From: http://images.fotocommunity.com/photos/digiart/2d-graphics/global-focus-794e539a-d335-4201-b4e2-a5148a67e7c6.jpg

This week readings were fairly interesting, offered novel experimentations and opened my views for new opportunities.  I looked at Globe and Second Life.  These two networked communities offered multiple insights for education and I think they both have their potentials and some drawbacks.  According to Bielaczyc and Collins (1999): « The defining quality of a learning community is that there is a culture of learning in which everyone is involved in a collective effort of understanding. » I believe the main piece here would be « everyone is involved in a collective effort » and this should drive the process of knowledge gain.  The collective participation where everyone is a piece of the final puzzle is a strong motivator for the learner.  Driver et al (1994) said that developing a shared meaning between teachers and students is the heart of making what is called common knowledge. They also stated that the core commitment of a constructivist position, that knowledge is not transmitted directly from one knower to another, but is actively built up by the learner, is shared by a wide range of different research.

As the technology improves in its power to engage, researchers and educators are increa-singly exploring the use of virtual worlds (Lamb, 2007) or spaces where connections can be created with experts in the field to offer the best to the learners.  Butler & MacGregor (2003) discussed that an annual review over the past 6 years indicates that GLOBE has had a positive impact on students’ ability to use scientific data in decision-making and on  students’ scientifically informed awareness of the environment.  Through that network of specialists, teachers and students knowledge is shared and growing fruitfully.  The study of the environment is an effective means for teaching students the elements of science. The environment surrounds children and shapes their lives.  Their natural curiosity stimulates them to understand how the world works and how it is critical to them. (Butler & MacGregor, 2003)  The impact of the Globe community is exponentially positive.  On top of the participation in learning, the students open their horizon and understand other cultures and finally extend their vision of global environment.  GLOBE as an ambitious attempt to put the concepts of authentic science learning, student-scientist partnership, and inquiry-based pedagogy into practice on an unprecedented scale. When well implemented by trained teachers, GLOBE has had a positive impact on students’ ability to use scientific data in decision-making and on students’ scientifically informed awareness of the environment (Butler & MacGregor, 2003).

Carraher & al (1985) looked at how real-life contexts computational strategies from youngsters in the streets of Recife, Brazil are different from those taught in schools.  They studied how these young kids can use these mathematical concepts (addition, subtraction, multiplication and sometimes division) to accomplish the everyday tasks of surviving in the family business.  They find their own way to achieve the same results.  It is unconventional, but it works for them.  How does this relate to the Globe platform ?  Here I see young learners repeating or thinking critically to make sure they put something on the table at night.  They learned from mentors, teachers, parents, brothers and sisters.  On Globe, learners bring their ideas to the discussion and the specialists become learners as well.  Everybody can be at the same level.  This is a great opportunity for learning on every part.

On another note, other platforms are bringing their fast growing pace on the learning path. As Prensky named them, digital natives do have certain expectation toward the educational system.  Platform like Second Life are trying to answer these learners.  As Lamb (January 4th, 2007) presents it : « Immersive worlds are largely a by-product of the massively multiplayer online games that allow thousands to play inside a dizzying array of virtual environments… Second Life is a 3-D world that extends the concept of immersive environments beyond gaming.”  The opinions are split on this matter.  Second Life brings the virtual hangouts (Hendrickson, 2007) to the population in general and it is believed that this type of experience could very well become integral to the forthcoming Web 3.0 era (Hendrickson, 2007).  On a different look, others see it as an economic system with the sole purpose of driving revenue to the company that owns it (D’Arcy, 2007).  D’Arcy (2007) sees it as a virtual machine created to bring money to the company’s pockets.  Second Life brings me back to the concept of everybody sitting at the same table are learners and share their knowledge.

Now, how does this influence my practice ?  Personally, I do see more potential in Globe, at this point, than in Second Life for learning.  I do really appreciate the sharing and the knowledge found on that platform.  It is possible for everybody to participate in something great.  Scientists offer their expertise and learners help them support them in their quests.  In Second Life, from my personal experience, I don’t see my students navigating in these worlds.  First, I found it a bit disorienting for a little while and I would not feel comfortable at this point, supervising my students in the multiple opportunities offered in Second Life.  Second, after 7 or 8 minutes, already I had people bullying me, without even knowing me.  They were sending me inappropriate spam messages repetitively.  There is no surveillance and as people sometimes, don’t feel connected to their avatar, they feel like doing anything because it’s anonymous.  My students are to young still for that kind of experiences.

References

Bielaczyc, K., & Collins, A. (1999). Learning communities in classrooms: Advancing knowledge                   for a lifetime. Nassp Bulletin, 83(604), 4-10.

Butler, D.M., & MacGregor, I.D. (2003). GLOBE: Science and education. Journal of                                             Geoscience Education, 51(1), 9-20.

Carraher, T. N., Carraher, D. W., & Schliemann, A. D. (1985). Mathematics in the streets and in                   schools. British journal of developmental psychology, 3(1), 21-29.

D’Arcy, D. (2007). Second Life Concerns. January 25, 2007. http://tinyurl.com/2t2xx5

Driver, R., Asoko, H., Leach, J., Scott, P., & Mortimer, E. (1994). Constructing                                                         scientific knowledge in the classroom. Educational researcher, 23(7), 5-12.

Hendrickson, M. (2007). Virtual World Hangouts: So Many to Choose From.                                                         http://tinyurl.com/2xmbdm

Lamb, B. (January 4, 2007). Alternative Existence in Parallel Worlds. UBC Reports 53(1).                                   http://tinyurl.com/2eu43h

Mathews, S., Andrews, L., & Luck, E. (2012). Developing a Second Life virtual field trip for                              university students: an action research approach. Educational Research, 54(1), 17-38