WISE was created in response to a lack of inquiry and discovery in the learning and teaching of sciences. It is intended to facilitate a learner-centered approach to science using a constructivist approach with PBL-scenarios. After a week of exploration and discussion, there are divided opinions on how well WISE meets these goals and if actual discovery learning is founded in WISE. There are many instances where answers and solutions were generated with little effort, thought or variance (simple multiple choice answers, or one or two sentences). However, progress independently, reflect on learned content, create and test models, and discuss with peers in forums do provide opportunity for integration of knowledge and facilitate a learner-centered approach. In terms of design and construction consideration, projects are comprised of subunits, expandable menus, interactive components, and easily managed pages.
Figure 1. Screen capture of a WISE project preview
Since WISE is intended to be constructivist and learner centered, designers must first decide on a particular content area and then develop an authentic scenario. Modules are constructed in a way to slowly provide students with the conceptual tools needed to generate solutions to the problem. Drawing upon interactive lessons, summaries, reflections, simulations, and models. The projects, which have been created by the well rounded WISE team are also customizable to allow educators to create content relative to their students, locations, and goals. Tasks and features can be selected from drop down menus and be dragged-into place. This makes it significantly easier for less technologically savvy teachers to make the most of WISE projects.
Figure 2. Screen capture of a WISE project authoring page
Possible draw-backs to using WISE in the classroom include:
- The consumption of teacher time in terms of developing a familiarity with the projects and customizing them to meet the needs of the particular outcomes being taught
- Providing technical support and guidance to students as they move through the various WISE projects
- Time and effort is needed to teach students how to self-monitoring, reflect on their learning, and to create quality responses to the various questions and prompts along the way
- Teachers may be resistant with the change in role to a facilitator.
- Appropriate feedback must be created so that students can progress independently
- Several WISE projects need to be completed to build pattern recognition and understanding of the process and application of science principles
While there are some possible limitations to the use of WISE, with a well thought out plan several projects could effectively be used to develop students understanding of science process skill, ability to critically analyze, and synthesize new ideas. I could envision creating WISE projects to replace my final evaluations in both my senior biology and chemistry courses, since the removal of mandatory provincial exams has allowed for a broader approach to assessment. Several projects throughout the year would act as developers for knowledge, processes, and familiarity with WISE so that in the final project students could focus on applying those skills and the concepts that have learned to resolving the final scenarios. I would expect to see students submitting demonstrations of concept mastery in a number of media, and a collection of their reflections and self-analysis through out the final project.