Logic Model

Overview

Through a multimodal workshop including six theory-based activities -- an introduction, card game, spreadsheet, scavenger hunt, presentations, and discussion -- this learning experience is intended to generate a better understanding of NYU Brooklyn resources, increase students' desire to engage in interdisciplinary collaboration, and help students practice their 21st century skills. As a result, NYU students will grow their networks, feel more connected to the community, and practice their career skills, ultimately leading to an increase in attention to diversity, higher chances of career success, and an improvement in NYU's ranking. To make these effects possible, the workshop needs a physical location, various learning materials, technology, labor, and support from the university. The image and descriptions below comprise the details of our logic model.

Rationale

Introduction

We take a cognitivist approach to the introduction of the workshop. By combining direct instruction, an advance organizer, and situated learning theory, we assure the students are prepared to participate in the workshop by giving them an overview of our research findings, NYU Brooklyn resources, and motivating stories from NYU students.

Learning Objectives

Knowledge: Students will be able to: identify interdisciplinary interests they have; describe the major areas of resources existing at NYU Brooklyn; describe the science of interdisciplinary collaboration.

Motivation: Students will be able to reflect on stories about peers who have benefitted from interdisciplinary collaboration.

Learning Theories

Cognitivism: An introduction to the content and purpose of the workshop prepares students to experience the rest of the workshop.

Situated Learning Theory: Students will understand and aspire to the role trajectories within interdisciplinary, collaborative learning process as they see fellow students leading the workshop. This might contribute to learners modeling behaviors and attitudes toward community engagement demonstrated by peers and facilitators throughout the introduction session.

Learning Methods/Strategies

Direct Instruction: The facilitator will provide structured, sequenced information and guidance through the introductory lecture, ensuring students have a clear and consistent understanding of the workshop objectives.

Advance Organizer: Prior to delving into the specifics of NYU resources and student testimonies, an advanced organizer will be presented to help students mentally prepare and organize the information they are about to receive.

Media/Technology:

Text + Human/Voice (Slideshow): A digital slideshow supplements the verbal instruction, providing a visual and auditory learning experience that helps to capture students' attention and facilitate understanding.

Video: Videos are used to showcase student testimonials, providing a relatable and dynamic way to understand the benefits of utilizing NYU resources and participating in the community.

Card Game

Students play a card game that mimics interdisciplinary collaboration in real world. They gain collaborative problem-solving skills by gathering and negotiating for cards that represent skills or resources needed to complete specific projects. Applying theories of social constructivism, situated learning, and social learning theory, as well as principles of embodied cognition and game-based learning, this game allows students to grasp how a larger system of interdisciplinary collaboration works. In particular, the game simulates the roles that collaboration, resources, and camaraderie play in the functionality of such a system. The game is modeled after the real card game 'Extreme Events'.

Learning Objectives

Knowledge: Students will be able to identify the different interdisciplinary soft skills (creativity, problem solving, communication, etc) needed in new situations.

Skills: Students will be able to: demonstrate the different interdisciplinary soft skills (creativity, problem solving, communication, etc) needed in new situations; communicate their ideas within the context of different disciplines.

Learning Theories

Social Constructivism: Students will collaborate with each other interactively as they strategize with each other when choosing which resources they want their department to specialize in and use according to the department budget. Students will then use and exchange these cards in order to complete their scenario's interdisciplinary project (win state) which lists the resources that project requires. They must negotiate with other players and construct their knowledge of what resources other departments have and what projects others are working on. Additionally, through this activity, learners will start to construct mental models of what resources are most popular and valuable across disciplines and projects based on the patterns they see in the game.

Situated Learning: Applying communities of practice, introducing learners to the peripheries of participation and quickly increasing their simulated level of participation within the community, they enter into states of mediation and reification when trying to exchange cards that contain resources and skills needed for learners to be successful in their projects (i.e. the end state of the game).

Social Learning Theory: Seeing how other learners engage in the game and strategize with their resources and skills will inform an individual how they use, exchange, and give away their own cards to complete their projects (win state).

Learning Methods

Embodied cognition: This game will allow for learners to embody a certain role within the community, behaviorally and cognitively engaging and practicing their knowledge on how the interdisciplinary collaboration operates as well as implicitly gain an understanding for the resources and scope of coordination this type of collaboration needs.

Game-based learning: This game embeds the learning mechanics within the game mechanics as goals, learner interactions, narrative, and points are used to provide for an engaging, memorable experience that gives learners different points for engagement and connection within their own schematic structures that can be further reactivated and transferred to new activities in the future. Through social interactions and situated gameplay, the learner becomes intrinsically motivated through situational interest and feelings of relatedness / connection to others. At the end of the game, the points will be counted and the winner of the game will receive a prize, thus extrinsically incentivizing learners to want to complete the challenges for their specific scenarios (levels).

Media/Technology

Physical paper: Physical cards with visual depictions of different resources, paper with text that describes different scenarios, paper denoting stakeholders and departments, as well as name tags for the people within them are all involved in the gameplay. This game is modelled after the game 'Extreme Event.'

Spreadsheet

The spreadsheet is the most essential element of this workshop because its power is threefold: it acts as a learning guide, a learning artifact, and a formative evaluation. Thus its design is based in many learning theories, including distributed cognition, constructivism, and constructionism. Implemented throughout many stages of the workshop, the spreadsheet takes advantage of learning methods such as self-regulation, goal-setting, scaffolding, and self-directed learning. Fully participating in the creation of this spreadsheet will allow learners to deeply understand which NYU Brooklyn resources are personally relevant and how to successfully engage with them.

Learning Objectives

Knowledge: Students will be able to describe the major areas of resources existing at NYU Brooklyn.

Habit-Formation: Students will be able to navigate and organize the resources that they need.

Learning Theories

Distributed Cognition: This theory is central to the design, as it views the spreadsheet as a tool for students to organize and make sense of information, leaving the information behind in a virtual form that serves as an extension of the brain and it's memory functions. Supporting cognitive processes such as memory and recognition, the amount of cognitive load and time required when searching for resources is significantly reduced.

Constructionism: The use of the spreadsheet enables students to create a tangible artifact that embodies their discovery of NYU resources, enhancing their learning experience.

Constructivism: By customizing the spreadsheet to their interests, students are able to construct a personalized understanding of NYU resources, facilitating deeper learning that they can incorporate into their own mental models.

Learning Methods

Self-regulation: The act of filling out the spreadsheet is a form of self-regulated practice that helps students in their organization skills and build habits for success through their database building regarding their knowledge of NYU resources and how they can access them.

Goal Setting: Students are guided to set personal goals for using the resources, which helps in planning their academic and extracurricular activities.

Scaffolding: The spreadsheet provides structured support that helps students build on their existing knowledge about resources at their own pace.

Self-directed Learning: The design encourages students to take an active role in their learning by independently identifying and documenting resources that are of interest to them.

Media/Technology

Text (Spreadsheet): As a technology tool, the spreadsheet organizes information in a logical format, making it a practical resource for students to use both during and after the workshop.

Scavenger Hunt

The fourth activity of the workshop, a scavenger hunt, also references many learning theories. The process is based in embodied cognition, social constructivism, and discovery learning. By physically walking the routes to relevant NYU Brooklyn locations with a newly formed group of like-minded students, students are both cementing the knowledge of campus and related resources through an embodied experience, as well as creating new connections and practicing their social skills. To do so, we implement learning methods such as spatial cognition, game-based learning, scaffolding, and participation in communities of practice.

Learning Objectives

Skills: Students will be able to: navigate and organize the resources that they need; demonstrate the different interdisciplinary soft skills (creativity, problem solving, communication, etc) needed in new situations; collaborate with a group of people from different backgrounds to create a learning artifact.

Motivation: Students will be able to confidently create new connections with others.

Learning Theories

Embodied cognition: This theory is applied in the design of the scavenger hunt by requiring students to associate a physical experience (walking) with the resources of interest.

Social Constructivism: The scavenger hunt is designed to promote learning through social interaction and collaboration, as students work in groups and learn from each other’s insights and experiences.

Discovery Learning: This learning theory is reflected in the activity design, encouraging students to actively solve problems and discover resources through the clues provided, promoting exploration and inquiry.

Learning Methods

Scaffolding: The design of the activity allows students to practice navigating the campus and locating resources, reducing the cognitive load needed when trying to access resources in the future.

Game-based learning: The scavenger hunt uses elements of game-based learning, by situating the game-experience in the real-world while making the activity playful, more engaging, and motivating. Social interactions as well as situational interest, and proximal task completions that build competence and intrinsic motivation.

Participation in Communities of Practice: Students participate in communities of practice by forming interest groups, fostering a sense of belonging and shared learning.

Spatial Cognition: This activity asks students to rethink the way they see the space and buildings around them by connecting them with other uses as they learn about new resources to associate meaning of those locations with. This further connects them to the community and gives them a better sense of the environment around them.

Media/Technology

Computing (App): A mobile app hosts the scavenger hunt, providing an interactive platform for delivering clues and tracking points.

Presentations

Once all groups return from the scavenger hunt, each group builds their own presentations and presents their findings to the rest of the workshop. This portion of the workshop references social constructivism, metacognition, and social learning theory as its main learning theories. In the process, the presentations involve metacognitive knowledge, practice, collaborative learning, behavior modeling, active learning, and distributed cognition in order to simultaneously help students become more confident with their presentation skills and allow students to learn from each other.

Learning Objectives

Knowledge: Students will be able to describe the major areas of resources existing at NYU Brooklyn.

Learning Theories

Social Constructivism: Individuals build presentations within their own groups from the scavenger hunt activity and use each other as resources to guide their own meaning making process, further contributing to their ability to build mental models that are informed by other group members that serve as experts and resources with their own activity takeaways. Group discussion is a major part of building the presentations.

Social Learning Theory: This theory is incorporated into the design by allowing students to learn presentation skills not only from direct instruction but also from observing their peers, enhancing their ability to give effective presentations through a collaborative learning environment.

Metacognition: Learners have to assess their own learning, what was important , and how they made meaning from their own learning during the previous activity. When they find gaps in their knowledge, they can use the peers in their groups as other experts and can fill these gaps in. These skills draw back to metacognitive knowledge and regulation skills.

Learning Methods

Practice: Students practice their presentations, which allows them to refine their communication skills through direct experience.

Behavior Modeling: The activity includes behavior modeling by allowing students to imitate, critique, or build on each others' presentation behaviors.

Collaborative Learning: Within groups, the learners discuss their takeaways that they want to share from the previous activity and the different aspects of the resources they engaged with that can be helpful for their peers. Each group member builds out their group presentation together and further develops their communication skills.

Distributed Knowledge: Peers serve as resources for each other and experts in different areas of exploration. Through the scavenger hunt, the different groups will serve teach each other about their own areas of expertise (based on what was learned in the different specialized group scavenger hunt tasks).

Active Learning: The presentations are designed to engage students in active learning, with the process of preparing and delivering a presentation serving as an interactive educational experience.

Media/Technology

Human/Voice: The use of spoken presentations and audience listening supports the exchange of information and allows for the practice of auditory learning and public speaking skills, which are crucial for the students' professional development.

Discussion

Finally, to close the workshop, all students engage in a large discussion about what they learned in the previous few hours. This reflection process is grounded in social constructivism and social learning theory, as students engage in collaborative goal-setting and communities of practice in order to inspire change on both personal and university levels.

Learning Objectives

Skills: Students will be able to: examine and evaluate the interdisciplinary nature of their own learning experiences; communicate their ideas within the context of different disciplines.

Motivation: Students will be able to reflect on personal experiences with interdisciplinary collaboration.

Learning Theories

Social Constructivism: This theory shapes the discussion by creating a space where students can collaboratively build on each other’s ideas and experiences, leading to a deeper collective understanding of the workshop content.

Social Learning Theory: The group discussion format fosters an environment where students can apply social learning by sharing their experiences and learning from the facilitator and each other.

Learning Methods

Goal Setting: In the discussion, students are encouraged to define specific goals related to their use of NYU resources and community engagement, helping them to formulate actionable steps for their future involvement.

Community of Practice: The discussion fosters and facilitates a community of practice that is defined by its prioritization of interdisciplinary collaboration that engages in active listening and contributions to the community. Each individual participates in the community and further builds and situates their role in the community, leaving the peripheries of participation to a more active one.

Media/Technology

Human/Voice: The primary media used in the discussion are verbal communication and active listening, which facilitate a participatory and reflective dialogue that helps to consolidate the workshop's learning objectives.

Images generated by Dall-E. Text inside drop-down menus adapted from ChatGPT's response to our design choices: "Please generate the missing descriptions."

Learning Theories

Primary Theories

Constructivism posits that learners construct their own unique understanding of the world by reflecting on their personal experiences. This approach encourages critical thinking and the application of knowledge in new, real-world situations (Piaget, 1954).

Social Constructivism emphasizes that knowledge is constructed within social contexts through interactions with a knowledge community. This theory extends constructivism by incorporating the cultural and social settings which can influence and enhance the learning process. It supports collaborative learning environments where learners co-construct knowledge and meaning from shared experiences (Vygotsky, 1978).

Social Learning Theory suggests that people can learn through observation, imitation, and modeling without direct instruction. It emphasizes the importance of social interaction and observational learning from others within a community (Bandura, 1977).

Cognitivism focuses on the inner mental activities and how they are influenced by external stimuli, viewing the brain as an information processor. It supports the use of strategies that enhance comprehension and retention such as the use of schemas, mental models, and cognitive strategies to facilitate learning (Neisser, 1967).

Secondary Theories

Constructionism is another extension of constructivism which suggests that making tangible objects that can be shared in the real world leads to effective learning (Papert, 1980).

Behaviorism focuses on observable behaviors that are learned from the environment through conditioning. This theory advocates for a system of rewards and punishments to shape desired behaviors and eliminate undesired ones (Skinner, 1938).

Discovery Learning is a method of inquiry-based instruction, positing that learning happens best through discovery. It encourages learners to build their knowledge through exploration and the testing of hypotheses, rather than through direct instruction (Bruner, 1960).

The Self-Explanation Principle involves learners generating explanations to themselves in the process of learning. It enhances understanding and retention by prompting individuals to clarify and reiterate their thoughts as they interact with new information (Roy & Chi, 2005).

Active Learning is a pedagogical approach that emphasizes the role of the learner as an active participant in the learning process. It involves strategies that require students to actively engage in the educational process, such as through discussion, problem-solving, case studies, and hands-on activities (Bonwell & Eison, 1991).

Adapted from ChatGPT 4.0: "Generate a three sentence description about each of the following learning theories:"

Learning Methods

Direct Instruction involves a structured and systematic way of teaching where the instructor delivers specific content directly to students, typically using lectures or demonstrations. This method emphasizes clear learning objectives and the use of assessments to monitor progress (Engelmann and Carnine, 1982).

Advance Organizers are tools used before teaching new content to bridge the gap between what learners already know and what they need to learn. They help students organize and interpret new incoming information by providing a general framework that enhances comprehension and retention (Ausubel, 1960).

Practice involves repeatedly performing tasks or activities to improve skills and reinforce learning. This method is essential for mastering a skill as it allows learners to refine their techniques and consolidate their knowledge over time (Ericsson et al, 1990).

Goal Setting in learning involves defining clear, specific, and achievable objectives that motivate learners to achieve desired educational outcomes. This method helps direct learners' focus and efforts towards meaningful achievements (Locke and Latham, 2002).

Scaffolding is a teaching method that involves providing learners with temporary support structures to accomplish new tasks or concepts. These supports are gradually removed as learners become more proficient, promoting independence in learning (Vygotsky, 1978).

Self-directed Learning is a process where individuals take the initiative, with or without the help of others, to diagnose their learning needs, formulate goals, identify resources, and evaluate learning outcomes. This method encourages autonomy and motivation in learners as they control their educational experiences (Knowles, 1975).

Gamification involves the application of game-design elements and game principles in non-game contexts to enhance learning engagement and motivation. This method uses rewards, challenges, and interactive elements to make the learning process more enjoyable and effective (Deterding et al, 2011).

Participation in Communities of Practice involves engaging with groups where members share a concern or a passion for something they do and learn to do it better through regular interaction. This social learning method fosters the sharing of experiences and practical knowledge, enhancing individual and collective learning (Lave and Wenger, 1991).

Behavior Modeling is a learning method that involves observing and mimicking others' behaviors to acquire and practice new skills or behaviors. This approach is effective in settings where demonstration of the desired behavior followed by practice and feedback can lead to learning and behavior change (Bandura, 1969).

Adapted from ChatGPT 4.0: "Generate a two sentence description about each of the following learning methods:"

Learning Modalities

Human voice + text + video (slideshow) is arranged in a slideshow format that transitions smoothly from one slide to another. Each slide usually comprises a blend of human narration, text, and video or animation. This slideshow format facilitates straightforward navigation within the Introduction activity, simultaneously maintaining the visual engagement of the learners.

Creative media (a card game), designed to simulate interdisciplinary collaboration, offers several avenues for improving learning outcomes. The gamified nature of the learning experience makes it inherently more engaging and motivating for students. The card game is an effective educational tool for improving learning outcomes related to interdisciplinary collaboration, resource management, problem-solving, and teamwork. Combining experiential learning with game-based elements creates a rich, immersive learning environment that resonates with students and enhances their understanding of complex concepts.

Graphic organizer (spreadsheet) serves as a platform for promoting collaboration and interdisciplinary engagement by showcasing the diverse range of resources available across departments and external partners. By facilitating visibility and awareness of resources beyond one's immediate academic or professional sphere, students are encouraged to explore interdisciplinary connections and leverage resources from multiple sources to enrich their academic or career pursuits. Furthermore, through the development and management of the spreadsheet, students are able to discern resources that align with their interests, thereby enhancing interdisciplinary learning.

Computing (app) allows us to customize the scavenger hunt to align with specific campus resources and student interests. By tailoring the missions and tasks to suit the needs of their students, we can ensure that the learning experience is relevant, meaningful, and engaging for everyone involved. The scavenger hunt provides students with an immersive learning experience that actively engages with their environment, collaborates with their peers, discovers resources firsthand, and solves real-world challenges, leading to deeper learning and retention.

Human voice (presentations and discussion) is attributed to verbal description and storytelling; presenters can paint vivid mental images in listeners' minds, enhancing their ability to visualize abstract concepts and scenarios to present the resources they collect and the reflection from the interdisciplinary learning.

References

Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51(5), 267-272.

Bandura, A. (1969). Principles of behavior modification. New York: Holt, Rinehart & Winston.

Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.

Bonwell, C., & Eison, J. (1991). Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports. Washington, DC: School of Education and Human Development, George Washington University.

Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University Press.

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. Proceedings of the 15th International Academic MindTrek Conference.

Dirksen, J. (2016). Design for How People Learn. New Riders.

Engelmann, S., & Carnine, D. (1982). Theory of Instruction: Principles and Applications. New York: Irvington Publishers.

Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1990). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363.

Knowles, M. S. (1975). Self-Directed Learning: A Guide for Learners and Teachers. Englewood Cliffs, NJ: Prentice Hall.

Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705.

Neisser, U. (1967). Cognitive Psychology. Englewood Cliffs, NJ: Prentice Hall.

Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. Basic Books.

Piaget, J. (1954). The Construction of Reality in the Child. New York: Basic Books.

Roy, M., & Chi, M. T. H. (2005). The self-explanation principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 271-286). Cambridge University Press.

Skinner, B. F. (1938). The Behavior of Organisms: An Experimental Analysis. New York: Appleton-Century-Crofts.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

AI Acknowledgement - ChatGPT was used on this page to generate the descriptions of the learning theories and methods.

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