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5 results on '"Michalchik, Vera"'

1. Documenting and Assessing Learning in Informal and Media-Rich Environments

Author

Lemke, Jay, Lecusay, Robert, Cole, Michael, and Michalchik, Vera

Subjects
education, bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKD Examinations & assessment
Abstract

An extensive review of the literature on learning assessment in informal settings, expert discussion of key issues, and a new model for good assessment practice. Today educational activities take place not only in school but also in after-school programs, community centers, museums, and online communities and forums. The success and expansion of these out-of-school initiatives depends on our ability to document and assess what works and what doesn't in informal learning, but learning outcomes in these settings are often unpredictable. Goals are open-ended; participation is voluntary; and relationships, means, and ends are complex. This report charts the state of the art for learning assessment in informal settings, offering an extensive review of the literature, expert discussion on key topics, a suggested model for comprehensive assessment, and recommendations for good assessment practices.Drawing on analysis of the literature and expert opinion, the proposed model, the Outcomes-by-Levels Model for Documentation and Assessment, identifies at least ten types of valued outcomes, to be assessed in terms of learning at the project, group, and individual levels. The cases described in the literature under review, which range from promoting girls' identification with STEM practices to providing online resources for learning programming and networking, illustrate the usefulness of the assessment model.

Published
2015

2. Where It Gets Interesting: Competing Models of STEM Learning after School

Author

Bevan, Bronwyn and Michalchik, Vera

Abstract

Afterschool programs are currently conceptualized in two ways. One is represented by "expanded learning," which includes a wide range of content-rich opportunities in the hours outside of school, including summer camps. The operating assumption is that, in structured out-of-school time (OST) programs, children can learn concepts or develop capacities or interests that will later enhance their engagement in everyday as well as academic settings. The other model is "extended learning," in which afterschool aligns more closely with the school curriculum. Interest in extended day models is growing as many communities seek more time to improve students' academic performance, generally measured by standardized achievement tests. Meanwhile, the additive model of learning assumes that if children participate in afterschool science, technology, engineering and mathematics (STEM) programs by "x" amount, their overall interest, capacity, and engagement in STEM--and particularly in school STEM--should rise by an amount equivalent to "x." In contrast to the additive model of learning, the authors posit a "contextual" model. In using this phrase, the authors follow a long line of scholars who have documented the ways in which learning, identity, interest, and participation are related to context. To better understand and capture the complex processes of learning, research in OST STEM needs to take a longer view of how OST fits into a larger learning ecology. It needs to attend to the specific contexts of STEM learning and clearly tie the measures of learning to the models of learning.

Published
2013

3. Small Group Collaboration in the Large Lecture Setting: Collaborative Process, Pedagogical Paradigms, and Institutional Constraints.

Author

Michalchik, Vera, Schaeffer, Evonne, and Tovar, Lawrence

Abstract

This paper focuses on some of the key issues involved in implementing a collaborative design project in the setting of the large undergraduate lecture course at a major research university, offering a preliminary analysis of the assignment mainly as a function of how students managed and interpreted it. The collaborative design project was assigned to students in the Human Biology Core Course at Stanford University in 1999. At staggered points throughout the quarter, 24 groups of approximately 10 students each were asked to produce informative Web sites on assigned topics. A number of approaches, including videotaping cooperative sessions, focus groups, and student surveys, were used to study group interactions for two of these groups. Findings show that each of the two groups experienced different types of successes and difficulties. One group engaged more deeply with the course content and developed an egalitarian and supportive participatory structure for its members. This group demonstrated greater learning and greater success at collaborating than the members of the other group. The other group managed its problems of project and resource management largely by working in subgroups and treating a fairly simple project in the most straightforward manner possible. The group members did not necessarily learn a great deal about their topic overall, but they produced a superior final product as assessed for a course grade. These findings draw attention to the different strands of the group process that are entailed in collaborative design. They point to the need for adequate scaffolding along each of several lines to avoid problems. (Contains 35 references.) (SLD)

Published
2001

4. Documenting and Assessing Learning in Informal and Media-Rich Environments

Author

Cole, Michael, Lemke, Jay, Lecusay, Robert, and Michalchik, Vera

Subjects
Education / Evaluation & Assessment, Education / Non-formal Education
Abstract

An extensive review of the literature on learning assessment in informal settings, expert discussion of key issues, and a new model for good assessment practice. Today educational activities take place not only in school but also in after-school programs, community centers, museums, and online communities and forums. The success and expansion of these out-of-school initiatives depends on our ability to document and assess what works and what doesn't in informal learning, but learning outcomes in these settings are often unpredictable. Goals are open-ended; participation is voluntary; and relationships, means, and ends are complex. This report charts the state of the art for learning assessment in informal settings, offering an extensive review of the literature, expert discussion on key topics, a suggested model for comprehensive assessment, and recommendations for good assessment practices. Drawing on analysis of the literature and expert opinion, the proposed model, the Outcomes-by-Levels Model for Documentation and Assessment, identifies at least ten types of valued outcomes, to be assessed in terms of learning at the project, group, and individual levels. The cases described in the literature under review, which range from promoting girls' identification with STEM practices to providing online resources for learning programming and networking, illustrate the usefulness of the assessment model.

Published
2015

5. Processes and Knowledge in Designing Instruction

Author

STANFORD UNIV CA, Greeno, James G., Korpi, Margaret K., Jackson, III, Douglas N., Michalchik, Vera S., STANFORD UNIV CA, Greeno, James G., Korpi, Margaret K., Jackson, III, Douglas N., and Michalchik, Vera S.

Abstract

This report presents results obtained in a study of problem solving in the domain of instructional design. Participants were eight teacher trainees who studied a computer-based tutorial about a fictitious vehicle, the VST2000. The next day, each participant designed instructional materials of two general kinds: about how to operate the vehicle, and about general principles of energy storage, extraction, conversion, transportation, and use that the vehicle illustrates. A scheme for coding the protocols was developed, considering three aspects of the process of design problem solving: subproblems, types of knowledge used, and problem-solving operators. Data from the eight protocols are presented, showing variations among designers in the relative amounts of work on subproblems and their use of knowledge types and operators, and patterns in these features over time in their problem-solving activity. The variables used in this analysis are considered as general features of P.T.O. design problem solving and are discussed in relation to several published analyses in a variety of domains. Keywords: Information processing theory.

Published
1990

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