Category Archives: B. Anchored Instruction Symposium

Authentic Instruction

Prado and Gravoso (2011) explain that “Today, as we live in a world full of data and information that could be used in understanding, learning, and making informed decisions, the ability to analyze, interpret, and communicate information is considered an important skill” (Prado & Gravoso, 2011, p. 61). The Jasper series and materials was an attempt to create authentic learning contexts for students to learn and develop skills but also to increase engagement and self-efficacy related to mathematical concepts. Engagement is one of the most timely issues faced by educators in the 21st century classroom.

Members of the Cognition and Technology Group at Vanderbilt (1992) write that the series was created to be an adventure, a specific word choice that I think is important to note. They further explain that the Jasper series “…provide[s] a motivating and realistic context for problem posing, problem solving, and reasoning” (Cognition and Technology Group at Vanderbilt, 1992, p. 65) Simply put, Shyu notes that “The Jasper Series was developed to teach mathematics, mathematical problem solving and critical thinking skills in fifth- to eighth-grade classrooms” (Shyu, 2000, p. 58). Keywords such as critical thinking, motivation, organization, reasoning, collaboration, and meaningful were a common thread woven throughout the articles.

Anchored instruction and the Jasper series highlighted and reaffirmed the importance of authentic learning experiences, where students see a connection between what they are doing in school to something that is important to them and/or something they do or will do outside of school. This lead me to wonder about how we as educators determine value and authenticity for our students. What is the difference between fun and authenticity? Do fun learning experiences provide the same results as authentic, realistic, meaningful contexts?

When I was still in the classroom a few years ago, BBC Bitesize videos (http://www.bbc.co.uk/bitesize/ks2/maths/number/) were some of my favourites. We participated in and viewed them whole class or individually. As I look back on it now, are these actually an authentic context or is it just fun? How do we tell the difference?

Cognition and Technology Group at Vanderbilt. (1992). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology Research And Development, 40(1), 65-80. http://dx.doi.org/10.1007/bf02296707

Prado, M., & Gravoso, R. (2011). Improving high school students’ statistical reasoning skills: A case of applying anchored instruction. The Asia-Pacific Education Researcher, 20(1), 61-72.

Shyu, H. (2000). Using video-based anchored instruction to enhance learning: Taiwan’s experience. British Journal Of Educational Technology, 31(1), 57-69. http://dx.doi.org/10.1111/1467-8535.00135

“When am I ever going to use this in my entire life?”

Being a young teacher also means that I was in a high school myself not too long ago as a student. As I was reading articles and watching Jasper videos for this lesson, I could imagine myself being in a classroom where these videos were shown to “anchor instruction in the context of meaningful problem-solving environments that allow teachers to simulate in the classroom” (Cognition and Technology Group at Vanderbilt (1992b), pg. 294). As I can relate to the students who were shown these videos in their math classes, I can also understand what problem did the Jasper material was trying to respond to. One reason I can pinpoint is to give an answer to those students who are often seen saying, “When am I ever going to use this in my entire life?” to a teacher in their math class. These videos are great “answers” to the question posed by many teenagers in our high school system these days. This question has made me re-design some of my lessons as a teacher since I wanted to be prepared if this question was ever asked in my classroom.

The first article I read in this lesson was on helping students with disabilities learn mathematics using technology and I don’t think the issue that I have mentioned above was discussed at all in this paper. The main focus of this paper was to understand why do we use technology to support student mathematical learning. Most of the reasons went along the lines of building computational fluency and conceptual understanding as well as creating mathematical representations. I agree that technology can play a big role when trying to represent mathematics which can, in return, help solve the issue that I have brought up in this discussion. Mathematical representation using technology can bring ‘boring textbook problems’ to life and help students understand why they might use this again in their life. My second reading was also related to helping students with disabilities learn mathematics using technology by Russell Gersten, this is an elaborative case study that includes researching multiple cases in order understand best mathematics instruction for students with learning disabilities. Again, this article focuses on how technology can help students with gaining a better understanding of mathematics but fails to focus on the visual impact of technology on students in a math class.

In today’s world, we have multiple online sources available that can help us turn our classrooms from “boring textbook question” oriented classrooms to classrooms that portray the real world through real math problems. We, as educators, are responsible for making our students ready for the world where they can tackle real-world problems with the “real-world” math problem-solving experience they have gained in their high school.

Cognition and Technology Group at Vanderbilt (1992b). The Jasper series as an example of anchored instruction: Theory, program, description, and assessment data. Educational Psychologist, 27(3), 291-315.

Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79(3), 1202-1242.

Hasselbring, T. S., Lott, A. C., & Zydney, J. M. (2005). Technology-supported math instruction for students with disabilities: Two decades of research and development. Retrieved December, 12, 2013 from Google Scholar as a pdf.

Video & Agumented Reality – Using mobile applications to supplement

The technology related to digital video is quite developed and allows for more interactive elements. In contrast to the Jasper videos, this design will combine video with mobile applications with agrumented reality overlays. More specifically, this design combines mobile application, argumented reality and video together. The mobile application allows students to submit real-time data. This information then creates the AR overlay on top of the video. Ideally, this would allow learners to view and manipulate information. The technology development leverages pedagogical concerns and makes the problem solving process more interactive, explicit and tangible. In essence, the mobile application acts as a log book for viewers. Moreover, videos can now be stored in cloud-based solutions, allowing easy access for global learners. Read below for a sample design of a revised educational ‘video’.

Design

Introduction: Sciencetific inquiry

In the video, it present a scientific inquiry question.

Activate prior knowledge

Viewers can contribute a public pool of knowledge about the topic by submission their information via a mobile application. A chart can be populated to help learners organize knowledge.

Inquiry information

Viewers can view and manipulate information via argumented reality overlay on their mobile device. More specifically, this information filter simultaneously allows students to view both the data and problem solving method. This may materialise as a note box or computer generated graphs. Students can also request a reorganization of data. They can easily compare and contrast information via charts and other graphic oraganizers.

Survey methods

Similar to the Jasper model, this design presents viewers with the ways in which other students or experts approach the inquiry question. Again, using mobile application via AR overlay, this design allow viewers to contribute a public pool of strategies to approach the inquiry question.

Trial & error & revision

Students can submit their plan via the mobile application. AI constructive feedback provides timely and accurate corrections. Learners will be allowed to revise their approach and resubmit. In the application, a public forum can be created to allow students to upload their ideas and review and critique their peers’ plans.

Extension

This inquiry should bridge to other authentic problems in the real world.

Notably, this design relies on Jonassen, Carr and Yueh’s (1998) definition of technology. The scholar suggests that technological tools are mere tools that aid learning by decreasing the cognitive load. More specifically, the tools are designed as storage solutions and compuation devices. In this design, the mobile application – i.e. AR overlay—assuages issues related to limited knowledge storage space and computation capacity. The mobile application helps decrease the cognitive load for data storage. Additionally, an AI chatbot is also included in the mobile application. According to Wang, Patrina & Feng (2015), virtual learning experience is more successful with chatbots because learners have access to a knowledge source and feedback.

Pedagogically, this design demonstrates traits from constructive theory. First, the embedded ‘know – wonder chart’ activates background knowledge and exposes possible misconceptions. Students engage in reflective learning where they can compare and constrast information. Second, cognitive apprentenship is present. The video progresses through a chosen inqiury model. Most importantly, this design is also consistent with social constructive theory. In Jasper’s model, the producers generate a graph to talk about the ways in which the general population approaches this a problem(Cognition and Technology Group at Vanderbilt, 1992a). Here, by using a forum, students can evaluate and help improve other students’ plans by providing feedback.

It is important to note that digital videos allow for constructivist affordance of learning. When used in combination of more efficent and interactive educational tools, videos can help assuage issues such as limited cognitive storage and reflection.

References

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.

Jonassen, D.H., Carr, C. and Yueh, H.P. (1998) Computers as mind tools for engaging learners in critical thinking. TechTrends, 43, 24-32. http://dx.doi.org/10.1007/BF02818172

Wang, Y. F., Petrina, S. & Feng, F. (2015). Designing VILLAGE (virtual immersive language learning environment): Immersion and presence. British Journal of Educational Technology, 47(3), 1-20.

BREAKOUT of Traditional Math Instruction, ESCAPE into Learning!

Once upon a time there was a world where anything you wanted to learn came from a single source. A book, a parent, a teacher. You asked, they answered, you learned. The flat unidirectional representation of information from one expert in print or face to face is no longer the norm. The information highway flows to and from multiple directions with all of us not only along for the ride, but also co-creating the map. We have entered a reality where user generated and interactive content has replaced the static transmission of a single form of information from an educator to a student. This new normal of crowd sourced information and community participation has created a culture that has expanded our personal borders of knowledge, understanding, awareness, and empathy in ways that were not possible before without the transformative video platform of YouTube. The Jasper Series was ahead of this YouTube generation. The Anchored Instruction of collaborative situational problem solving allowed for students to move away from being passive recipients of knowledge and instead we able to be immersed in a situation where they could solve math related problems that they may actually encounter in there daily real lives at home and in school (Hasselbring,Lott, & Zydney, 2005). The back to the basics movement in mathematical political conversations wants to reaffirm the need for procedural knowledge, yet research has shown that procedural knowledge should be taught within the same context(s) where it will be used in the future (Hasselbring,Lott, & Zydney, 2005). Further, in order for students to truly develop a mathematical mindset they need to experience more opportunities that simply answering pages and pages of questions with right answers (Boaler, 2013).If we reduced technology in our mathematics instructions to simple calculators, skill and drill computer software, or tutorial videos for mathematical algorithms and procedures we have missed an incredible opportunity to focus on the critical competencies of innovation, problem solving and collaboration. The Jasper Series was a stepping stone to creating this type of learning environment, with the power of YouTube we have a chance to continue this legacy of learning. YouTube is more than a repository of content to be passively consumed. It is a human space that is full of challenges, curiosity, peer groups, social interaction, and wonder that all impact the development of our sense of self and collective wisdom (Duncum, 2014).

We are all learning and creating together. This 24/7, 365 day a year access to anytime anywhere information has greatly impacted our traditional education systems where students were (and in many cases still are) expected to check their connections to the world of information at the door and sit in an environment where a teacher chooses when, where, what and how to transmit information (Riley, 2017). This cloistered environment removes the connection to infinite our students are native to. The learning community is far greater than that found within our classroom walls. There are those that claim purpose in this closed off method is due to the belief that learning is disadvantaged if we acquire it through 2D-media and not in the physical, 3D-world (Schilhab, 2018). This simple sterilization and depersonalization of the “machine” of learning as found for example on YouTube I feel is a falsity. “If institutional education is to remain relevant we must first acknowledge that we have entered upon a very different world in which informal learning communities are now a major part of our students’ lives. They represent nothing less than a paradigm shift in education. We must acknowledge that students now come to us with the expectation of being able to employ their own agency in exploring the world they are to inherit and change” (Duncum, 2014, p.35). Instead of having teachers simply transmit information that students receive, the Jasper Series emphasized the importance of having students become actively involved in the construction of knowledge (The Jasper Series, 1992).

When considering these constructivist underpinnings where we hold fast to the belief that students cannot learn to engage in effective knowledge-construction activities simply by being told new information I began to think about an amazing opportunity to create a math or science lesson that could act as a new iteration of the Jasper Series anchored instruction methodology while also harnessing the power of current technological tools such as YouTube. An incredibly popular trend in the entertainment industry is the Breakout Room Experience. Breakout Rooms are contextual problem solving experiences where the participants become part of the story. They must work together to solve a series of problems based in Language Arts, Math, Science and more in order to get out of the room. Participants are committed to solving the problem, because just as it did for Emily and Jasper, it has become their problem anchoring them in the situation (The Jasper Experiment, 1993). These rooms are complex and interconnected requiring the creation of a plan, working through multiple solutions, and contextual application of knowledge. This tremendously successful entertainment platform was transformed into a learning experience. Breakout EDU, founded in 2015 by James Sanders and Mark Hammons, provides kits to schools and districts allowing for immersive gameplay. These padlocked boxes can only be accessed by decoding verbs, performing math problems, or solving scientific puzzles. “They’re an innovative way to bring technology and critical thinking into the classroom, and the benefits are twofold: Games have a history of promoting engagement in a learning environment, and the collaborative elements help students develop social skills” (Stone, 2016, p.1). The student is placed into the narrative of the game. Consider this scenario:

“The inventor Claire Levine has been kidnapped, and her robot has been reprogrammed to destroy a hospital. To save it, students must activate the kill switch inside a box—but they need to get through four padlocks to do so, and they’ve only got 45 minutes. Multiple locked boxes and clues are scattered through the room—deciphering these leads to hidden keys and combination passwords. There’s a black-light flashlight that reveals hidden messages, and a QR code that directs players to a video containing a four-digit code.”

Breakout EDU has over 200 games that have been created by fellow educators. These are a mix of a physical and digital experience and the content can be tailored for the age group and subject areas. Now in 2016, Breakout EDU digital was released so teachers can create completely digital versions of these immersive problem solving questioning using images, videos (such as you might find in the Jasper series) and text based clues. I have created many of these breakouts for students and for my professional development workshops. Yes, they take time. Turning these breakouts into a classroom activity can be constrained by teachers needing to deal with classroom size, facilities, and the curriculum standards (Stone, 2016). Time taken to spend on these immersive experiences was also noted in the Jasper Series as well. You can explore 112 Math Games here alone https://platform.breakoutedu.com/category/math

“Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers.” (Chickering & Ehrmann, 1996, p.1). We have the opportunity to ESCAPE into learning with these breakout experiences in order to construct mathematical understanding anchored in experience.

For fun I thought some of you might like to give Breakout EDU a try. Here is the link and code to my game you can play.

https://platform.breakoutedu.com/game/digital/show-me-the-code-16701-8Y495FLIHL

Code: GCK-6FM-U3S

Trish

If I had a 3D printed hammer…

The theoretical frameworks behind the Jasper Series are quite familiar as I have seen many of you talk about the “importance of having students become actively involved in the construction of knowledge” and “anchoring or situating instruction in the context of meaningful problem-solving environments” (Cognition and technology Group at Vanderbilt, 1992, pp. 292-294). With the many advances in technology, educators have a plethora of opportunities to create active and anchored learning experiences.

The opportunity to create a science adventure is currently not a hypothetical one for me. Last week I was asked to teach a select group of Grade 8 students how to use a 3D printer; I have 3 days to work with the students over a 3 month period. I could just design 3 days of boring tutorials, but I would rather utilize these theoretical frameworks and challenge the students in the process. After all, “problem-based learning (PBL) is considered one of the most powerful instructional models to provide students with opportunities to experience real-life problems in school settings” (Park & Park, 2012, E14). Here is a quick outline for the 3 days:

Day 1

The goal of the first day is to inspire and instruct. Students will be shown video examples of how 3D printing has been used to solve real-world problems. Afterwards, students will learn how to use a simple 3D design application.

Day 2

The goal of the second day is to excite and challenge. Students will visit an innovation hub to see design thinking in action. Afterwards, students will return to the school and complete a design challenge (in groups of 3) based on a current need in the school. At the end of the day, groups will be tasked to find their own problem of personal/local/global significance.

Day 3

The goal of the third day is to anchor and challenge. Groups will present their problems and vote on the best challenge. All students will work to design the best solution for the challenge.

I would love to hear your feedback on these plans and how I could tweak it further. I fear that the amount of time would make it difficult to have 2 separate design challenges; it would leave very little time for discussion and iteration.

Cognition and Technology Group at Vanderbilt (1992). The Jasper series as an example of anchored instruction: Theory, program, description, and assessment data. Educational Psychologist, 27(3), 291-315.

Park, K., & Park, S. (2012). Development of professional engineers’ authentic contexts in blended learning environments. British Journal of Educational Technology, 43(1), E14-E18

But Spaceships Don’t Have Anchors!

Creating digital video is now more available and more efficient than it was when the Jasper series were initially developed. Briefly, if given the opportunity, what kind of mathematical or science adventure might you design? Why? Pay attention to your underlying assumptions about teaching and learning regarding your design and your definition of technology. How would instruction in this adventure help to address misconceptions in math or science for some students?

The Jasper Series included many innovative (for the time) techniques to engage and involve students in active problem-solving. I can strongly appreciate the focus of showing students the usefulness of the science and math while giving them self-confidence (Cognition and Technology Group at Vanderbilt). However, many issues have been raised with programs that are purely project-based learning (Park & Park 2012). Park & Park (2012) among others have exposed how PBL alone is not enough to ensure that holes and misconceptions are not present in student learning. Direct instruction must be coupled together with the series in order for maximum effectiveness. Also, Biswas, Schwartz, & Bransford (2001) showed that in order for learning to be fully flexible and able to be transferred to other areas, more scenarios are needed for students to apply the learning in multiple contexts, lets the information be welded into the one specific context in which it was learned.

For these reasons, and because I strongly believe that students need to be using technology in ways that will prepare for them for the future, I would propose a new system that blends advanced problem solving, building concepts, the integration of key, explicit standards in math and science taught as mini-lessons, as well as work with emerging technologies. By coupling all these together, complex, real-world, situations could be created in which students are using key mathematical and scientific concepts that have been taught in class to solve advanced technological problems.

For example, a popular program for teaching physics and math (among other things) is The Kerbal Space Program. In this program, students are engaged with real-world physics, math, and problems that exist in designing, building, launching, and flying a rocket into outer space or to the moon. The complexity of the game is exponential as different challenges could be employed. Furthermore, the Kerbal Space Program could function as a teachable agent (Park & Park 2012), as the student must program the rocket in the way it should go and receive feedback through trial and error. A successful launch and mission could mean a mastery of skills. A failed mission sets them back to problem-solve and check calculations.

Simulations/gameplay like this could be created and enhanced with VR, robotics, or digital design for most situations that come up in the science and math classroom, allowing students to see the immediate applicability and receive instantaneous feedback from their calculations. Paired together with an intelligent course designer that is teaching relevant mini-lessons on math and science standards, students would be well-prepared for success in any STEM field that they desire, with their misconceptions and gaps filled in and real-world experience in solving a wide variety of problems.

-Jonathan-

References

Biswas, G., Schwartz, D., & Bransford, J. (2001). Technology support for complex problem solving: From SAD environments to AI.

Cognition and Technology Group at Vanderbilt. “The Jasper series as an example of anchored instruction: Theory, program description, and assessment data.” Educational Psychologist 27.3 (1992): 291-315.

Park, K., & Park, S. (2012). Development of professional engineers’ authentic contexts in blended learning environments. British Journal of Educational Technology, 43(1).

Anchors Aweigh – Creating an Anchored Adventure in Forensics

I found the Jasper series very intriguing, and I think it would have been a very effective educational tool if used correctly. It is an excellent example of anchored learning where instruction is “situated in engaging, problem-rich environments that allow sustained exploration by students and teachers” (CTGV, 1992). Further, one of the stated goals is the “importance of helping students become independent learners who engage in generative problem finding as well as problem solving” (CTGV, 1992). I would have loved to have learned math in that format, and would have enjoyed the challenge and extension to real world problems. Interestingly, a colleague will be working on a similar type project for secondary math through the CEMC (Centre for Education in Mathematics and Computers) at the University of Waterloo next year. I’m a little jealous, but biology is my subject, not math, so I’m sure it’s for the best.

If given the opportunity, I would also love to be involved in designing a project like this in the field of biology. I think a good story line might revolve around forensics, as it is prevalent in TV shows, and is of interest to most students. I could envision a connection with preserving and identifying endangered species. Some species of gray tree frog for eg. can only be distinguished by the frequency of their song and by their genetics. Students would have to use various genetic technologies to identify the species, and then use taxonomy to classify them. Materials to learn about biodiversity, preserving these frogs and their habitat could be put in the scenarios, along with designing an artificial habitat in a zoo. For some extra excitement, perhaps convicting a gang of poachers based on the DNA, or an unknown disease that is killing them off and needs to be identified and treated.

While the tech, graphics, and fashion of the Jasper project are somewhat dated, I think it is a very effective model. Even today, I am confident my son and daughter (grade 8 & 6) would prefer to do math in this way rather than traditional learning styles and would very quickly become immersed in the series, ignoring the datedness. There was some serious brain power behind this series, which I couldn’t fully appreciate until a watched a whole episode. I found myself scanning for information and clues like the map along the way. Giving students the ability to take control, explore, inquire, go back, rethink and rework is a powerful model. My biology adventure would be based on a similar design. I thought the designers’ idea to start simple (stone age) was a wise choice, and their included updates (Adventure Player and teachable agents) were brilliant concepts that really enhanced the experience and dealt with perceived weaknesses very effectively. Using a digital “guide” to help students who are stuck is a wonderful way to provide students with assistance while maintaining their autonomy, while also freeing the teacher to help in other ways.

Shyu (2000) and Biswas et al (2001) cite a number of benefits for the students of anchored instruction as demonstrated in the Jasper series, that I would also feel merited in any design I were to build:

Situated learning activity (connections to culture, context)
Complex, realistic problem
Cooperative learning
Explorative inquiry
Embedded data design
Inter-curricular and intra-curricular links
Imbedded feedback (from characters or scenario eg in Jasper, plane won’t take off)
AI coach (indicate if on the right track, or give hints or assistance if needed)
Teachable agents (characters students need to explain concepts to, to complete a task)

These criteria would also afford the students with:

Motivation, positive attitude towards science
Problem solving skills
Confidence
Independent thinking
Collaboration
Knowledge retention and transfer
Understandings of real life situations and other cultures
Technological skills

Questions for discussion:

Do you agree that “anchored instruction” meets the criteria for constructivist theory?
In your opinion, what is the greatest benefit of anchored instruction?
Ideas that I should add to my scenario or suggestions for methodology.

Biswas, G. Schwartz, D. Bransford, J. & The Teachable Agent Group at Vanderbilt (TAG-V) (2001). Technology support for complex problem solving: From SAD environments to AI. In K.D. Forbus and P.J. Feltovich (Eds.)Smart Machines in Education: The Coming Revolution in Education Technology. AAAI/MIT Press, Menlo, Park, CA. [Retrieved October 22, 2012, from: http://www.vuse.vanderbilt.edu/~biswas/Research/ile/papers/sad01/sad01.html]
Cognition and Technology Group at Vanderbilt. (1992). The jasper experiment: An exploration of issues in learning and instructional design. Educational Technology Research and Development, 40(1), 65-80. 10.1007/BF02296707
Shyu, H. C. (2000). Using video-based anchored instruction to enhance learning: Taiwan’s experience. British Journal of Educational Technology, 31(1), 57-69. 10.1111/1467-8535.00135

Ahead of their time?

The Jaspers materials were created to address the lack of meaningful problem-solving opportunities that students were being provided within Math classes. It was gathered that classrooms activities were not offering students the chance to connect Math to other subjects and the outside world, and were too close-ended. Jaspers, carefully designed videos, were created to engage students in multi-step problem-solving Math problems. Each video was carefully crafted to grab the students attention and then give them a chance to find answers to the questions posed through collaboration and critical thinking. The questions being asked were open-ended and had more than one possible solution allowing students at all ability level to access them. Furthermore, students were solving the problems in small groups which helped them build their understanding by learning with and through their peers.

The Jaspers materials are consistent with the constructivist learning theory, a theory that many educators have adopted in recent years and is being seen as best-practice in many contexts. In a constructivist classroom, students are not simple told information that they are expected to remember, instead, they construct their own understandings through hands-on learning experiences where they are can apply their knowledge and practice problem-solving strategies. They were shown to have a number of positive effects when used in the classroom such as high math achievement and increased motivation (Hickey et al. 2001).

There are currently a number of available resources that have similar features and goals of Jaspers materials. Kahn Academy, for instance, is a free resource that teachers can access to find online tutorials and videos where students are posed similar questions and can interact with online materials. It provides a platform that is accessible everyone and promotes problem-solving and critical thinking. Through resources like these teachers do less front-loading and give students a chance to explore and come to conclusions on their own.

One thing for us to be mindful of, though, is that these resources are just one item out of a number of different tools that we can utilize in the classroom to promote transdisciplinary learning, problem-solving, etc. While they can engage students in meaningful experiences, students should still be given a diverse number of learning opportunities outside videos such as Jaspers and modern ones today.

References:

Hickey, D.T., Moore, A. L. & Pellegrin, J.W. (2001). The motivational and academic consequences of elementary mathematics environments: Do constructivist innovations and reforms make a difference? American Educational Research Journal, 38(3), 611-652

Anchored instruction and Jaspers: Is there any evidence on its benefits?

As for all educational approaches, as a scientist, I am always curious whether any evidence on their benefits is available. What benefits on the impact of the new approach can be identified? So I did some search on related evaluation studies.

(Cognition, 1992) presents the results of an evaluation of the effectiveness of using Jaspers adventures for teaching mathematics. The authors recruited 739 five-grade and sixth-grade students. 17 classes formed the intervention group, 7 classes formed the control group. The intervention consisted of three Jasper adventures, presented during one week each. All test instruments were self-developed, as the authors argue that standardized math tests are not the best indicators of the type of goals that they want to achieve with Jaspers. The evaluation study results show:

Both groups improved at the same rates in basic math knowledge.
The performance of the Jasper group in solving word problems was superior to the control group.
The Jasper group students scored higher on both planning and sub-goal comprehension questions.
Jasper’s students showed significantly improved attitudes towards mathematics as compared to the control group.
Qualitative analysis of teacher’s comments found strong positive feedback to Jasper. Only the standardized paper-based tests on program effectiveness were considered negative and frustrating for the students.

The authors summarize that evaluation was “highly positive” (Cognition, 1992). Interestingly, no qualitative or quantitative evaluation of the students’ attitudes was evaluated or reported which I see as a big limitation. Also, no long-term evaluation was conducted, e.g. one year after the Jaspers experience, to determine whether the positive effects remained stable. These two aspects could form a new line of inquiry.

I looked for newer studies, and especially for studies that were not written the original Jaspers team. I want to present two of them:

Park (2012) reports about “anchored instructions” in the context of a problem-based blended learning course. However, no evaluation results are reported here. I looked for the full paper in the Ebsco database, but didn’t found any subsequent publication on evaluation results.

Shyu (2000) presents the evaluation of a computer-assisted videodisc anchored instruction on attitudes towards mathematics and problem-solving skills among Taiwanese elementary students. They argue that the Taiwanese education system is based on memorization and less on independent thinking and thus that it is unclear whether the positive results of Jaspers anchored instruction can be transferred from the US to Taiwan. The Math video that was developed was comparable to the Jaspers series. The authors recruited 74 fifth-graders resp. 37 sixth-graders for two experiments. Results show significant higher student attitudes (p<.01) and improved problem-solving skills post-test (p<.000) compared to pre-test. Students also were positive towards anchored instruction. The authors conclude that the anchored instruction provides “a more motivating environment” and that all students profit from this. As a limitation, no control group was available, and the teacher’s point of view is not assessed. As strength, the authors also included the attitudes of the students, stratified according to high-, middle- and low group ability, and evaluated the impact of Jaspers in culturally different settings.

Summarizing, I found some positive evaluation results of anchored instruction. We should note, however, that negative evaluation result maybe have not been published – a phenomena called publication bias.

Overall, in my database query, I found 26 papers referring to “Jaspers”, the newest one from 2016. So it seems that the ideas of Jaspers have survived the change of educational technology. Also the term “anchored instruction” is frequently being used, I found 260 papers in a quick search in Ebsco, the newest paper published in 2018.

I found that anchored instruction is not limited to videos to present motivating and realistic problems any more, but nowadays include also “computer-based interactive activities” (such as an interactive tape measures to teach fractions) in addition to video-based anchored problems and hands-on applied projects (Bottge, 2018). By this, the interactive functions of technology that the earlier videos did not have are today exploited for anchored instructions.

References:

Bottge, B.A.;,Cohen, A.S., Choi, H.-J. (2018). Comparisons of mathematics intervention effects in resource and inclusive classrooms. Exceptional Children. 84(2), 197-212.

Park, K., & Park, S. (2012). Development of professional engineers’ authentic contexts in blended learning environments. British Journal of Educational Technology, 43(1), E14-E18

Shyu, H. Y. C. (2000). Using video‐based anchored instruction to enhance learning: Taiwan’s experience. British Journal of Educational Technology, 31(1), 57-69.

Jasper’s Anchored Adventures

How does this technology support learning and conversely how might it confound learning? What suggestions do you have for how the Jasper materials or other digital video might be utilized in your context (include suggestions for activities that do not involve the videos)? What research supports your suggestions? How might the video and/or the activities be augmented for children with learning issues in math? How have or can the contemporary digital technologies and/or their websites also support these suggestions for children with learning issues (eg. Prodigy, Desmos, King of Math, Math Bingo, Reflex Math, or others).

From what I can tell after reading and learning about Jasper, I see it much less as a “technology” than I see it as an approach to instructional design. In their Jasper project, the Cognition and Technology Group (1992) used a set of design principles (see Figure 1 below) to create videos and lessons using an “anchored instruction” approach. The intent of these lessons and their video-based format was to expose students to complex, real-world problems that challenge them to come up to solutions to problems that are not clear-cut. Jasper designed these videos and lessons to emphasize the importance of “generative activities on the part of students” (Cognition and Technology Group at Vanderbilt, 1992, p. 76), with the intention of allowing students to work in cooperative groups that allow space for them to self-correct without much teacher intervention. This idea of students generating their own solutions, constructing their own knowledge, as well as building off each other skills and strengths, related strong constructivist fundamentals, reminding me of our old pals Piaget and Vygotsky.

Figure 1

This “anchored” approach, supported by videos, allows students give context to the curriculum, meaningfully connecting it with their lives in a way that would otherwise have been impossible through textbook problems. By introducing a variety of problems in the context of a story, or “adventure”, students may be more motivated to work together on potential solutions to questions that more than a single answer. Finally, by moving from Direct Instruction (Model 1) and structured problem solving (Model 2) toward guided generation (Model 3), students have a genuine opportunity to develop their problem-solving and critical thinking skills. However, the success of this design in practice, of course, still depends to some extent on how well it is introduced and facilitated.

Model 1: Basics First, Immediate Feedback, Direct Instruction

Model 2: Structured Problem-Solving

Model 3: The “Guided Generation” Model (applies concept of constructivist scaffolding)

-Cognition and Technology Group, 1992

Speaking of success, the question above asked how the technology may confound learning. I had a few thoughts on this:

The lack of direct instruction may be extremely off-putting, or even frustrating, for students with little experience with open-ended or inquiry-based learning scenarios.
Videos “[are] used as the instructional medium because of [their] engaging characteristics” (Hasselbring, 2005), and are ideal for conveying lots of information in a short time-span, but this could be confounding to some students. The Jasper videos were short and concise, but the scenarios were described quickly and the problems flew by. Students who take longer to process information or who like to write notes may find this frustrating or stressful, especially if they are not able to rewind the video. Thankfully 2018 and YouTube lessens this problem. I’m not so sure about 1989 LaserDiscs. Although videos are an ideal platform for showing students visuals that connect concepts with everyday experiences, and videos
Just because students are shown a video doesn’t mean they will be engaged by/with it. To refer back to the Jasper project, students who don’t have any interest in ultralights and mechanics may not find interest in calculating fuel consumption and airspeed velocity, even when the problems are presented in a more entertaining way than paper or direct instruction.

To refer to my own teaching, I would not use Jasper materials in 2018. This is not because they’re poorly designed, because their design seems sound, but because they’re outdated and cringeworthy.

Do we really need this guy to act out “too much risk”? Probably not… a little too “80s-90s humour” for me… although I make an exception for Bill Nye The Science Guy…

However, I would (and have) used similar resources like Twig to kick-start my lessons. I used to play them a video and have them discuss the concepts, or extend the problem by coming up with new questions based on what they learned from it. When teaching Physics I’ve often used PhET to amplify lessons with interactive content, and have designed a number of student-paced and student-centred activities which have student use PhET’s HTML5 applets to explore tricky introductory concepts like planetary orbit, Newton’s Laws, momentum and even time dilation. I also have begun using Desmos more and more in classes to relay complicated concepts (Fourier Transforms, yeesh!!). By engaging students with more complex, “fuzzy” problems in real-world contexts, supported by these technologies, I hope to steer students away from relying solely on procedural knowledge to solve problems (Hasselbring, 2005).

Jasper’s anchored design has inspired me to consider how else I could apply its approach to future lessons. I particularly like the idea of “embedded data design” and “pairs of related adventures” and plan to steal those in the not-so-distant future.

As for a way that contemporary digital technologies can support children with learning issues, I’d most immediately direct them, once again, to Desmos… yes, please apologize for my current fanboy nature about this tool, but it’s an amazing tool!!! I mean, just check out their activities… Desmos allow students with learning issues to become much more intimately acquainted with the “what”, “how” and “why” of mathematical concepts through scaffolding, collaboration and inquiry-based activities; all this while pushing to increase accessibility for learners with disabilities. There are font-size settings for low-vision users, high-contrast colors, and a specialized graph reader for fully blind students. This, I can pretty much guarantee, was not an option back when Jasper started. I would love for more teachers to jump on board and give it a shot.

In closing, I’ll say that the term “anchored instruction” is one I’ve been looking for for a long time to express my thoughts on how we should approach lesson design, and it’s one I can see myself using more in the future.

Thanks for reading!

Scott

References

Cognition and Technology Group at Vanderbilt. (1992). The Jasper Experiment: An Exploration of Issues in Learning and Instructional Design. Educational Technology Research and Development, 40(1), 65-80. Retrieved from http://www.jstor.org/stable/30219998/.