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Learning with and
from Others:Designing Massive Experiences for
Studying Peer Networks’ Learning and Knowledge-building
Joe Blatt, Chris Dede, Jim HonanHarvard Graduate School of Education
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The Promise of MASSIVE
Serves a broader range of learners increased human capital
greater diversity in co-learners
Wider opportunities for social capital and for linksto workplace and life
Self-improving via research and continual feedback
Relatively inexpensive, so excellent return oninvestment by learners and by society
If effective (mastery, full range of skills)
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Reduced Cost Per Participant
with Diverse Range of Learners
Reduced instructional presence
Adaptive materials limited to certain types ofsubjects and instructional goals
Sufficient social reinforcement to aid retention
Sufficient peer contribution to increase mastery
The key to MASSIVE is personalization via peer
learning
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Limits of Computer-based Adaptation
Effective for subjects based on procedural skills(e.g., mathematics, grammar, vocabulary,
computer programming) Does not work for parts of the curriculum that
are not reducible to algorithmic recipes
(e.g., reading comprehension, creative
writing,design, inquiry, collaboration, leadership)
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Personalized Learning
…ensuring that a student’seducational path, curriculum,instruction, and schedule bepersonalized to meet her
unique needs, inside andoutside of school… through a
wide range of resources andstrategies appropriate for her
learning style, abilities, andinterests, as well as social,
emotional, and physicalsituation.
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Case-based
Immersive
Video-based
Types of Peer Learning
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Next Generation Interfaces
for “Immersive Learning”
Multi-User Virtual Environments Immersion in virtual contexts with digitalartifacts and avatar-based identities
Virtual RealityFull sensory immersion via head-mounteddisplays or CAVES
Ubiquitous Computing: Wearable wireless devices coupled to smartobjects for “augmented reality”
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Module 1: Pond Ecosystem
Modeled after Black’s Nook Pond in Cambridge, MA
http://ecomuve.gse.harvard.edu
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EcoMUVE is a MODEL of a natural environment- simplified components and
interactions
- emphasis on space and
time
- takes advantage of
technological affordances
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Naturalist Microscopic
Specialist
Water
Chemist
Private
Investigator
Observe pond for
similarities toEcoMUVE
Observe duckweed Observe pond for
similarities toEcoMUVE
Talk to virtual golfer
Observe virtual fish View 3D model ofduck
Measure dissolvedoxygen
Observe storm water pipe overlay
Calculate fishpopulation size Video of starchdecomposition bybacteria
Video of howoxygen dissolves in water
Find inlet and outletof pond
Collectmacroinvertebrates
Observe virtualbacteria
Measure watertemperature
Talk to young girlabout what a watershed is
ID macroinverts andcalculate toleranceindex
Measure pH Measure phosphates Measure turbidity
Work together to create video that summarizes the health of the pond based on whole
team’s observations
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Non-obvious causes A submarine tool explores the microscopic organisms in the pond,helping students understand that organisms that they cannot see play acritical role in the pond ecosystem.
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Atom Tracker Atom tracker allows students to track three specific simulated atoms over time – oxygen, carbon, and phosphorus – these anthropomorphized atoms give students an“atom’s-eye- view” of conservation of matter.
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TI Nspire
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Texas Instruments NSpires with Vernier
Environmental Probes
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A Different Model of Pedagogy
Experiences central, rather thaninformation as pre-digested experience
Knowledge is situated in a contextand distributed across a community
Reputation, experiences, and accomplishments asmeasures of quality(rather than tests, papers)
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Actions as Basis for Assessments
Logfiles Indicate with Timestamps Where students went With whom they communicated and what they said What artifacts they activated
What databases they viewed What data they gathered using virtual scientific
instruments What screenshots and notations they placed in
team-based virtual notebooks What hints they accessed What mathematical representations they created
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Logfiles: Events, Chats, Notebooks
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Rubrics and A/B Experiments
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Formative and Diagnostic
Formative, diagnostic assessment provides more
leverage for improvement than summative measures.
Formative, diagnostic assessment is richer
and more accurate than summative measures.
Potentially, formative, diagnostic assessmentcould substitute for summative measures.
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Case-based
Immersive
Video-based
Types of Peer Learning
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Face-to-face case teaching has manybenefits/strengths – high levels of interaction,multiple opportunities for peer learning, can
foster deeper learning over time.
Challenge – translating these benefits/strengthsinto virtual environments.
Pedagogical dimensions and technologicalaspects.
Moving Face-to-Face Case Teaching
Online
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Virtual Online Case Teaching
Purpose: To develop skills related to improvingproblem diagnosis/problem solving skillsthrough peer learning and to sharpen abilities to
generalize lessons and insights from case studyteaching/learning to specific/individualcontexts.
Curricular materials – case study of actualproblem/challenge and background readings toprovide research-based framing.
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Approaches to Fostering
Peer Learning
Synchronous and asynchronous
Individual preparation
Small group/peer interactions – discussionboards
Synchronous virtual case discussion
Reflection/application translatinglessons/insights from case study into actionplans.
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Early Lessons Learned
Teamwork – faculty, information technologystaff, executive education staff, teaching fellows
Infrastructure/platform
Training/orientation
Planning/execution/evaluation = improvement
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Case-based
Immersive
Video-based
Types of Peer Learning
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Beyond
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Hallmarks of formal learning
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Hallmarks of formal learning
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Informal learning settings
Institutions
Play
Arts Places
Activities
Family and
community
Media Incidental
Peers
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Hallmarks of informal learning
Contextual and organic
Activity- and experience-based
Often arises in situations where learning isnot the main aim
Self-selected, and managed by individual
learner
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What peers can add
Motivation
Diversity of background experience
race and ethnicity age
national and cultural setting
work and previous study
Competition
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Potential interaction structures
peer groups given issue-oriented discussionprompts
groups identify and frame their own issue choice
groups presented with follow ‐up storylines thatreflect different positions
groups given access to expert testimony
groups given access to program producers
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Multidimensional Learning
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Connections Between Learners
Interactions with others (whether as audience,coach, or co-creator) can broaden our capacities aslearners.
How do we think beyond the facilitator-learnerrelationship to the many learner-learnerrelationships?
Experiments with creatingsmall groups (by geography,prior expertise, interests) within larger community.
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Deepening Learning Outcomes
Expertise as tacit rather than explicit
Distributed understandings and performances
rather than “in the head” knowledge and skills Situation resolution rather than solving
routine problems
Affective and social dimensions of competencegiven equal weight with cognitive
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National Science Foundation (2013)
Advances intechnology and inknowledge about
expertise, learning, andassessment have thepotential to reshapethe many forms ofeducation and trainingpast matriculationfrom high school.
C P i i l f
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Core Principles of
Professional Development
Teachers teach as they were taught.
The important issue is not technology usage,but changes in content, pedagogy, assessment,
and learning outside of school.
Continuous peer learning is the best strategyfor long-term improvement.
f
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Professional Development:
“Unlearning”
Developing fluency in using the full range ofemerging interactive media
Complementing presentational instruction with situated, collaborative learning
Unlearning almost unconscious assumptions and
beliefs and values about the nature of teaching,learning, and schooling
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