ETEC 533 E-folio

The final two examples in the design of technology-enhanced learning experiences (TELE) section of this course are My World and Chemland.

My World is an education based geographic information system (GIS) developed by Northwestern University in Illinois. It is based on the Environmental Systems Research Institute (ESRI) Arc/Info GIS. The initiative has been described by Edelson (2001) and Stylinski and Smith (2006). My World uses scientific visualization incorporated into inquiry-based learning to enable students to develop understandings of complex phenomena in earth and environmental sciences. It accomplishes this by constructing interactive maps and uses analysis tools to make database and geospatial inquiries.

My World incorporates learning-for use (LfU) framework (Edelson, 2001); below are the four principles:

• Learning occurs through construction and modification of knowledge structures
• Knowledge construction is goal oriented both conscious and unconscious
• The circumstances around how the knowledge is constructed determines how it is accessed in the future
• Knowledge must be constructed in a useful manor before it can be applied

My World, like the Web-based Inquiry Science Environment (WISE), is based on constructivist pedagogy where students can with the aid of the GIS, combine different provided data sets and their own data sets to discover spatial relationships. My World is geo-spatial so any science or social science concepts can be applied with this system including bringing in data sets from outside of which is provided. There are several disadvantages to MY World as it is complex and not an easy system to learn. It is probably the ultimate constructivist environment as students create new data and information by simply combining and displaying two or more datasets. The danger with this type of open environment is it is difficult to validate if what the students have created is useful or just meaningless artifacts. Without this validation and interpretation from the teacher, then it could create new unchecked misconceptions.

Chemland is a suite of chemistry simulations available for free. Khan (2007, 2010) describes how Chemland can be used with the Technology – Generate-Evaluate-Modify (T-GEM) method of scientific inquiry. There are three components of the T-GEM model:

• Generate – students are provided with information and asked to generate relationships
• Evaluate – students are given new information that is in conflict with their initial information – thus they must evaluate the relationships they previously generated
• Modify – students must modify the relationships they generated based on the new information

This method encourages students to generate their own rules or relationships given initial information. Then they are then challenged with new, often conflicting information and asked to evaluate the rules and then modify them based on the new information. T-GEM provides the framework to support and scaffold students to make connections among various abstractions. In addition, it fosters learner conceptual understandings and the development of inquiry skills.

Chemland and T-GEM is chemistry based and allows students to explore the wonders of chemistry through many different information sources. The environment is designed to create conflict that encourages students to re-evaluate and problem-solve new solutions. Chemland consists of s series of simulations with fixed inputs and ranges so the constructivist approach is somewhat controlled.

References

Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching,38(3), 355-385. http://onlinelibrary.wiley.com/doi/10.1002/1098-2736%28200103%2938:3<355::AID-TEA1010>3.0.CO;2-M/abstract

Khan, S. (2007). Model-based inquiries in chemistry. Science Education, 91(6), 877-905.

Khan, S. (2010). New pedagogies for teaching with computer simulations. Journal of Science Education and Technology, 20(3), 215-232.

Stylinski, C. & Smith, D. (2006, August). Connecting classrooms to real-world GIS-based watershed investigations. Paper presented at the ESRI Education User Conference, San Diego, CA. Retrieved Nov 15, 2012, from: http://proceedings.esri.com/library/userconf/educ06/abstracts/a2275.html

Learn more about My World and Chemland on the Design Page.