Members of our team have been working together for close to ten years to create learning resources for our students. Currently we are working to construct simulations and labs that will allow our students to explore and construct their own knowledge by interacting within the online resources we provide. The following papers and presentations discuss our most recent work:
Brown, W., Lovett, M., Bajzek, D. & Burnette, J. (2006). Improving the Feedback Cycle to Improve Learning in Introductory Biology Using the Digital Dashboard. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 1030-1035). Chesapeake, VA: AACE. Link to Paper.
Abstract: At Carnegie Mellon we are integrating timely and targeted feedback for the students and real-time student progress reports for the instructor to create an online learning environment that engages the student, improves learning and allows immediate adaptation of instruction. The Digital Dashboard is a dynamic portal into the continuous data provided by student use of online instructional tools and assessments within the Open Learning Initiative environment. The compiled data presentation from each lesson is a guide to changing and targeting instruction in the classroom. The Digital Dashboard organizes information and is being developed to link concepts, categorize answers to open-ended questions and provide a use-index to better inform the instructor of student learning. The information provides tools for making the classroom more dynamic and data for research on student learning.
William Brown, Diana Bajzek, Marsha Lovett, James Burnette. (2006) The Digital Dashboard: Improving the Feedback Cycle to Improve Learning in Science. The 12th Annual Sloan-C International Conference on Asynchronous Learning Networks. Link to Presentation.
Abstract: Integrating dynamic learning using contextualized “real world” simulations with built-in, timely feedback for both the students and the faculty facilitates the reinforcement of concept learning. This presentation will demonstrate the integrated use of a set of tools in a new learning environment.
Bajzek, D., Burnette, J. & Rule, G. (2006). Constructing Computer Models to Provide Accurate Visualizations and Authentic Online Laboratory Experiences in an Introductory Biochemistry Course. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 14-19). Chesapeake, VA: AACE. Link to Paper - Link to Presentation
Abstract: The goal of science courses is to aid the students in understanding the underlying physical laws that are responsible for observed phenomena. Meeting this goal is especially challenging in biology courses due to the complexity of the systems involved and the spatial and temporal nature of many biochemical processes. In the case of our introductory biochemistry course, we have designed a number of technology-based enhancements to assist students in developing more complete understanding of many fundamental processes in biochemistry. Our paper describes the process and pedagogic goals followed in creating these animations, tutorials, simulations and other dynamic models; and how they can be deployed in a hybrid lecture based course.
Brown, W., Bajzek, D. & Burnette, J. (2006). Using Embedded Interactive Feedback Devices to Change the Classroom Dynamic in a Large Lecture Hall. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2006 (pp. 1476-1481). Chesapeake, VA: AACE. Link to Paper.
Abstract: By embedding interactive feedback devices within the online course we are building, we hope to change the classroom dynamic of the large lecture classroom for freshman Modern Biology from one of unprepared students listening passively to the instructor’s lecture; to one where the students are prepared and the instructor’s “digital dashboard” assists him in delivering appropriate chunks of instruction intended to address the students’ level of preparation and ability to consume the topic for the day. We want to describe the tools we are putting into place and our experiences so far with introducing them into the classroom. We also want to emphasize the value of the feedback to the instructor in shaping and transforming the classroom dynamic.
Bajzek, D., Burnette, J., & Brown, W. (2005). Building Cognitively Informed Simulators Utilizing Multiple, Linked Representations Which Explain Core Concepts in Modern Biology. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 3773-3778). Norfolk, VA: AACE. Link to Paper.
Abstract: The purpose of this paper is to describe the process and products of a simulation/tutorial environment for use in the Modern Biology course. The course is being developed using the “cognitively informed” principles of the Open Learning Initiative, at Carnegie Mellon University, funded by the William and Flora Hewlett Foundation. We are focusing on the creation of a simulation environment that allows students to explore key concepts as identified by cognitive task analyses. These simulations (and labs) are designed to provide context for the concepts and emphasize multiple representations, thus allowing the students to construct more complete mental models of these concepts. The environment we have created allows instructors to write tutorials and labs contextualized to the needs of their students. We encourage other institutions to evaluate our environment, provide feedback and contribute new simulation tools.
Rule, G., & Bajzek, D. (2005). Authentic Learning and Assessments: Major Components in Transforming Superficial Understanding into Knowledge-Applications to Introductory Biochemistry. In Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (pp. 1497-1502). Norfolk, VA: AACE. Link to Paper.
Abstract: Many cognitive and educational researchers agree that hypermedia and multimedia content, if designed correctly, can assist students in understanding the complex scientific systems which are part of our world. Contextualized, authentic learning activities and assessments, combined with computational practice, should enable students to develop a more complete understanding of the material and facilitate transfer of knowledge to related concepts. Our authentic assessments combine textual information with interactive simulations linked to data, which can also be manipulated. The purpose of this paper is to explain how this method of embedded authentic learning is particularly important due, in part, to the fact that it provides contextualized representations of “real world” situation that enhance online learning. We also explain how we approach providing authentic assessment to facilitate learning as well as to treat learning as an active process.
