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Research Topics for the Information-Age Paradigm of Education

Research Topics for the Information-Age Paradigm of Education. Charles M. Reigeluth Co-Director, AECT FutureMinds Initiative Professor, Instructional Systems Technology Indiana University reigelut@indiana.edu. Overview. Paradigm change: What is it? Has it ever happened before?

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Research Topics for the Information-Age Paradigm of Education

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  1. Research Topics for the Information-Age Paradigm of Education Charles M. Reigeluth Co-Director, AECT FutureMinds Initiative Professor, Instructional Systems Technology Indiana University reigelut@indiana.edu

  2. Overview • Paradigm change: What is it? • Has it ever happened before? • Why is it needed in Taiwan today? • What might it be like in education? • Areas for research to advance paradigm change in education • Instructional theory for the new paradigm • New roles for the new paradigm • New roles for technology

  3. 1. Paradigm Change: What Is It? Piecemeal Change Paradigm Change Fix Replace Reform Transform New part New paradigm Horse to Railroad Candle to Electric light

  4. 2. Has It Ever Happened Before? History of major paradigm shifts in society. Toffler’s three great waves of change. • Development of agriculture • Industrial revolution (physical capabilities) • Information revolution (mental capabilities) Each wave of change brought paradigm shifts in all of society’s systems.

  5. 2. Has It Ever Happened Before? Waves of change: AgrarianIndustrialInformation Family: ExtendedNuclearWorking-parent familyfamilyfamily Paradigm Shifts

  6. 2. Has It Ever Happened Before? Waves of change: AgrarianIndustrialInformation Family: ExtendedNuclearWorking-parent familyfamilyfamily Business: FamilyBureaucracyTeam Paradigm Shifts

  7. 2. Has It Ever Happened Before? Waves of change: AgrarianIndustrialInformation Family: ExtendedNuclearWorking-parent familyfamilyfamily Business: FamilyBureaucracyTeam Transportation: HorseTrainPlane, car Paradigm Shifts

  8. 2. Has It Ever Happened Before? Waves of change: AgrarianIndustrialInformation Family: ExtendedNuclearWorking-parent familyfamilyfamily Business: FamilyBureaucracyTeam Transportation: HorseTrainPlane, car Others: Health care, communication, legal , political … Paradigm Shifts

  9. 2. Has It Ever Happened Before? Waves of change: AgrarianIndustrialInformation Family: ExtendedNuclearWorking-parent familyfamilyfamily Business: FamilyBureaucracyTeam Transportation: HorseTrainPlane, car Education: ? Paradigm Shifts

  10. 2. Has It Ever Happened Before? Waves of change: AgrarianIndustrialInformation Family: ExtendedNuclearWorking-parent familyfamilyfamily Business: FamilyBureaucracyTeam Transportation: HorseTrainPlane, car Education: One-roomCurrent? schoolhousesystem Paradigm Shifts

  11. 3. Paradigm Change: Do We Really Need It? Big changes in society cause (require) systemic changes in all societal systems. Society has changed in ways that make our current paradigm obsolete. Systemic change is driven by pull (new needs) and push (new means). Knowledge work has replaced manual labor as the predominant form of work.

  12. 4. Paradigm Change: What Might It Be Like? Industrial Age Information Age Standardization, uniformity Customization, diversity Top-down control Autonomy, accountability Compliance Initiative Adversarial relationships Collaborative relationships Compartmentalization Holism (Division of Labor) (Integration of tasks) Some Major Differences

  13. 4. Paradigm Change: What Might It Be Like? People learn at different rates . . . . Fixed content in fixed time  achievement to vary  sorting Appropriate in Industrial Age

  14. 4. Paradigm Change: What Might It Be Like? • People learn at different rates . . . . • Sorting vs. Learning • How focus on learning?

  15. 4. Paradigm Change: What Might It Be Like? People learn at different rates . . . . Sorting vs. Learning Time-based progress Attainment-based

  16. 4. Paradigm Change: What Might It Be Like? People learn at different rates . . . . Sorting vs. Learning Time-based progress Attainment-based How? Group-based progressPerson-based Customized rather than standardized

  17. 4. Paradigm Change: What Might It Be Like? People learn at different rates . . . . Sorting vs. Learning Time-based progress Attainment-based Group-based Person-based How? Teacher-based Resource-based Tech + Human touch

  18. 4. Paradigm Change: What Might It Be Like? People learn at different rates . . . . Sorting vs. Learning Time-based progress Attainment-based Group-based Person-based Teacher-based Resource-based A key: The report card Criterion vs. Norm-based assessment

  19. 4. Paradigm Change: What Might It Be Like? General Features • Keep working on a standard until it is learned • Move on as soon as it is learned (Avoid waste!) • Customized, personalized learning • Intrinsic motivation, self-direction • Performance-based assessment (PBA) • Performance-based learning (PBL) • Collaborative learning (teams) • 21st Century Skills • Teacher as coach or facilitator (New role) • New roles for technology

  20. 4. Paradigm Change: What Might It Be Like? New Roles 1.Teacher as designer, facilitator, mentor • Student as active, self-directed learner • Parent as partner in learning • Technology as central to learning

  21. 5. Areas for Research & Develop-ment to Advance Paradigm Change in Education • Instructional theory for the new paradigm • Technology tools for the new paradigm • The transformation process

  22. 5.1 Instructional Theory for the New Paradigm Two major parts: • Project-based learning (Project space) • Instructional support (Instructional space)

  23. 5.1 Instructional Theory for the New Paradigm • A theory for project-based instruction: Methods • Selecting a good project or problem • Forming groups • A tutor facilitates higher learning (metacognitive & teaming skills) • Use of authentic assessment • Use of thorough debriefing activities • Others (Savery, 2009)

  24. 5.1 Instructional Theory for the New Paradigm • A theory for project-based instruction: A vision • Computer-based simulation (virtual world, ILE) John Bransford’s STAR Legacy • Coach (virtual pedagogical agent) • Scaffolding • Project sequence Simplifying Conditions Method

  25. 5.1 Instructional Theory for the New Paradigm • A theory for project-based instruction: Problems • Ensuring and assessing individual mastery • Promoting transfer to new situations • Promoting efficiency • Automatization of skills Solutions: A vision Does this make sense? Comments?

  26. 5.1 Instructional Theory for the New Paradigm • Instructional support (“space” or “overlay”) For skill learning (including HOTS): • G-E-P • Built-in immediate feedback, guidance • Learner control • Automatization when appropriate • Integration of teaching & testing, criterion • Individual certification

  27. 5.1 Instructional Theory for the New Paradigm • Instructional support (“space” or “overlay”) For causal understanding For conceptual understanding For memorization For attitudes and values For emotional and social development Volume III of Instructional-Design Theories & Models

  28. 5.2 Technology for the New Paradigm 1.Record-keeping for student learning • Planning for student learning • Instruction for student learning • Assessment for student learning Personalized Integrated Educational System (PIES) Reigeluth, W. Watson. S. Watson, Dutta, Chen & Powell, 2008

  29. 5.2 Technology for the New Paradigm Seamless Integration Need to seamlessly integrate all functions Architecture and Interface Open architecture (LINUX, Firefox, Moodle) Customizable user interface (Facebook, iGoogle) Modularity (iPhone & Android apps) Interoperability

  30. 5.2 Technology for the New Paradigm Teachers would struggle without well developed tools Chicken-and-egg problem Need for government investment to develop PIES

  31. 5.3 Process for Transforming School Systems Paradigm change is far more difficult than reform. • Comprehensive – everything must change. • Mindset change is crucial – it cannot be top-down. • Need for knowledge about the transformation process. • Existing systems versus New systems?

  32. Conclusion The Need for Research & Development! Automobile infrastructure S-curve of system development

  33. Conclusion Performance S Curve Time

  34. Conclusion Performance S Curves Time

  35. Conclusion Time-based system must waste student talent. • Paradigm change is desperately needed. Paradigm change is far more difficult than reform. • We need more knowledge about instructional theory, technology, and the transformation process. • We need to develop tools for teachers (PIES) Must have government investment for R&D

  36. Comments or questions? reigelut@indiana.edu

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