Yoon, Susan A

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Now showing 1 - 2 of 2
  • Publication
    Feedback (F) Fueling Adaptation (A) Network Growth (N) and Self-Organization (S): A Complex Systems Design and Evaluation Approach to Professional Development
    (2006-12-01) Yoon, Susan A; Klopfer, Eric
    This paper reports on the efficacy of a professional development framework premised on four complex systems design principles: Feedback, Adaptation, Network Growth and Self-organization (FANS). The framework is applied to the design and delivery of the first two years of a three-year study aimed at improving teacher and student understanding of computational modeling tools. We demonstrate that structuring a professional development program around the FANS framework facilitates the development of important strategies and processes for program organizers such as the identification of salient system variables, effectively distributing expertise, adaptation and improvement of professional development resources and activities and building technological, human and social capital. For participants, there is evidence to show that the FANS framework encourages: professional goal setting, engagement in a strong professional community and personal autonomy by enabling individualized purpose—all fundamental components in promoting self-organization. We discuss three meta-level themes that may account for the success of the FANS framework: structure vs. agency, exploration vs. exploitation and short-term vs. long-term goals. Each illustrates the tension that exists between competing variables that need to be considered in order to work effectively in real world complex educational systems.
  • Publication
    Using Palm Technology in Participatory Simulations of Complex Systems: A New Take on Ubiquitous and Accessible Mobile Computing
    (2005-09-01) Klopfer, Eric; Yoon, Susan A; Perry, Judy
    This paper reports on teachers’ perceptions of the educational affordances of a handheld application called Participatory Simulations. It presents evidence from five cases representing each of the populations who work with these computational tools. Evidence across multiple data sources yield similar results to previous research evaluations of handheld activities with respect to enhancing motivation, engagement and self-directed learning. Three additional themes are discussed that provide insight into understanding curricular applicability of Participatory Simulations that suggest a new take on ubiquitous and accessible mobile computing. These themes generally point to the multiple layers of social and cognitive flexibility intrinsic to their design: ease of adaptation to subject-matter content knowledge and curricular integration; facility in attending to teacher-individualized goals; and encouraging the adoption of learner-centered strategies.