As an individual with a tendency to incorporate the concepts and ideas from different, but relevant places and theories, I can appreciate the LfU-model and its’ technological avatar My World. Especially since they draw upon constructivism, cognitive theories, and assimilation theory, which I see as leading to a more learning-centered approach. It can be a struggle to cover content and processes when actually in the classroom and under the constraints of the ministries PLO’s and impending final assessments, however, one cannot actually exist without the other in real science.
After a few technical snags at the beginning of the exploration of My World, which may act as an inhibitor for technology hesitant/resistant teachers, I started to play around with the different fields and layers. As a photographer I was used to the layers component as a similar feature is used in Photoshop, though I wished for some more of the customization options in terms of layout which exist in Photoshop.
Beneficial features include the ability to slowly add content in the form of layers, to hide layers in order to prevent learners & educators from being overwhelmed, and the portfolio component to record notes and reflections on the learning process. There is also a high degree of interactivity and diverse levels of complexity, which are added attributes in regards to the technological component. Teachers would see increased student engagement, though adequate scaffolding would be needed and it does provide authentic content for inquiry. To add depth to this approach and more meaningful content I would like to see this approach be designed to include real-world visual and audio data. In create-a-world the teacher used a blended approach, which I would recommend, but this type of would also benefit from have a test/interactive component, which could be completed asynchronously to foster further student independence, and exploration. A component of asynchronous communication would also increase peer-to-peer dialogue and decrease the ownership on the teacher to provide immediate feedback on conceptual development.
My World has the potential to create engaging inquiry resulting increased learner motivation and understanding, but it is more suited to teachers with a strong technical background (can troubleshoot for students) and experience with science curricula such that they could create authentic assignments and supporting lessons for the learners.
Reference
Edelson, D. C., Salierno, C., Matese, G., Pitts, V., & Sherin, B. (2002, April). Learning-for-Use in Earth science: Kids as climate modelers. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LA.