Abstract. There is a continuum of instructional frameworks for modeling
software. These range from fully integrated units to what might be considered
content free tools that can be used in various situations.
Another continuum is on time frame: short units (1-3 days) to longer more
comlex ones (3weeks)
The group saw a demo of an instructional unit (legacy)designed by
Vanderbilt that is more in the "fully integrated end of the continuum.
The unit seeks to have middle grade students engage in a relativelylong exploration
of a topic that is of interest to them. The framework involves providing students with
multiple perspectives, combination of on-line and actual experiences
and built in assessment.the visualization is one component of a
fuller system. The oveall model can be used for new contents.
Thus, the model can be used multiple times in a class.
Issues:
To what extent should the modules/units be closed (content and activities
developed) and to what extent should they be tools for teachers
to develop new units? Under what circumstances can teachers
actually develop new modules?
Could these be used for in-service professional development activities
How can these be shared with other teachers
How can items like this be used in a classroom. Need 4-6 computers
per room. How can you link these to homes.
How can they be designed so that they meed ed goals but also
allow businesses to make money (e.g.Internet based may be
moreflexible but hard to make money)
How can you give enough depth to a program within the enormous
constraints teachers have to cover "the mile-wide, inch deep
curriculum
As the units develop complex ideas, will teachers actually be able
to use them and help students learn from them.
The group discussed some of the criteria for "good" integrated systems:
- Problem based
- Problem drives data collection and other activities of the kids
- Has students use knowledge in other settings
- multiple paths for teachers and students
- Can support mutliple content areas (so learning curve is spread
over a number of units)
- Assessment is integral to the product and do relate to standards
- Need to be based on what we know of cognition
- and can be sold
Group Contact: Elizaeth Davis.
Andy Zucker
Elizabeth VanderPutten
Elizabeth Davis
Ron Sherwood
Liz Straud
Laura Walker
Mark Aronica
The group discussed some of the criteria for "good" integrated systems:
- Problem based
- Problem drives data collection and other activities of the kids
- Has students use knowledge in other settings
- multiple paths for teachers and students
- Can support mutliple content areas (so learning curve is spread
over a number of units)
- Assessment is integral to the product and do relate to standards
- Need to be based on what we know of cognition
- and can be sold
Flexible adaptive learning environments.
http://peabody.vanderbilt.edu/ctrs/itc/research
Go back to the Breakout Report Index.