Research of Super Teaching Multimedia Systems to Improve Student Learning

Abstract

As highly multimedia enriched interactive learning environments and broad band access becomes common in the home, students perception of being held captive in today's out of date “black board prisons” will significantly intensify. A new multimedia supported integrated classroom learning system known as Super Teaching, designed around the latest research on the brain is now being marketed to K-12 schools in the U.S. and Australia by a U.S. based company, ST Concepts, Inc. According to ST Concepts' Executive Director, Dr. William Skilling “Super Teaching” is a highly engaging, dynamic, interactive, multimedia, instructional technology system that accelerates learning through whole brain instruction. Pulos (2001) claims that learners in a Super Teaching environment are demonstrating improved concentration, information processing ability, significant memory retention, and an accelerated learning response. This is a proposal to rigorously evaluate and research Pulos claims of improved concept learning levels in less time under a variety of educational settings and conditions. During each of the three years of the this research study, students from at least two grades attending a school that have installed Super Learning system will be examined on these and other related cognition and learning variables and contrasted with students levels of achievement from schools using traditional instructional practices in non Super Learning environments. Schools will be recruited, selected and matched to conduct this research in diverse educational settings.

Introduction

If we did not have today's educational practices and institutions, would we invent new ones? What would they look like? If an 18th century surgeon was transported in H.G. Wells Time Machine to today's operating room, they would not know where to begin, but if a teacher from the 18th century was to be beam into today's typical K-12 classroom, they would be right at home (Carroll, 2001). The extent to which television affects the development of young children's brains remains an emotional topic among researchers, neurologists, psychologists, and communications researchers. But according to Jessica Portner (1992) there is general agreement and supporting research that an "enriched'' environment can stimulate not only a child's cognitive skills, but also his brain structure, while an "impoverished'' one will do neither. Diamond (1990) studied the brain size of caged rats that were given toys to play with, and compared them with those of rats that were without these stimuli. She reported that the rats in the "enriched'' environment had heavier and larger brains when autopsied and showed the increased nerve branching that allows the cells to communicate better with each other.

In the wake of reports like A Nation At Risk (National Committee on “Excellence in Education, 1983), A Nation Prepared (Carnegie Forum on Education and the Economic, 1986), the need to going beyond the current standards moment to also emphasis critical thinking skills and problem solving is apparent. Our any time, any place media age requires new media and visual literacy skills be taught to students that enable them to access, analyze, evaluate, and communicate the information that surrounds them. Thus, the teaching of media and visual literacy will also necessitate the teaching of critical thinking skills that in turn serve to engage rather than alienate students (Glasser, 1986). “Media literacy represents an alignment of the curriculum of the classroom and the curriculum of the living room” says Considine and Haley, (1999).

Dwyer (1978), one of the most prolific researchers on the use of visuals in learning, stared that visuals (television, pictures, slide presentations, diagrams, graphs) are effective in teaching facts, concepts and procedures. Levie (1987) suggested that visuals can be useful in analogical reasoning by making abstract information more concrete and imaginable. Posner's (1969) research with letter matching experiments supports both of these ideas. Several researchers have suggested that perhaps the auditory messages may serve as attentional devices, directing children's attention to important aspects of a program (Calvert, Huston, Watkins, & Wright, 1982) Super Teaching is a highly engaging, dynamic, interactive, multimedia, instructional technology that accelerates learning through

whole brain instruction. It is a fully automated three screen, integrated new form of multimedia system. Software controlled delivery of faculty information, mix images on the screen class room screens to include data, faculty and students via a movement formula that is designed to stimulate higher attention upon content being instructed. Presentation information includes the teacher's image, the student's image and data information such as a power point or overhead, remote learning, video or alternative, mixed automatically with video-wall-like effects to surround the other images into a single message. Data therefore repeats, creating and reinforcing memory impressions with a corresponding reduction of mind wandering, and heighten attention. A virtual theater of education is created says Rod Kuznicki, Super Teaching Company representative, to enhance live instruction while the teacher applies existing lesson plans with minimum teacher training that is reported (but untested) to lead to high student performance levels.

In addition, “Super Teaching is a global information access technology system that allows the end user to access any information – anywhere – anytime on demand but yet so user friendly that even an elementary child can operate it.” …. “In essence, Super Teaching is a systems approach to integrating information technologies and presenting information in a way that improves the learning process of all students.”

Super Teaching applies a multi-sensory approach with three viewing screens in the classroom and computer sequenced projectors to “distill the essence of each concept being taught.” Preliminary research studies in Australia conducted by Dr. Lee Pulos (2001) have shown that learners in a Super Teaching environment are demonstrating improved concentration, information processing ability, significant memory retention, and an accelerated learning response. He says that:

Super Teaching is the only technology that has been designed specifically to integrate content learning technology with how the brain is structured and functions. …. The sequencing of information on the three viewing screens is controlled automatically to take advantage of the four different states of consciousness associated with Alpha wave, Beta wave, Theta wave, and Delta wave activity. Super Teaching technology also addresses the different ways that the two hemispheres of the brain processes information. The left-brain processes information in an analytic, in a logical, and in a focused way while the right brain processes information in an intuitive, in a global, and in a creative way. Super Teaching takes advantage of how the brain functions to stimulate heightened awareness and focus while it provides all the necessary technology resources to support advanced information age learning.

In a preliminary examination of a Super Teaching installation in a Caledonia, Michigan elementary school, the proposed P.I. observed that the Super Teaching System was been used by an a 3rd grade elementary teacher to provide a software controlled information management and instructional system for delivery of information over three large screens for an earth science concept. Through the use of a (SRS), an interactive learning environment for the students and teacher was created. The student response system allowed students to answer questions that a teacher had during the lesson, which enabled the teachers to check for understanding and to give students the instance feedback. The student answers were instantly graphed out on one of the three screens. Thus the teacher was able to see in real time what percentage of students had a correct response and what percentage of students did not get the correct answer. However, the students could only see how they did as a class. The teacher reported that by giving the students instant feedback during a lesson, during a quiz, or during a test enables the teacher to capture the most opportune time for the teachable moment, in contrast to waiting a day, a few days, a week, or in some cases even a month to discover whether or not they have mastered the concepts taught during a particular unit, and students can not get away with saying they understand a concept being taught during a particular lesson when in fact, they really do not understand. The teachers know instantly who has mastered the concept from those who need further instruction.

The teacher could also supplement the interactive multimedia presentations with both on-line, internet, and videoconferencing capabilities through the ST system. Using the Systems content creation resources with the distance learning capabilities on each Super Teaching system would enable the development of virtual learning communities. Teachers and experts in many fields could originate and participate in the educational process from any one of the Super Teaching sites. Educators or experts could use remote sensing devices to send information to any or all Super Teaching community learning classrooms. When using remote sensing devices, the educators or experts could provide guidance and interpretation via an interactive exchange with the students from multiple ST supported learning sites.

In a sense the ST equipped classroom represent a "one stop" technology for delivery of "remote learning;" computer assisted learning; internet assisted learning; cable assisted learning; DVD, TV, VHS, CD ROM; or live camera integration for the classroom. The system also enables transition from one presentation medium to another without the instructor needing a lot of technology skills. While the instructor is teaching, it automates constant delivery of live instructor images to the screens, including hard data inserts, live student images, multimedia through automated patterns, and information reinforcement of key concepts, all of which helps to accelerate learning.

Educational content delivered via three large display screens that vary images with video-wall-like effects in algorithmic patterns. Super Teaching is the instructors “end point” for the Information Super Highway. The three screen pattern, controls information flow substantially and impacts concentration of the student to a higher level than is possible without a systems approach in the classroom. Kahneman (1973) introduced a model of attention that introduces the idea of deliberate allocation. The model suggests that in addition to unconscious processes, attention can be consciously focused (such as when someone mentions our name). The model also introduces the idea of attention as a skill that can be improved (i.e., as a learning strategy). In his Conditions of Learning theory, Gagne suggests that gaining the attention of the student is the first step in successful instruction.

Eysenck (1982) examines the relationship between attention and arousal. He concludes that there are two types of arousal: a passive and general system that can raise or lower the overall level of attention, and a specific, compensatory system that allows attention to be focused on certain task or environmental stimuli.

The instructor retains complete control over Super Teaching function via a user-friendly touch-screen panel. The touch-screen panel employs easy-to-read icons that will allow the instructor to do all the necessary operations of the Super Teaching Classroom. The system is so intuitive that with no prior experience just about anyone can operate Super Teaching. As a result, teachers have the freedom to focus on the "education" of students verses the operation of technology.

With today's fast paced world we are all required to do more in less time, today's teachers are no different, The Super Teaching system is designed to take whatever material, anything from literature to highly technical material that the teacher is accustomed to using and presenting it in a multimedia format, automatically. All that is required of the teacher is to enter a password after which the system will start up and run automatically. Printed material, objects and transparencies are automatically sensed when placed under a document camera and added to the multimedia presentation without any additional action being taken by the instructor. The Super Teaching system is designed to enhance learning and retention in students without the need to spend days training teachers.

Approach

Research is central to the design, implementation, and dissemination of this evaluation project.

Hypotheses: When compared to three different demographically matched control groups and class level test scores, K-12 students from three different schools involved in learning new concepts with a Super Teaching multimedia learning will demonstrate on average higher levels of achievement on State standardized tests as measured by a two tail student t-test of significance. In the process of test this hypotheses, the research will also seek to measure differences in attention levels, information processing ability, memory retention, and learning response time for similar concept learning areas for the two groups.

The research will assess the impact of the program's improvement of student learning having a high probability of contributing to improved student achievement. The research will provide for the following:

  • Performance feedback and periodic assessment of progress toward achieving intended outcomes, to be used to inform needed project modifications
  • Comprehensive research methodologies which are feasible and appropriate to the goals, objectives, and outcomes of the project
  • Objective performance measures that are clearly related to the intended outcomes of the project, which will produce quantitative and qualitative data to the extent possible
  • A design and analysis enabling a determination of the extent to which project outcomes are related to the specific interventions made possible by this project, as well as student characteristics, instructional content used and developed, as well as instructional methodologies employed.

Established standards will be incorporated into the project research and assessment strategies. Assessments of instructional change will consider the Michigan Curriculum Benchmarks and ISTE standards, as well as the new Michigan Level 7 technology standards, and indicators related to the use and integration of technology into curriculum and instruction. District -specific standards will be incorporated in local evaluations of the impact of project practices and products. This project will address the extent to which super teaching demonstrates the infusion of technology into content areas in ways that actually extend the curriculum beyond simply integrating technology of using it as a supplement to existing curriculum and instructional practice.

Evaluation on both a macro and micro level will determine the extent to which each of projects goals and related activities are planned and implemented by answering a set of questions that relate directly to the objectives and activities. The research will also determine the extent to which each component of the project effected measurable changes in both the qualitative and quantitative outcomes for students, instructional strategies used by instructors, effective collaboration between the key stakeholders, the development of communities of practice through collaborative experiences, and in the capacity teachers to infuse Super Teaching technology into curriculum and instruction in order to improve student achievement on standardized tests. Further, research will consider the context or conditions under which each of the project practices and products are being effectively implemented. This information will make it possible to adapt the project products and resources to a variety of alternative instructional settings and ongoing product improvement. Evaluation will also document the extent to which project practices and products are disseminated and adapted by other schools. Established research and evaluation rubrics in year three will be adapted as necessary to assess the quality, content, and restructuring of Super Teaching related learning concepts.

This project offers three major components with specific indicators or research questions that need to be answered to determine the extent to which the ST marketing claims are found to be true. The expanded research (Appendix) provides the specific goal-related research indicators or questions.

Goal One: To evaluate a super teaching implemented instructional program against a control group that infuses multimedia ST technology into a standards based curriculum.

Goal Two: To research various professional development models and instructional practices that to better enable teachers to incorporate Super Teaching practices and technology into their classroom teaching

Goal Three: To explore ways that a Super Teaching supported instruction classroom system might be modified to reduce cost and/or further accelerates student achievement in the classroom.

In further support of the Department of Education goal of No Child Left Behind, it is necessary to evaluate the variety of conditions under which each of the project elements can be most effectively utilized in a variety of educational settings. Changes in teachers and student teaching and learning preferences, curriculum changes, and degree of technology infusion will be assessed in year two and three in the participating ST infused schools Specific changes in collaborative teacher behavior and instruction through the integration of technology and modeling of technology use by teachers will be assessed with outcomes correlated with the extent to which teachers actively adapted and incorporated practices and products made possible by the Super Teaching Project. Next, the changes in motivation evidenced by student will be assessed with these outcomes correlated to motivational changes by teachers.

Analysis of findings will suggest promising multimedia supported practices and products to be disseminated and then adopted or adapted by public and private schools else where. This analysis will utilize the standards established by the recently established OERI National Expert Panel for validating programs and practices as promising or exemplary in their use of technology. Because this project is building on existing validated brain research and instructional resources, it is expected that the promising practices and products to be disseminated and made available to other educational institutions will be available by year two of the project.

The Super Teaching project addresses several of the indicators provided in the request for application guidelines (page 2-4). Research will address the extent to which the proposed project promotes on a statewide basis systemic improvements in student achievement. Year one of the project will establish effective research protocol the already validated and established practices and products. Evaluation of the grant priorities will take place in year two and three of the program. Examples of evaluation indicators will include but not be limited to the following: To what extent does the project:

  • Assist institutions to effectively plan for and adapt Super Teaching - disseminated practices and products in ways that meet local and regional needs to improve student learning?
  • Help to infuse state-of-the-art technology into the curriculum within the partner institutions?
  • Create learning communities focused on learning how to teach and learn with new Super Teaching related technologies?
  • Accelerate the ability of teachers and students to develop and apply new knowledge about instructional technology?
  • Provide technical assistance to support adaptations of the Super Teaching project products and practices? III. Evaluation measures will be developed and/or adapted as needed during the first year of the project in close collaboration with the developers of the project practices and products. It is intended that evaluation instrumentation will be embedded into project practices and products so that institutions adapting such practices and products will be able to collect data on the impact and use of the resources. Following is a general description of the evaluation schedule tentatively planned for this Grant:

Year One: Evaluation will track and document the progress in the development and refinement of practices and products to be disseminated and adapted in years two and beyond. The evaluation team will work closely with the developers to provide evaluative feedback to inform needed modifications in product design. Emphasis will be on determining the promising practices and products that are ready to be disseminated and adopted or adapted by other K-12 institutions.

Year Two: The research for the second year of the project will focus on evaluation of the extent to which the Grant priorities are met with this project by answering the questions suggested for the purpose in this plan. Research questions and related instrumentation will be refined during year one in preparation for the year two evaluation. Evaluation information will help to inform the effectiveness of the project dissemination and support strategies in adopting institutions.

Year Three: In this year research will collect data from adopting institutions to determine levels of use, integration, and institutionalization of technology and related instructional changes resulting from use of practices and products made possible by the Super Teaching project. Data will be collected from teacher initiated Super Teaching related curriculum development projects to determine measurable impact of specific interventions on student performance and behavior. Annual reports on the progress and impact of the project will be provided to the Michigan Department of Education with periodic reporting to the project leadership. Reports will follow the reporting requirements established for federal programs but will also include summaries that can be used by a wide variety of stakeholders ranging from parents, students, classroom teachers to members of Congress.

References:
Broadbent, D. (1958). Perception and Communication. London: Pergamon Press.
Deutsch, J. & Deutsch, D. (1963). Attention: Some theoretical considerations. Psychological Review, 70, 80-90.
Eysenck, M. (1982). Attention and Arousal. NY: Springer-Verlag.
Kahneman, D. (1973). Attention and Effort. Englewood Cliffs, NJ: Prentice-Hall.
Neisser, U. (1967). Cognitive Psychology. New York: Appleton-Century-Croft.
Norman, D. (1967). Memory and Attention. New York: Wiley.
Trabasso, T. & Bower, G. (1968). Attention in Learning. New York: Wiley