{"id":347,"date":"2017-02-19T19:19:01","date_gmt":"2017-02-20T02:19:01","guid":{"rendered":"https:\/\/blogs.ubc.ca\/danabjornson\/?p=347"},"modified":"2017-02-19T19:20:39","modified_gmt":"2017-02-20T02:20:39","slug":"wise-101-a-brief-introduction-to-a-tele","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/danabjornson\/2017\/02\/19\/wise-101-a-brief-introduction-to-a-tele\/","title":{"rendered":"WISE 101: A Brief Introduction to a TELE"},"content":{"rendered":"<ul>\n<li style=\"font-weight: 400;\">\n<h3><span style=\"font-weight: 400;\">What is WISE?<\/span><\/h3>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Web-based Inquiry Science Environment<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Created in 1996 at The University of Calfornia, and Berkeley; has been expanded on from various researchers, educators and scientists worldwide<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400;\">\n<h3><span style=\"font-weight: 400;\">What was the motivation to create WISE?<\/span><\/h3>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Developers recognized that learners share a variety of misconceptions about every scientific phenomena and that learners also \u201cdeliberately\u201d learn about science in order to expand on their own views of the world around them.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Developers hoped to create a platform that supported inquiry projects that lead to cohesive, sensical and thoughtful scientific reasoning<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Utilizing the affordances of the internet, more realistic approaches could be weaved into the projects (Linn, Clark, &amp; Slotta, 2002)<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400;\">\n<h3><span style=\"font-weight: 400;\">In what ways does SKI promote knowledge integration through its technological and curriculum design? <\/span><\/h3>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">SKI: Scaffolded Knowledge Integration<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">There are four tenets to the SKI framework:<\/span>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">1. Learners should have opportunities to \u201c<\/span><b>make their thinking visible<\/b><span style=\"font-weight: 400;\">\u201d.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">2. Learners should be provided with opportunities that facilitate <\/span><b>science being accessible<\/b><span style=\"font-weight: 400;\"> to them.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">3. Learners should be provided with <\/span><b>collaborative opportunities<\/b><span style=\"font-weight: 400;\">. \u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">4. The design of the learning model should<\/span><b> promote lifelong learning<\/b><span style=\"font-weight: 400;\">.<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">There are four types of \u201cKnowledge Integration\u201d prompts within SKI:<\/span>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">1. <\/span><b>Overarching<\/b><span style=\"font-weight: 400;\">: the process of connecting views across the entire project<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">2. <\/span><b>Critique<\/b><span style=\"font-weight: 400;\">: prompts that require learners to assess the scientific content<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">3. <\/span><b>Interpretation<\/b><span style=\"font-weight: 400;\">: to reinterpret evidence in a new context<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">4. <\/span><b>Explanation<\/b><span style=\"font-weight: 400;\">: learners are required explain evidence in their own words. (Linn, Clark, &amp; Slotta, 2002)<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400;\">\n<h3><span style=\"font-weight: 400;\">Describe a typical process for developing a WISE project.<\/span><\/h3>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Should an educator wish to develop their own WISE project,<\/span><a href=\"https:\/\/wise.berkeley.edu\/\"><span style=\"font-weight: 400;\"> creating a free account<\/span><\/a><span style=\"font-weight: 400;\"> would be the first step. Although I have limited experience with the design process, in the first two hours that I spent with WISE, I was easily able to copy an existing project, then alter it to my own needs. My recommendation would be to tinker with pre-existing projects before starting one from scratch. \u00a0Overall, I would predict that the platform would be very user-friendly for those with a moderate amount of technological courage and experience, or more.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">When developing an inquiry WISE project, researchers have narrowed down a few general strategies for problem-based learning and inquiry design:<\/span>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">1. Ensure that disciplinary thinking and strategies are explicit<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">2. Expert guidance (scaffolding) should be embedded throughout the project<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">3. Complex tasks should be structured\/scaffolded, thus reducing the \u201ccognitive load\u201d on the learners. (Lee &amp; Chen, 2009)<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Research has determined that reflections and explanations are more effective than procedural prompts<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Although not too many studies have been done on <\/span><i><span style=\"font-weight: 400;\">how much<\/span><\/i><span style=\"font-weight: 400;\"> scaffolding is needed within projects, educators should be mindful of the <strong>\u201cSituated Knowledge Paradox\u201d<\/strong>&#8212; when learners lack sufficient prior knowledge during an inquiry, thus their naivety misinforms and creates resilient misconceptions. (Kim &amp; Hannafin, 2010)<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400;\">\n<h3><span style=\"font-weight: 400;\">How does this design process compare with the Jasper Adventures?<\/span><\/h3>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Compared to the Jasper Series, WISE is by far the more adaptable platform. In WISE, educators can choose to embed a vast array of tasks within the lesson,<em> in addition<\/em> to what Jasper can offer. \u00a0Students can effortlessly navigate from task to task, watching videos, performing experiments, reflecting on their learning, collaborating with others, visiting other simulations, and more. <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Knowing what I now know about WISE, I would have rather spent two weeks investigating it as opposed to one week on Jasper and one week on WISE. \u00a0WISE \u201cwins\u201d by a landslide, as far as I am concerned!<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400;\">\n<h3><span style=\"font-weight: 400;\">How could you use a WISE project in your school or another learning environment?<\/span><\/h3>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">From a senior Physics perspective, I would utilize WISE in a unit such as Gravitation or Modern Physics, where I lack the ability to demonstrate or conduct labs with my limited equipment. As a proponent of \u201chands on\u201d learning, in units that I can bring into the classroom, I would be more reluctant to have students on screens. <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">I could also see the benefit of conducting an Earth Science 11 or a Science and Technology 11 course purely on WISE, as the students who mostly take these courses are not moving on to science related post-secondary programs. \u00a0I think more of our \u201creluctant learners\u201d who just need a Science 11 credit to graduate, would have more buy-in with a format that was focused on learning fewer outcomes, but more in-depth. In courses like these, Final Exams could be eliminated entirely, in exchange for a Final Inquiry Project of their choosing.<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400;\">\n<h3><span style=\"font-weight: 400;\">What about WISE would you customize?<\/span><\/h3>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Everything.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Because I can.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\"> \u201cI like my teacher, but he never teaches us anything.\u201d \u201cWe read a novel, did a project and moved onto the next novel without discussion. \u00a0I really wanted to talk about the first novel, but that wasn\u2019t part of the process.\u201d These are two comments from the daughter of a friend of mine who came out of an inquiry middle school model. Although she enjoyed picking her own projects, she also wished that her teacher had actually ran the show at times. \u00a0I believe that students <\/span><i><span style=\"font-weight: 400;\">want <\/span><\/i><span style=\"font-weight: 400;\">to have confidence in their teachers\u2019 knowledge. Should teachers choose to run inquiry delivery models, they need to keep their essence in their lessons. Personalizing lessons within WISE, conducting class discussions, pushing students to think outside of their comfort zones and acting as the MKO (More Knowledgeable Other) at times, are all important actions and roles for educators to adopt. <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">As far as I am concerned, it is wise to keep our wisdom in WISE!<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h5>References<\/h5>\n<p><span style=\"font-weight: 400;\">Kim, M. C., &amp; Hannafin, M. J. (2011). Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice. Computers &amp; Education, 56(2), 403-417.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Lee, C. -Y., &amp; Chen, M. -P. (2009). A computer game as a context for non-routine mathematical problem solving: the effects of type of question prompt and level of prior knowledge. Computers &amp; Education, 52, 530\u2013542.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Linn, M., Clark, D., &amp; Slotta, J. (2003). Wise design for knowledge integration. Science Education, 87(4), 517-538.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>What is WISE? Web-based Inquiry Science Environment Created in 1996 at The University of Calfornia, and Berkeley; has been expanded on from various researchers, educators and scientists worldwide What was the motivation to create WISE? Developers recognized that learners share &hellip; <a href=\"https:\/\/blogs.ubc.ca\/danabjornson\/2017\/02\/19\/wise-101-a-brief-introduction-to-a-tele\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":38898,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1499562,1704,1499564,3022],"tags":[],"class_list":["post-347","post","type-post","status-publish","format-standard","hentry","category-educational-apps-programs","category-etec-533","category-learning-models","category-wise"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/danabjornson\/wp-json\/wp\/v2\/posts\/347","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/danabjornson\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/danabjornson\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/danabjornson\/wp-json\/wp\/v2\/users\/38898"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/danabjornson\/wp-json\/wp\/v2\/comments?post=347"}],"version-history":[{"count":4,"href":"https:\/\/blogs.ubc.ca\/danabjornson\/wp-json\/wp\/v2\/posts\/347\/revisions"}],"predecessor-version":[{"id":351,"href":"https:\/\/blogs.ubc.ca\/danabjornson\/wp-json\/wp\/v2\/posts\/347\/revisions\/351"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/danabjornson\/wp-json\/wp\/v2\/media?parent=347"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/danabjornson\/wp-json\/wp\/v2\/categories?post=347"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/danabjornson\/wp-json\/wp\/v2\/tags?post=347"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}