyzing Pythagorean theorem and representing it with graph paper
Analyzing and representing geometry concepts using geo-boards
Analyzing and creating charts of the properties of geometric shapes
Analyzing and creating analogy for equation solving using a balance beam
Viewing government statistics on web page and graphing data
Analyzing and creating square root representations using alge-tiles or graph paper

Guide to Creating Models and Utilizing the Collection of Models with Students

Model collection: http://ecoplexity.org/model_collection

Modeling in ecology: http://www.ent.orst.edu/loop/default.aspx

Some other resources

Jonassen's course on mindtools: http://web.missouri.edu/jonassend/courses/mindtool/mindtools.html

Outline of another course on Mindtools: http://www.quasar.ualberta.ca/edpy485/edtech/mindtool.htm

Useful book:

modelshttp://www.nsta.org/store/product_detail.aspx?id=10.2505/9780873552264

SUnified Modeling Language:

Although much attention has been given in the
learning community to the modeling of concepts and
their relationships in general, no adequate attention
has been paid to modeling of events and their
temporal and casual relationships including
parallelism. This type of modeling has its own set
of methodologies, notations, and tools. In the domain
of comprehension, reasoning about cause and effect,
as well as about order of events in time play the most
critical roles. Concept maps are not the best suited
as a representation for expressing such relationships.
Unified Modeling Language (UML) used in
computer industry for specification and design of
software provides a wide spectrum of diagrams
allowing for modeling of a wide spectrum of static
(structural) properties of concepts as well as
modeling of the entire spectrum of dynamic
(behavioral) properties of concepts and their
instances.

Additional resources:

 

 
February 25 and 26: Illinois Computing Educators conference in St. Charles; highly recommended!!
TIE gathers for lunch on Friday at 11:45 in the atrium...look for the balloons.

 

March 2: No Class. Complex modeling applications. Gaming in education. Readings: Jonassen, ch. 13 and ch. 14 and Squire, "Games, Learning, and Society."

 

March 9. Mini-unit Presentations. Readings: Jonassen, ch. 15. and ch. 16.

Problem-based lesson must be implemented by this date.

Blog post reflecting on the experience of creating and implementing a problem-based lesson, and on what you might do to improve the learning experience. be sure to include a discussion of how the lesson exemplifies the best practices for teaching inquiry and problem solving (with specific reference to the required course texts) as well as what evidence you have of the lesson's actual effectiveness in achieving the learning objectives.

Final version of mini-unit plan due by the start of class.

Problem-based mini-unit presentations. 10 minutes. Please include the following:

  • grade level
  • subject area
  • context in which this mini-unit would be taught
  • learning objectives
  • problem scenario
  • system/problem to be modeled
  • use of mindtool for the modeling
  • how this mindtool will help students understand system or problem
  • process or strategies for solving problem
  • sample student work
  • evidence of student learning and/or assessment strategy
  • what you would do differently
Information about Fablab Model Maker: http://www.aspexsoftware.com/fablab.htm

March 16. Class meets at 6:45 pm. Computer conferences (discussion boards) as models. Readings: Jonassen, ch. 17.

Blog post: Reflect on the creation of your complex model. Does it "work"? How do you know? What would you have done differently knowing what you know now. (Be sure to include one or more screenshots or other visual evidence of the model's structure/dynamics.)

Demonstration of final models to class.

March 23, midnight: All coursework must be turned in to instructor.

(If you need to request an in-progress grade--and you have completed at least 70% of the course requirements--please do so in writing from your NLU email account before midnight.)

Useful websites

(See my Diigo account and search for "problem," PBL, and "model")

Supporting print resources

Audet, R. H., & Jordan, L. K. (2005). Integrating inquiry across the curriculum. Thousand Oaks, Calif: Corwin Press.

Jonassen, D. H. (2004). Learning to solve problems an instructional design guide. Instructional technology & training series. San Francisco: Pfeiffer.

McKenzie, J. A. (2005). Learning to question -to wonder -to learn. Bellingham, Wash: FNO Press.

Anderson-Inman, L., & Zeitz, L. (1993). Computer-based concept mapping: Active studying for active learners. The Computing Teacher, 21 (1),6-11.

Anderson-Inman, L., & Zeitz, L. (1994). Beyond notecards: Synthesizing information with electronic study tools. The Computing Teacher, 21 (8), 21-25.

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