From Tablet PCs to
Instructional
Frameworks
How Digital Ink and
Screencasting Software
are Impacting
Classroom Practice
Roxanne Toto
Learning Designer
The Leonhard Center for the Enhancement of Engineering Education
A Brief Overview of the Context of the Project Work ...................................................................................................2
A Brief Review of Some Terminology and Literature ....................................................................................................2
Observations on Reception of the Technology..............................................................................................................3
Placing the work in Context in the Leonhard Center .....................................................................................................4
A Brief Overview of the Context of the Project Work ...................................................................................................5
Initial Issues and Concerns ............................................................................................................................................5
Model for integration and Engagement ........................................................................................................................6
A Brief Review of the ‘Model’ ........................................................................................................................................7
By-Products of Implementation ....................................................................................................................................7
Resources.......................................................................................................................................................................9
1
Roxanne Toto
[email protected]
Leonhard Center for the Enhancement of Engineering Education
A Brief Overview of the Context of the Project Work
The Statics project – a large NSF funded project –explored two issues that they felt to be at the
heart of successful problem solving – these are:
- the difficulties that students encounter creating and using free body diagrams
- what kept students from being effective
problem solvers
Concurrently we were doing work with the Tablet PC where as a natural extension of
teaching/use, faculty used the tablet to capture note sessions from classes they were teaching
that included example problems that were work out in lecture
This led to faculty wanting to better capture these worked examples so students could have
them as support material outside of class – and so we began to work with faculty to create
narrated problem solutions.
These narrated worked examples have resulted in several course project implementations as
outlined in the diagram.
The theory at the ‘core’ of the videos / worked examples were essentially the same.
The design and implementation of the materials were specific to each course
The end goal was to create materials that would effectively engage students in the content to be
learned thus, supporting the student problem solving process
A Brief Review of Some Terminology and Literature
I want to provide a VERY quick down and dirty review of some of the terms and literature you
already know and may hear today commonly heard in conjunction with teaching problem
solving.
A worked example is a step-by-step demonstration of how to perform a task or how to solve a
problem [1]
- Learners who have worked examples perform better at problem solving than those who did
not [2], [3]
Using worked examples as an instructional strategy is effective in teaching students to problem
solve because it provides the novice learner with an expert's mental model and an expert's
[self] explanation [4]
Self-explanations are the process of describing that mental model – explaining what you are
doing by connecting that information to background and prior knowledge to make
2
Roxanne Toto
[email protected]
Leonhard Center for the Enhancement of Engineering Education
plain/obvious what is being inferred during the problem solving process. [5, 6]
The instructor's 'self-explanation' and 'worked example' are captured using Camtasia creating
an instructional scaffold for students
Scaffolding is an instructional strategy that describes the [temporary] frameworks put in place
for the learner so that they can begin to bridge the gaps in their understanding to know the
materials being presented. [7, 8, 9]
Recent work indicates that problem solving success can be achieved by moving students along a
continuum from studying worked examples to independent problem solving by integrating
problem solving elements into the examples as they progress to understanding. [10]
Observations on Reception of the Technology
Tablets were very well received – students and instructor could focus on concepts being
learned
As a lecture aid it provided the best of both worlds in that faculty could present lectures with
well prepared graphics and examples while still being dynamic and responsive in the
classroom
A bi-directional mode of sharing [problem solving] could be enacted doing worked examples
Students were motivated more to engage
Students could attend more to the problem solving process since the notes and solutions being
worked in the classroom were able to be digitally saved
Students could pre-print instructor’s lecture outlines and use them as note taking aids in class,
equations were already correctly captured as were diagrams, circuits, etc.
Instructors noted being more in tune with the class given that now they were facing the
students and working WITH them
In sum we found in that tablets were not only liked – but effective in supporting student
learning
Students became more engaged in the conceptual work of problem solving
Faculty became energized by the technology and the potential that it had to offer
3
Roxanne Toto
[email protected]
Leonhard Center for the Enhancement of Engineering Education
Placing the work in Context in the Leonhard Center
4
Roxanne Toto
[email protected]
Leonhard Center for the Enhancement of Engineering Education
A Brief Overview of the Context of the Project Work
The Statics project – a large NSF funded project –explored two issues that they felt to be at the
heart of successful problem solving – these are:
- the difficulties that students encounter creating and using free body diagrams
- what kept students from being effective
problem solvers
Concurrently we were doing work with the Tablet PC where as a natural extension of
teaching/use, faculty used the tablet to capture note sessions from classes they were teaching
that included example problems that were work out in lecture
This led to faculty wanting to better capture these worked examples so students could have
them as support material outside of class – and so we began to work with faculty to create
narrated problem solutions.
These narrated worked examples have resulted in several course project implementations as
outlined in the diagram.
The theory at the ‘core’ of the videos / worked examples were essentially the same.
The design and implementation of the materials were specific to each course
The end goal was to create materials that would effectively engage students in the content to
be learned thus, supporting the student problem solving process
Initial Issues and Concerns
Faculty
Lecture notes had to be converted or re-done
What software program should they use to create their lecture notes
Should pre or partial notes be shared with students - [when/if/how varied by instructor]
Should annotated notes be shared with students - [why/why not/how varied by instructor]
Will providing the annotated notes affect attendance - [found student attendance was directly
related to the availability of annotated notes but rather the interactivity expectations and
course level of the class]
Acclimating to the technology:
Not having a physical keyboard
Setting up and projecting w/out a keyboard
Writing ON the screen
Matching teaching style to software
Students
Students asked for annotated notes—even before instructors realized they provide them
Availability of notes was a concern - [would they be posted/if so, when]
5
Roxanne Toto
[email protected]
Leonhard Center for the Enhancement of Engineering Education
Model for integration and Engagement
6
Roxanne Toto
[email protected]
Leonhard Center for the Enhancement of Engineering Education
A Brief Review of the ‘Model’
The model diagram provides an overview of how we integrated the developed materials to:
- support students in their ability to learn and understand the conceptual information as
they
build domain knowledge [this is captured in the top row – these are the boxes outlined in
black w/ black text]
support and scaffold students as they develop expertise by providing worked examples and
practice problems that stress the procedural knowledge necessary to effectively problem
solve [this is the middle row – the boxes outlined in blue w/ blue text]
The last row, outlined in red w/ red text that ties the design back to the literature and how these
strategies reflect how the theory is being interpreted into class room practice
While I do not want to take a lot of time to review the entire model – I did want you all to have
a sense of the ‘flow’ of the instruction
Prior to class students are assigned several videos – each video has an activity requiring
students to engage in some way with the content – and as you can see we have bulleted out a
few of the points that iterate how the design supports students through the problem solving
process
During class lecture a worked example is begun and can be completed as homework ….
After class students have access to additional materials that provide homework and problem
solving support, as well as access to materials that provide alternative representations of the
solution process and information that ‘extends’ to potential next steps related to the concept.
By-Products of Implementation
Concept Videos—multi-part videos created to explain key aspects of core course topics
students find difficult; they are 3 to 5 minute clips that present a topic explaining the theory and
application of the concept.
Function: support to stress and foster engagement with domain knowledge related to the
problems being solved both in and out of the classroom
Concept Video Outlines— documentation developed from the storyboards of the videos to
accompany the concept videos outlining the videos with videos with space for note taking
Function: used prior to viewing video, they provide and advanced organizer to the material;
used while viewing the materials they serve to focus attention, support note taking, and
promote engagement with the video content; used after viewing the video they provide
reviewable notes and study support; students can also print these out to take to class to support
note taking and lecture engagement
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Roxanne Toto
[email protected]
Leonhard Center for the Enhancement of Engineering Education
Worked Problem Examples—narrated problems solutions or talking examples that capture the
step by step problem solving process as each step is fully written out and explained by the
instructor
Function: provides students with: an expert think-aloud problem solving process to support
problem solving skill development by filling in gaps in knowledge and reinforcing domain
knowledge; a schema to support and scaffold the problem solving process by connecting theory
with applied rationale; and manage cognitive load issues
Self-Assessment Problems [FE Type Problems] - workable problems similar in type and format
to the problem found on the FE exam but include constructive feedback to help students
identify common mistakes if incorrect answers are selected
Function: allows students to preview FE type problems; affords practice that is meaningful,
intentional, and supports reflective practice; constructive specific feedback helps students
identify mistakes made; allows repetitive attempts with different numerical inputs
Topical Lecture Frameworks—‘slides’ that present a framework for a lesson or lecture topic
Function: provide instructors with: nine instructional elements critical to framing student
learning success; slide includes:
lecture title: makes plain the instructional concept being taught and includes a statement of
‘why’ the topic is important/relevant using a real world applied practice statement
learning goal: clearly states the concept to be learned by students and its relevance in context
learning objectives: [clearly states what the students will be able to do at the end of the
session
prerequisites: clearly states the previous knowledge the student needs to have so they can
place the newly learned material into context and connect newly learned material to previously
learned material; also supports the development of expertise
active learning element: suggests an active elements to include to engage student in active
learning activity, provides real world application or example
new concepts: clearly states the new knowledge being introduced with this lecture and
supplies link to tie previously learned material to new content
application: clearly states the applied USE and relevance of the concept and how the concept
relates to other lectures
leads to: an advanced organizer statement describing where/how the concept ties into the
next key point/lecture
point of emphasis: one sentence instructional nuggets or take away from the lecture that
re-states the central point/focus of the lecture
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Roxanne Toto
[email protected]
Leonhard Center for the Enhancement of Engineering Education
Resources
[1] Clark, R.C., Nguyen, F., and Sweller, J. (2006). Efficiency in learning: evidence-based
guidelines to manage cognitive load. San Francisco: Pfeiffer [p. 190]
[2] Sweller, J., & Cooper, G.A. (1985). The use of worked examples as a substitute for problem
solving in learning algebra. Cognition and Instruction, 2(1), 59–89
[3] Cooper, G., & Sweller, J. (1987). "Effects of schema acquisition and rule automation on
mathematical problem-solving transfer". Journal of Educational Psychology 79 (4): 347–362.
doi:10.1037/0022-0663.79.4.347
[4] Van Merriënboer, J. (1997). Training Complex Cognitive Skills: a Four-Component
Instructional Design Model for Technical Training. Englewood Cliffs, NJ: Educational Technology
Publications.
[5] Chi M.T.H., Bassok M., Lewis M.W., Reimann P., Glaser R.
Self-explanations: How students study and use examples in learning to solve problems
(1989)Cognitive Science,(2),.145-182. doi:10.1016/0364-0213(89)90002-5
[6] Roy, M., & Chi, M.T.H. (2005). The self-explanation principle. In R.E. Mayer (Ed.) Cambridge
Handbook of Multimedia Learning
[7] Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of
Psychology and Psychiatry. 17
[8] Cazden, C. B. (1983). Adult assistance to language development: Scaffolds, models, and
direct instruction. In R. P. Parker & F. A. Davis (Eds.), Developing literacy: Young children's use
of language (pp.–17). Newark, DE: International Reading Association
[9] L. S. Vygotsky. Mind in Society: Development of Higher Psychological Processes. Harvard
University Press, 14th edition, March 1978. p. 86
[10] Renkl, A., Atkinson, R.K., & Maier, U.H. (2000). From studying examples to solving
problems: Fading worked-out solution steps helps learning. In L. Gleitman & A.K. Joshi (Eds.),
Proceeding of the 22nd Annual Conference of the Cognitive Science Society (pp. 393–398).
Mahwah, NJ: Lawrence Erlbaum Associates, Inc. retrieved February 6, 2010 from
http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.23.6816
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Roxanne Toto
[email protected]
Leonhard Center for the Enhancement of Engineering Education