Data Modeling in Education Scope

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Information about Data Modeling in Education Scope

Published on June 8, 2008

Author: basiyr


Slide 1: Data Modeling Podcast 2 Modeling Data to Enhance Instruction : Modeling Data to Enhance Instruction Part B Modeling in Education Computer Based Modeling for Learning and Productivity Data Modeling in Schools : Data Modeling in Schools The role of data modeling in schools serves a twofold purpose: To help teachers plan more classroom experiences (lessons, projects, units etc.) in which students access higher cognitive operations that lead to more meaningful learning. To assist administrators plan, implement and manage learning environments (schools, classrooms, districts etc.) more productively. In this course we will focus to some degree on both purposes. Modeling in Education vs Industry : Modeling in Education vs Industry Industry models are concerned with storing and retrieving data. In that sense productive modeling in schools is similar. It wants to store information such as student demographics (age, race, IEP, etc); Student performance (test scores, grades, etc). Often times this data is used to fulfill state reporting requirements but also This data helps teachers to plan for differentiated learning experiences for students Modeling in Education vs Industry : Modeling in Education vs Industry Education modeling is also compared with curriculum or content Using models students are able to explore representations of the world (e.g. visual models of outer space; population growth trends, past election results). Students are also able to build models that help them to express what they know about the world (e.g. Robots, solar system models etc.) In educational modeling thinking is more dynamic & less sequential (No LDS) – it is considered an ill structured approach to learning (Jonassen 2006). Modeling & Meaningful Learning Activities : Modeling & Meaningful Learning Activities Computer based modeling has been used in education since the 1970's (Mellar et. al., 1994)‏ Learning activities that use modeling in instruction allow students to: Create their own artificial worlds (represent or express what they know). Explore domain specific knowledge based on some pre-existing model (Mellar et al., 1994; Jonassen, 2006)‏ Rationale – Learning Defined : Rationale – Learning Defined Jonassen in the Preface to Modeling with Technology (2006), describes learning from the classical cognitivist standpoint as seen in the work of Piaget, Papert & other cognitive theorists. He suggests that Meaningful learning requires, conceptual engagement which represents, cognitive engagement () or mindful learning (). For cognitive theorists learning is problem-centered and involves intentionality. Model building involves both of these activities to a high degree. Model Building : Model Building In model building learners engage in methods & strategies that support self-regulated learning and intentional problem-solving. This process fuels engagement and conceptual development of learning domains. Learners are able to clearly articulate and represent what they know. As Jonassen points out “If you cannot build a model of what you think you know, then you do not really know it (Jonassen, 2006, xiv). What is Exactly is Modeling (for Learning)? : What is Exactly is Modeling (for Learning)? A model is where we use a simplified (or idealized) thing (a model) to think about another thing (Ogborn, 1994). In a more technical sense a model can be described as “a conceptual system consisting of elements, relations, operations, and rules governing interactions that are expressed using some external representational system” (Lesh & Doerr, 2003 – Cited in Jonassen, 2006, p.13). A Little Cognitive Theory : A Little Cognitive Theory Piaget in his Schema theory articulated that human beings have certain rules or scripts that govern their interpretation of the world. These schemas (as they are called) are the constructs of an individuals pre-existing mental model of the occurrences in the world. As new knowledge is encountered the learner has to alter his/her schema (and attendant) mental models to accommodate the new information Accommodation (an Example)‏ : Accommodation (an Example)‏ Piaget described learning as Adaptation Adaptation = Assimilation + Accommodation Assimilation is where a person develops a description (model) of how things in the world works. (e.g. to view this presentation you clicked on a link that played - that is now a standard part of your schema). Accommodation is where the old technique schema) fails and the individual is forced to engender a new approach (so if your “click & play” doesn't work – maybe you try “click & download”. Modeling & Schema : Modeling & Schema Model building (for learning) helps us to shape pre-existing mental models so that conceptual change (learning) is facilitated in more effective ways NEXT STEPS : NEXT STEPS Modeling Data to Enhance Instruction REMEMBER TO: Complete the Podcast Activity Move on to the WebQuest – UNIT 1 References : References Bureau of Enterprise Architecture (date unkown)., State of Pennsylvania. Online., Accessed May 31, 2008 Carlis, J., & Maguire, J., (2000) Mastering Data Modeling. Addison-Wesley Jonassen, David, H., (2005). Modeling with Technology: Mindtools for Conceptual Change (3rd Edition) by Prentice Hall; ISBN-13: 978-0131703452 Jonassen, D. H., Carr, C., and Yueh, H.-P. (1998). Computers as mindtools for engaging learners in critical thinking. TechTrends, 43(2):24-32. Available Online (See Blackboard Vista Weblinks) Mellar, H., Bliss, J., Boohan, R., Ogborn., & Tompsett, C., (ed.s) (1994). Learning with Artificial Worlds: The Falmer Press. P1RJ1S (2008) Smoothy Soothy., from, Available Online END OF PODCAST : END OF PODCAST Thanks for viewing See you online!!

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