Design Principles for Interactive Learning Environments with Embedded Formative Assessments

Design Principles for Interactive Learning Environments with Embedded Formative Assessments

Sara Dexter (University of Virginia, USA)
DOI: 10.4018/978-1-60566-322-7.ch008
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Abstract

The new technology-enhanced conception of assessment stands in contrast to the traditional view of assessments as tests of a learner’s ability to recall facts. Because technology mediates learning in new ways, it engenders new forms of knowledge as well as possibilities for documentation and analysis. Many have noted that games, simulations, and cases are engaging for learners and thus warrant further development for their expanded use. Research on learning and assessment suggests design principles that developers should follow when investing such effort in order to capitalize on how the interactive aspects of these tools can serve as assessments about what, how, and when learning is occurring. The ETIPS application described here serves as an example of how such principles can be used to guide priorities and decisions for developers as well as applied as criteria for determining the quality of such digital tools as learning environments and assessment tools.
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Guiding Design Principles

Effective Learning Environments

Bransford, Brown and Cocking (2000) synthesize research on educational and cognitive neuroscience and suggest the following four key dimensions of effective learning environments. First, that they are knowledge-centered and focus on developing knowledge of the field or discipline and of strategies to develop expertise; thus, they should incorporate the language, artifacts, and essential principles on which learning in the discipline is based and model how experts work with those principles to gain increased understanding. Second, that they are learner-centered and focus on learners, building on their strengths, interests and needs, and they take individual learning styles and prior knowledge into account. Third, that they are community-centered and evolve a community of practice among like-minded learners so as to develop common goals and facilitate individual and collective work toward achieving them. The community-centered environment also provides opportunities for active participation and the development of a shared knowledge base. Finally, that they are assessment-centered and support learners’ testing of ideas by promoting ongoing reflection and feedback on practice. Such environments enable opportunities for metacognition in a sustained, coherent context.

The four dimensions outlined here can be visualized as interdependent and overlapping spheres; therefore, we might expect all of these dimensions to be present and functioning in a game, simulation or case study that is to serve as a high-quality learning environment. In the following sections I outline particular considerations for the assessment attributes of a learning environment, and then explain how a digital, interactive tool like a game, simulation, or case study is particularly well suited to help produce these attributes.

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Table of Contents
Foreword
Rhonda Christensen, Gerald Knezek
Chapter 1
A Simulation Primer  (pages 1-24)
Katrin Becker, James R. Parker
This chapter provides an introduction to digital simulations for those interested in using or designing them for instructional purposes. There has... Sample PDF
A Simulation Primer
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Chapter 2
Youngkyun Baek
This chapter expands upon the definition of a simulation with two categories: experiential and symbolic. It discusses the interactive, experiential... Sample PDF
Digital Simulation in Teaching and Learning
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Chapter 3
Peter R. Albion
Interaction is fundamental to the learning process and game-like 3D online spaces present opportunities for enhancing learning through supporting a... Sample PDF
Virtual Spaces for Teaching and Learning
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Chapter 4
David Williamson Shaffer
Multiculturalism is an essential tool for democratic citizenship in a world made ever more closely interconnected by information technologies. In... Sample PDF
Computers and the End of Progressive Education
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Chapter 5
Celina Byers
The desired outcome of instructional game design is to combine the powerful attraction of games and the proven effectiveness of instructional system... Sample PDF
Combining Instructional Design and Game Design
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Chapter 6
Helyn Gould, Michael Hughes, Paul Maharg, Emma Nicol
Game-based learning and simulation is a powerful mode of learning, used by industries as diverse as aviation and health sciences. While there are... Sample PDF
The Narrative Event Diagram: A Tool for Designing Professional Simulations
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Chapter 7
David Gibson
In order for a digital simulation to provide an artificial teaching environment there needs to be a computational model of the act of teaching... Sample PDF
Modeling Classroom Behaviors in Software Agents
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Chapter 8
Sara Dexter
The new technology-enhanced conception of assessment stands in contrast to the traditional view of assessments as tests of a learner’s ability to... Sample PDF
Design Principles for Interactive Learning Environments with Embedded Formative Assessments
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Chapter 9
Penny deByl
Three-dimensional virtual learning environments provide students with pedagogic experiences beyond traditional two-dimensional textbook and Web page... Sample PDF
Hybrid 2D/3D Development of Interactive Simulations
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Chapter 10
Len Annetta, James Minogue, Shawn Holmes, Meng-Tzu Cheng, Elizabeth Folta, Marta Klesath
This chapter will provide concrete examples of how a research group at North Carolina State University is using case studies as the... Sample PDF
Using Case Studies as the Narrative to Game Design and Development
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Chapter 11
Mark Girod
Teacher education is currently facing pressures to demonstrate efficacy in preparing teachers who can affect P-12 student learning gains. Teacher... Sample PDF
Exploring Teacher Problem Solving Using Simulation
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Chapter 12
Donguk Cheong, Bokyeong Kim
A computer simulation for improving teaching is expected to remove the potential negative effects on real students while creating an environment... Sample PDF
A Simulation for Improving Teachers' Motivational Skills
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Chapter 13
Damián Piccolo, Anna Oskorus
Nearly half of all new teachers leave the field of education within the first five years (Ingersoll, 2003; Alliance for Excellent Education, 2005).... Sample PDF
Designing Commercial Simulations for Teachers
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Chapter 14
Scott J. Warren, Richard A. Stein
This chapter discusses the design and use of simulated teaching experiences contextualized through role-play in a multi-user virtual environment as... Sample PDF
Simulating Teaching Experience with Role-Play
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Chapter 15
Bokyeong Kim, Donguk Cheong
This chapter presents the theory, structure, and development process used in designing a teaching simulation. simClass was designed to help teachers... Sample PDF
simClass: Simulate Your Class Before You Teach
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Chapter 16
Karen Schrier, Charles K. Kinzer
Teacher education that emphasizes the understanding and assessment of ethics can support the creation of an ethically aware and critically engaged... Sample PDF
Using Digital Games to Develop Ethical Teachers
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Chapter 17
Shelby P. Morge
Recently adopted 21st Century goals stress the importance of preparing students for a globally competitive society by providing them with... Sample PDF
Modeling in the Classroom Using Squeak Etoys
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Chapter 18
Mary Jo Dondlinger, Scott Joseph Warren
This chapter discusses Alternate Reality Games (ARGs) as simulated experiences, and presents the conceptual framework that informed the design and... Sample PDF
Alternate Reality Games as Simulations
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Chapter 19
Caitlin Kelleher
Self-directed, open-ended projects can enable students to pursue their own interests and lead to deep learning. However, it can be difficult to... Sample PDF
Supporting Open-Ended Programming Assignments
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Chapter 20
Kay Kyeongju Seo, Aimee Byk, Chris Collins
How can one bring cognitive apprenticeship into the virtual world? This chapter addresses how to construct a 3D online digital environment that... Sample PDF
Cognitive Apprenticeship Inspired Simulations
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Chapter 21
Jae Yeob Jung, Hyung Sung Park
The purpose of this chapter is to explore how learning, by making games, can provide opportunities for higher-order thinking such as problem... Sample PDF
Learning by Doing via Game Making
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Chapter 22
Christian Sebastian Loh, Jae Hwan Byun
Game Modification, or Modding, is a unique and valuable way of learning with digital games as well as a means to earn beginners’ stripes in the game... Sample PDF
Modding Neverwinter Nights Into Serious Games
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Chapter 23
Teresa Franklin, David Chelberg, Chang Liu
Virtual environments are a topic of discussion for many in the business and commerce fields. However, K-12 school systems have been slow to embrace... Sample PDF
Changing Middle School Science through STEAM
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Chapter 24
David Gibson
This chapter discusses how a teaching simulation can embody core characteristics of a complex system. It employs examples of specific frameworks and... Sample PDF
Complex Systems Concepts in Simulations
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About the Contributors