Preliminary Report - Workshop to Integrate Modeling and Visualization into Teacher Education Lisa Bievenue, NCSA; Mary Ellen Verona, MVHS; Sharon Derry, U. Wisconsin; Marcia Linn, UC-Berkeley DRAFT-August, 2001

Research on Learning (with respect to applying modeling and visualization methodologies and tools)
What we know	What we need to know	Research, Development and/or Implementation Approach
Scaffolding is designed in a variety of ways: assistance that fades zoped (zone of proximal development) as a crutch as dynamic support Scaffolding focus is non-technology based Starting point for scaffolding is dealing with what is cognitively difficult.	How students manage multiple representations How representational competence can be measured The developmental progression of model building associative vs. linear thinking Knowledge with vs. knowledge of implications for fading	Identify how scientists manage multiple representations and apply to what we know about student learning processes Use what is known about scaffolding to apply AI techniques in the design of computer-supported scaffolding
Large Scale Implementation Two-way street: pre-service and inservice teachers learning from each other Professional Development schools Technology learning starting to be integrated with content learning (in schools systems)	How can content be reconstituted within context of teacher education programs or schools (given constraints)? How are students learning from technology supported approaches? What is the developmental progression of students? Who changes first: those who teach teachers or those who support teachers in school systems?	Help stakeholders understand how innovations help them achieve what they are accountable for: Correlate activities to standards Teach teachers to educate administrators, board, parents Integrate texts for students and pre-service teachers Link supplementary materials that we might develop to TOC of widely used products
Development of Student Thinking in Modeling Contexts Change takes time Goals of using models: Develop thinking skills Develop understanding of the world Develop ability to think about the world in new ways	How do we anchor modeling to the real world? How to help teachers understand the typical student: Misperceptions in design and use of models Confusing causes and results Confusion about symbolic representations	Toolmakers and educators need to work together in developing, using and adapting tools A new model of education needs to be constructed with teacher as "expert learner" A core repertoire of modeling tools needs to be developed Adjust expectations of how long it takes to learn how to build apply models?and use that time to develop incrementally
Mental Modeling/Visualization Students need to externalize models so that they fit with other models Most important model is model of why they are learning	Why do people learn? What factors need to be in place for students to want to learn? How are teaching curriculums defined? How are students' interests defined?	Learn what students' visual models are, then move them toward what they need to learn Study student-teacher interaction around models Create common language using computer-modeling tools
Social Dynamics of Classrooms Students find it difficult to articulate ideas Students don't like to play within the real world Problems must be worthwhile and challenging	How important is working around computers in groups? Should a good assessment model be provided for MV to work? Can national education bodies be encouraged to work in a coordinated manner?	More discussions on these issues (future meetings such as this)
		Outcomes of these meetings should lead to collaborations to pursue research questions and discuss classroom methodologies

 

 

Implementation Issues - Teacher Education
What we know	What we need to know	Research, Development and/or Implementation Approach
Importance of MV MV is important in higher education research and teaching (science & engineering fields) There is no way to attach/integrate MV to/into curriculum w/o focusing on teacher training	Do we know that students learn science this way (better or at all)? Do students need to think like mathematicians/scientists? Do people function better if they know how to solve problems? How do you engage students in science? Do MV tools teach students who don't succeed in other ways? How do we integrate tools in colleges of education?	Need tools that work all the time Need effective lessons
Evidence of Value of MV There is a divide between test constructors and educators interested in inquiry	How to integrate content & pedagogy What evidence is needed to establish efficacy? What is value of kid-generated models? How can content be presented in the context of modeling?
Textbooks	How do we integrate modeling into texts? How do we prepare for the eventuality that textbooks will include modeling questions?	Need partnerships with textbooks (or training won't matter) Need one-stop shop for national resources
Faculty	How to pair faculty and teachers How to pair education faculty and science faculty	Develop communities of practice Science knowledge à pedagogical knowledge
Collaboration	How to encourage collaboration among faculty	Develop ways to use new technologies to facilitate communication Streaming video
Courses	Dedicated modeling courses vs. integrated modeling in content area courses	Identify existing modeling courses or courses that have integrated modeling Courses need to be institutionalized
National "Institutionalization"		Develop consortium Reconstitute existing curriculum Web course integration w/local centers Match resources to textbooks

 

 

Implementation Issues -- Influencing the Practice of Teaching
What we know	What we need to know	Research, Development and/or Implementation Approach
Scaling issues Standards vary on several levels from state to national There are many MV tools in existence	Where are the logical points or contexts to incorporate MV tools? How can MV best be integrated into current curriculum? What is the underlying framework of standards that can help to scale the use of MV tools? How can MV tools be incorporated to correlate to the learning process? How can different learning objectives be integrated? Science MV specifics Inquiry in general How can curriculum tools be designed and structured to enable students to interact and exchange ideas	Look to scientists (and develop relationships) to understand how MV is used Create searchable database of standards incorporating all state and national standards to illustrate overlaps Develop and design frameworks for sequencing curriculum that achieves all objectives in an integral fashion

 

 

Implementation Issues -- Role of Teachers
What we know	What we need to know	Research, Development and/or Implementation Approach
Increasing influence of exemplary teachers First three years of teaching criticals Teachers learn from other teachers Support is required Partnerships between colleges and school systems (when successful) are important Exemplary MV teachers are out there	How does a teacher become an exemplary MV teacher? How are partners for preservice teachers identified and cultivated?	Establish a framework of support for preservice and novice teachers Mentor teachers College of education support Effective orientation Develop K-16 partnerships Teachers in residence Professional development schools Teacher collaborations
Evaluation and Assessment Techniques There are multiple reasons for performing assessments; the type of assessment depends on why it is being done Tell the teacher how the class is progressing in its understanding Give students feedback on their understanding Assign grades Evaluation objective to demonstrate the effectiveness of this pedagogical approach Consider multiple types of assessments and use a mix where appropriate		Need a national panel or working group of educators and MV experts (with guidance from educational research) to agree on: Definitions of modeling and scientific visualization consistent with what should be incorporated into education Specific list of goals/objectives for what students should gain from MV activities Long term timeline or developmentally appropriate progression of what students should learn about MV and when Examples of modeling tools and how they could be used in classroom exercises
New Instructional Frameworks Schools have an institutional culture against anyone taking a position of having more knowledge than others Change in elementary schools means change in the whole school (or clusters of teachers)	What are the characteristics of learning environments that make MV successful? Where are the successful stories? Can we capitalize on teacher assessment models? What are the frameworks that make MV a natural component?	Institutionalize story swapping Develop contexts to evoke stories Identify exemplary teachers and then generalize backgrounds, practices, etc. Develop tele-apprenticeships Infuse MV into curriculum (children stop building models when they enter kindergarten

 

 

PRELIMINARY Major Recommendations Research Priorities

Encourage more interdisciplinary, inter-institutional, business and K-16 partnerships Toolmakers and educators need to work together in developing, using and adapting tools Look to scientists (and develop relationships) to understand how MV is used Outcomes of these meetings (MVW) should lead to collaborations to pursue research questions and discuss classroom methodologies Identify how scientists manage multiple representations and apply to what we know about student learning processes Use what is known about scaffolding to apply AI techniques in the design of computer-supported scaffolding Encourage large scale projects to study complete systems (not just systemic, but system-wide at all levels)

 

 

PRELIMINARY Major Recommendations Design Priorities

Adjust expectations of how long it takes to learn how to build apply models?and use that time to develop incrementally Toolmakers and educators need to work together in developing, using and adapting tools Include multi-perspective applications and sustenance, to include both business and education solutions

 

 

PRELIMINARY Major Recommendations Policy Priorities

Need a national panel or working group of educators and MV experts (with guidance from educational research) to agree on: Definitions of modeling and scientific visualization consistent with what should be incorporated into education Specific list of goals/objectives for what students should gain from MV activities Long term timeline or developmentally appropriate progression of what students should learn about MV and when Make education decisions on the level of congress, school boards and university presidents

 

 

PRELIMINARY Major Recommendations Research Priorities

Encourage more interdisciplinary, inter-institutional, business and K-16 partnerships Toolmakers and educators need to work together in developing, using and adapting tools Look to scientists (and develop relationships) to understand how MV is used Outcomes of these meetings (MVW) should lead to collaborations to pursue research questions and discuss classroom methodologies Identify how scientists manage multiple representations and apply to what we know about student learning processes Use what is known about scaffolding to apply AI techniques in the design of computer-supported scaffolding Encourage large scale projects to study complete systems (not just systemic, but system-wide at all levels)

 

 

PRELIMINARY Major Recommendations Implementation Priorities

Integration A core repertoire of modeling tools needs to be developed Correlate activities to standards Integrate texts for students and pre-service teachers Link supplementary materials that we might develop to TOC of widely used products Need partnerships with textbook publishers Create searchable database of standards incorporating all state and national standards to illustrate overlaps Develop and design frameworks for sequencing curriculum that achieves all objectives in an integral fashion Changing Attitudes Help stakeholders understand how innovations help them achieve what they are accountable for: Teach teachers to educate administrators, board, parents Courses need to be institutionalized Identify existing modeling courses or courses that have integrated modeling Encourage more interdisciplinary, inter-institutional, business and K-16 partnerships Toolmakers and educators need to work together in developing, using and adapting tools Include multi-perspective applications and sustenance, to include both business and education solutions Develop communities of practice Science knowledge à pedagogical knowledge

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