A week spent bringing the learning from Module B together in a synthesis posting on the design page.
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Category: Design
Design of technology enhanced learning experiences component of the course
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.
The first two examples in the design of technology-enhanced learning experiences (TELE) section of this course are the Jasper series and the Web-based Inquiry Science Environment (WISE).
Jasper came first after years of research on anchored instruction from the Cognition and Technology Group at Vanderbilt (CTGV), Nashville, Tennessee. Anchored instruction as defined by CTGV uses problem rich environments with engaging instruction to allow sustained exploration by students and teachers (CTGV, 1992). They built the Jasper series in the late 1980’s and early 1990’s to incorporate the four dimensions of effective learning environments often referred to as the How People Learn Framework. The dimensions of effective learning environments are; knowledge centred, learner centred, assessment centred and community centred. (Pellegrino and Brophy, 2008). The Jasper series also incorporates generative activities and cooperative learning situations.
Jasper is a static based delivery via videodisc. This would have been innovative at the time with all of the information provided electronically on one disc. The story based approach is engaging for the students as they need to gather the information needed to solve the problems. They may need to go over the story several times to filter out what is needed and to find missing pieces. The problem with Jasper is it is based on the current technology of the time, video on a fixed disc that was not intended to be updated easily. Today with the rapid updates and interactivity of the Web 2.0 Internet, Jasper is destined to be left on the disc rack as an important historical artifact in the development of technology enhanced learning experiences.
WISE was developed in the late 1990’ and early 2000’s as a web based inquiry system that provides a flexible and adaptive learning environment. In addition, WISE is research based and technology enhanced that can be customized to changes in school contexts and curriculum standards. This system embraces many inquiry based practices including engagement of students with diagnosing problems, critiquing experiments, planning investigations, searching for information and debating with peers.(Linn, Clark and Slotta, 2003).
WISE was developed 10 years after Jasper and was developed as the Internet came of age. WISE is based on an Learning Management System like platform. Thus it is Internet based and can be constantly updated and customized as needed. Although Jasper is rarely used today, WISE has the potential to live on as long as the developers continue to support it.
I enjoyed working through the examples from both Jasper and WISE and compared to how I was exposed to my science education in high school, college and university, these two are much more engaging and interesting. Hopefully they have and will continue to foster scientific inquiry in students in middle and high school that will encourage them to continue these interests into STEM education at the post-secondary level.
Learn more about Jasper and WISE on the Design Page.
References:
Cognition and Technology Group at Vanderbilt (1992). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology, Research and Development, 40(1), 65-80.
Linn, M., Clark, D., & Slotta, J. (2003). Wise design for knowledge integration. Science Education, 87(4), 517-538.
Pellegrino, J.W. & Brophy, S. (2008). From cognitive theory to instructional practice: Technology and the evolution of anchored instruction. In Ifenthaler, Pirney-Dunner, & J.M. Spector (Eds.) Understanding models for learning and instruction, New York: Springer Science + Business Media, pp. 277-303