ETEC 533 E-folio

Information Visualization

Information visualization helps students understand processes and the meaning of data through animations, simulations and modeling. There are many existing and easily accessible science and math based visualization tools available including: Model-It, NetLogo, Geometer’s Sketchpad, WiseWeb, Illuminations applets and PHET.

Running a simulation is akin to messing about as described by researchers in education such as Finkelstein et al (2005). These authors describe messing about as “This idea of scientific play is the methodical investigation of the constraints and opportunities of a system” p5. They also state that messing about can help students organize their knowledge and align it with scientific models through this play.

Teachers and instructors could use one of the instructional frameworks discussed in this course (Anchored Instruction (AI), Scaffolded Knowledge Integration (SKI), Learning for Use (LFU) or Technology – Generation, Evaluation, Modification (T-GEM)) in combination with an information visualization tool to develop powerful lesson plans to help students conquer a challenging concept or deal with misconceptions. Even a basic tool such as Lemonade Stand teaches students that a simple business has many inputs to consider and apply to be successful.

Course Analysis

The pace of the course was fast; the instructor put the “pedal to the metal” on January 2, 2013 and did not let up throughout the course. Now it is early April and time to reflect on what I have learned and how I can apply it to my current role as the Curriculum Coordinator for the School of Business at SAIT Polytechnic.

Overall this was a tough course for me as it had me outside of my comfort zone many times, primarily as I am not a science or mathematics teacher or instructor. “Outside of my comfort zone” is a way of saying that I spent a lot of time in my “Zone of Proximal Development”; this in turn resulted in a lot of hard work and some great learning for me.

Here are some of the themes that I take away from the course

• Deal with misconceptions
• Encourage engagement with technology
• Refer to theoretical frameworks for guidance when using technology
• Embrace emerging genres of teaching, learning and technologies
• Use technology where appropriate

My complete course analysis is posted in the Analysis section of this blog.

Course and Program Sign Off

This concludes my participation in this course; all postings and assignments are complete. This e-folio captures my learning throughout the course as the final Legacy in Learning assignment for this course.

It also marks my completion of the MET program; course 10 of 10 completed over the last 43 months. I can now return my life to normal, whatever normal is now. I feel that I have achieved the broad objectives that I set out to accomplish that I established over four years ago:

• There is now a need for me to crystallize my experience in curriculum development and my role as a Curriculum Coordinator with a formal education in learning technologies to enhance my role and to provide learning and technology leadership to faculty and staff in my school and across SAIT.
• The proposed Master’s degree will provide me with knowledge and skills, based on current best practices, and emerging trends in learning and technology that will give me the confidence to provide guidance to faculty and Academic Chairs and leadership to the School of Business in the development of proposed new programs and the redevelopment of existing programs.

My program epilogue “To here, and from here” describing my overall MET learning is posted at the end of my learning analysis component for this course.

References:

Finkelstein, N.D., Perkins, K.K., Adams, W., Kohl, P., & Podolefsky, N.  (2005).  When learning about the real world is better done virtually:  A study of substituting computer simulations for laboratory equipment.  Physics Education Research,1(1), 1-8.  Retrieved April 02, 2012, from:http://phet.colorado.edu/web-pages/research.html