Vision Impossible? Arts and Science approaches to learner-centred practice

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Vision Impossible? Arts and Science approaches
tolearner-centred practice
Cyprien Lomas Joanne Nakonechny Sophia
Nussbaum Ulrich Rauch University of British
Columbia
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The University of British Columbia
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Mixed-Mode (hybrid) Projects

• Inquiry into teaching with technology to increase
  the effectiveness of learning outcomes
• Objective develop 2 mixed-mode courses
• Arts (English 111 Approaches to Non- Fictional
  Prose)
• Science (Chemistry 121/123 Introduction to
  Scientific Research (Lab course)
• Projects
• High level of autonomy
• Central funding 200,000/year
• Year two of a two year project

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Learning Mode

• Deep structure vs surface structure learning
• Concepts difficult for novice learners

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Learning Mode Applied
Chemistry Guided Inquiry
English Guided Discovery

• Concepts applied in an experimental environment
• Lab gt development of experimental skills and
  knowledge

• Concepts developed in an exploratory environment
• Forum/papers gt development and recognition of
  argumentative strategies

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What do we need?

• Development of seamless mixed-mode learning
  environment
• Effective technology that allows students and
  instructors to shape the learning experience.
• Guidance to facilitate students deep structure
  learning

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Chem 123 Lab
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English 111
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Tools

• Effective learning tools, both digital, and
  print technology, that allows student and
  instructors to shape the learning experience.
• Ability of the medium to carry the voices of
  participants (students instructors)
• Technology to facilitate Personalized Learning

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Tool Development
Flexible Parameters can be completely
modified shared Lab manual (malleable)
Customizable parameters can be partially
modified Commercial or open- source VL, WebCT
(container)
Rigid parameters cannot be modified Bridging to
the Lab (product) calculator (prescriptive)
Rigidity Continuum
Author Control
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Tool Outcomes

• pedagogical goals need to drive tool development
• Combination of tools works well
• Seamless integration
• provide scaffolding for students to approach
  materials
• development of seamless mixed-mode learning
  environment is complex and labour intensive

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Lessons Learned

• Resources (tools) seamless, author control
• Learning Environment
• author control lt--gtstudent needs
• Pedagogical goals
• deep structure (conceptual) learning
• Team process Integrated teams
• Institutional support
• recognition of multiple development paths

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Thank You

• Cyprien Lomas cyprien.lomas_at_ubc.ca
• Joanne Nakonechny jnakon_at_exchange.ubc.ca
• Sophia Nussbaum sophian_at_chem.ubc.ca
• Ulrich Rauch uli_at_arts.ubc.ca