http://web.pdx.edu/~rueterj/title3/teaching_stuctured_info/structured_information_talk.htm

Title3 2000 Talk

June 21, 2000

John Rueter

Listed title:
Using Databases as Course Tools

More appropriate title:
The importance of understanding the
structure of information in your course

 

links to a draft paper "Teaching with Structured Information"

Introduce myself; enthusiasm and credentials

<Context>

 
My concept of an ideal course:

put it on a database

all the resources are filed somewhere

all the student learning objectives are listed and categorized

    specific learning objectives

    more general problem solving goals

each activity of a student is tracked

goal is to help me understand how the students move through the course

    causal relationships between prerequisites and outcomes

 

 

http://web.pdx.edu/~rueterj/
bi335/learning_objectives/slo_lite.htm

http://web.pdx.edu/~rueterj/
bi335/learning_objectives/problem_solving.htm

bi335_causal_relationship_table.htm

What I thought I needed to know to go forward:

move all my learning objectives from a flat tables to a relational database (such as Access)

structure that database so that I would be able to see how students are doing, using queries

 

<Example>

 

 

Categorization of learning objectives in Biology 101

subject area (just what is in the book)

cognitive levels (Blooms Taxonomy)

process and teaching strategies
measurement of learning outcomes and assessment
 

<Develop the central concepts>

 

What I thought would work:

just make everything bigger and better

bigger list of specific learning objects

more links

better description of processes

 

Start by categorizing the course content and organizing

subject area

cognitive level

cognitive process, steps for learning

teaching strategies to support that learning

measurement of learning outcomes

 

 

NOPE! Not that simple.

subject area

subject content information is highly structured (categorize like LofC Subject Headings, or index)

*discipline version of this structure (as used by experts) is different (but related to) than that used to teach and learn

cognitive level

blooms

cognitive process, steps for learning

for one example, see table 1

teaching strategies to support that learning

we need to design courses that build from easier to more difficult cognitive processes

one of "strategies" is the order of presentation

measurement of learning outcomes

the learning outcomes I was looking for were more at the level of "understanding" and the ability to use information and ideas, and I wanted the students to act on what they know spontaneously

 

Table 1. Cognitive operations; an example list. From Nickerson ****, references Ehrenberg and Sydelle, 1980). For Data-gathering and retrieval strategies.

  • Observing
  • Recall and retrieval
  • Noting differences
  • Noting similarities
  • Concept formation
  • Classifying
  • Concept differentiation
  • Grouping
  • Concept
   

<Extend these concepts>

 
structure of the information - such as a concept map of one topic
Build that information in layers

 
 
 
Assessment and tests should look at both content and process
   

<Generalize>, <demonstrate the importance of this approach>

 
Some this can be moved "out of class"  
Layer Items Cognitive processes In Class
Activities		 Out of Class
Activities
13. review amplify concepts that will be carried into subsequent units      
12. relate to values evaluation, in class discussion  
11. dynamic system where all processes are interrelated     Simulation
10. example of a community that has both predation and competition pressures simultaneously     description, diagram, reading
9. predicting the effects of predation and competition independently analysis   assignment
8. extend interactions within a trophic level      
7. find an exception scavengers as not really in either trophic level in the simple schema      
6. extend the concept further build from a food chain to a food web      
5. describe the functions of predators and prey

application by example, concept level

   read examples in the book
4. Build the concept, classification bring in other examples for each category      
3. Vocabulary define more precise biological terms of community, trophic level, primary producers, etc.   present, refer to the book read the book
2. Recall relate to a simple schema (see Figure 3)   graph  
1. Set context start with a story about something they already know recall present in class  

 

Some of these activities could be supported by a central learning object

example: simulation of predator-prey interaction

used in class as a demo

used in lab - hands on

used in a discussion of resource management

each use had a different assessment "wrapper"

 

  
   

<Summarize>

 

The goal should be to change how students interact with information. They need to be cognitive and active.

 

We can do this by creating layers of support for learning that connect the discipline oriented information to the level of the student.
   

 

June 20, 2000