![\"\"](\"https:\/\/blogs.ubc.ca\/stem2017\/files\/2017\/06\/block-on-an-incline.png\")
<\/p>\nThe Jasper Experiment is responding to what I might call the \u201cBlock On An Incline\u201d issue:<\/p>\n
<\/p>\n
It is a classic Physics 12 lecture in which students develop an algorithm for analyzing the possible motion of a block that has been placed on sloped surface.\u00a0 The analysis is completely canned, and stripped of any context, but involves an impressive collage of math and reasoning skills.\u00a0 It is considered a traditional pinnacle of achievement to solve these problems in the study of dynamics. \u00a0The group at Vanderbilt point out that skills or tools transmitted by a teacher in the absence of context or discussion are \u201cinert knowledge\u201d (CTGV, 1992a, p. 67).\u00a0 I completely agree.\u00a0 Their main idea is effectively:<\/p>\n
CONSTRUCTIVIST + SOCIAL + COMPLEX PROBLEMS = DEEPER UNDERSTANDING<\/p>\n
Authentic, complex problems, they argue, are key to use because the act of exploring the solution space of a problem (e.g. What is possible?\u00a0 Can I estimate values?) is a more relevant ability than memorizing algorithms.\u00a0 In a related study of complex problem solving, Vye et al. (1997) note that students of traditional classrooms are good at calculating things, but pretty weak problem solvers.\u00a0 Collaborative work, they find, has the potential to improve the quality of problem solving.\u00a0 Effectively, if the effort is focused and roles are understood, groups come up with much better solutions to problems than individuals.<\/p>\n
Over a decade later, Park and Park (2012) worry that the complex and open form of problem and project based learning allows students to spend too much time on failed ideas.\u00a0 This lost time means fewer topics are covered and their toolkit of knowledge is garbage.\u00a0 Their fix is to structure the problem solving to cut out the failures, which is ultimately a return to algorithms disguised as real world problems. \u00a0This recommendation doesn\u2019t deal with the original Jasper issue that students have trouble identifying what sub-skills are required to solve a problem because of lack of exposure to these types of questions.<\/p>\n
The contemporary videos in this question set (c.f.\u00a0Khan Academy etc.<\/em>) are not Jasper-type videos.\u00a0 Instead, they form a fantastic repository of guided practice for the many specific sub-skills that may pop up while teachers get on with helping students learn how to select the right tools for the job. \u00a0I use them frequently.<\/p>\n The Jasper Experiment is responding to what I might call the \u201cBlock On An Incline\u201d issue: It is a classic Physics 12 lecture in which students develop an algorithm for analyzing the possible motion of a block that has been placed on sloped surface.\u00a0 The analysis is completely canned, and stripped of any context, but […]<\/p>\n","protected":false},"author":49895,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669389],"tags":[],"class_list":["post-2841","post","type-post","status-publish","format-standard","hentry","category-b-anchored-instruction-symposium"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2841","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/users\/49895"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/comments?post=2841"}],"version-history":[{"count":3,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2841\/revisions"}],"predecessor-version":[{"id":2845,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2841\/revisions\/2845"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=2841"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=2841"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=2841"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Cognition and Technology Group at Vanderbilt (1992a). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology, Research and Development, 40(1), 65-80.\r\n\r\nVye, Nancy J.; Goldman, Susan R.; Voss, James F.; Hmelo, Cindy; Williams, Susan (1997). Complex mathematical problem solving by individuals and dyads. Cognition and Instruction, 15(4), 435-450.\r\n\r\nPark, K., & Park, S. (2012). Development of professional engineers' authentic contexts in blended learning environments. British Journal of Educational Technology, 43(1), E14-E18.<\/pre>\n","protected":false},"excerpt":{"rendered":"