curriculum – ETEC 533 E-folio

Weeks Twelve and Thirteen: Information Visualization, Course Analysis and Course Sign-Off

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

Weeks Six and Seven: TELE 1 – Jasper and WISE

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