Evonne Tutkaluk

 

 

Speculate on how such networked communities could be embedded in the design of authentic learning experiences in math or science. Elaborate.

I looked at all four resources but selected Exploratorium and VFT’s to read about, explore in more detail and discuss. Both resources represent real life activities and experiences thus offer authentic inquiry-based learning opportunities for all visitors to the sites. And, both resources are interactive which affords teachers the opportunity to focus students’ attention on specific scientific relationships in a dynamically visual way that may not be otherwise possible: enlarging objects, manipulating and visualizing objects changing in slow motion simulations.

Exploratorium
http://www.exploratorium.edu/

My aunt and uncle just got back from San Francisco last week and they mentioned many travel guides recommending Exploratorium as one of the “must-see” attractions.  As I explored the Exploratorium website, I couldn’t believe the amount of resources available. The site is definitely a great example to students and educators alike of a networked community as it incorporates many aspects that make a successful online community according to both Fouts (2003) and Talley (2003).

Fouts (2003) and Talley (2003) examined online communities before the launch of the Exploratorium website and they both acknowledged key elements that have made Exploratorium successful. Talley (2003) stated in her presentation that a successful online networked community creates a need to solve problems or find information, a place where common interests are met and technology tools easily facilitate discussion, exploration and data analysis.  Fouts (2003) expands on Talley’s description of a successful online networked community (2003) and includes that an online networked community is a place where multiple perspectives are engaged, feedback on content and activities are vital, and establishing the website as a point of reference for people is key.  Both authors see the importance of archiving user input, experiences and events which would allow users a space to search for previous data input. They also mention the importance of the use of asynchronous discussion boards where multiple perspectives can be engaged at anytime, anywhere.  Hsi (2008) agrees with Fouts (2003) and Talley (2003) mentioning that online museum communities can promote member interest and loyalty while providing an online medium where the museum and all the learning opportunities are available anytime, anywhere.  Museums themselves have limited room for visitors and museums can get loud and crowded with visitors and tours.  However, their online counterparts on the other hand, can have many visitors at once, limitless really.  Online visitors can then chat, collaborate and discuss with other online visitors via discussion forums, bulletin boards and live chats all at their own pace.  His (2008) also recognizes that online visitors to museums provide museums with immediate feedback which is very beneficial to museums.

The Exploratorium website houses a vast network of resources and a wealth of knowledge for educators and students who want to engage in authentic inquiry-based learning through hands-on activities and visual stimulations.  Exploratorium could easily be embedded in the design of science learning activities and lessons since the site is engaging, visually stimulating, interactive and informative.  The site could be used to teach specific content in authentic learning situations or it could be used as incentive or enrichment activities.   The site also includes explo.tv which is an extension of the main Exploratorium website. It includes live webcasts (at a predetermined time and date), archived webcasts and podcasts. The site organizes the webcasts by format, subject, category and audience making it easier for users to find what they are looking for. Teachers can choose from explo.tv’s library of webcasts to show their students an interview with a scientist or a demonstration of an actual science experiment relating to what is being studied in class. And, there’s also an entire section dedicated to authentic learning through hands-on activities. The activities cover subjects like food, sport science, planet earth, human body, etc. The activities are simple enough for students to work on at home or in class.

Exploratorium does not only create authentic experiences and learning for students, but also teachers through professional development workshops. They also have a “teacher institute” that runs classes / courses for science teachers who want to have the opportunity to learn more and discuss with fellow colleagues how to teach and engage students in authentic learning.  I am eager to share this with my science colleagues.

Interestingly, Exploratorium is also available in Second Life where “Exploratorium Island” exists.   Later, I explored Second Life just to see Exploratorium Island and how close it parallels the actual museum.  Events that happen at the Exploratorium museum also happen online in SL.  For example, when Exploratorium in San Francisco had Pi Day celebrations, so did Exploratorium Island in SL. This allows for a truly virtual experience for users who may not get a chance to physically enter the museum due to physical location, personal disabilities or finances or safety concerns.

When I get a chance to visit San Francisco, I’ll definitely be walking through the doors of Exploratorium!

Virtual Field Trips (VFT’s)

Virtual Field Trips (VFT’s) provide students with opportunities that they may never otherwise have been able to experience or participate in due to location, safety, budget, etc., such as: Whale Net and Polar Bear Cam or the Volcano Expedition.

The possibilities and opportunities that virtual field trips (VFT) provide is new and exciting; however, educators need to ask themselves two key questions according to Spicer and Stratford (2001):  How effective is the VFT (does it align with teaching / learning outcomes) and To what extent can the VFT replace a real field trip?  Students in the study conducted by Spicer and Stratford (2001) felt that experiencing a VFT was an engaging and enjoyable learning experience. However, students also acknowledged that a VFT was not a substitute for a real field trip.  As a result, Spicer and Stratford (2001) maintain that VFTs should be used to enhance or add value to a real field trip and not replace a real field trip if possible.  Instead of VFTs replacing real field trips, it may be better utilized prior to a real field trip to explore the ideas or perhaps used after the field trip as a revision tool to recap the experience (Spicer and Stratford, 2001). In this way, the VFT may actually act as a personal tutor or challenge students’ former knowledge and force him/her to re-evaluate their prior understanding according to the new knowledge learned and in this cognitive process, students reach new levels of growth through generating new meaning and understanding (much of it collaboratively).  This reminds me of the T-GEM cycles of Module B.

VFT’s provide multimedia presentations of information that is potentially unavailable to most visitors either due to location, safety or budget constraints.

I really enjoyed the four below and I can’t wait to have the time to explore more VFT’s.

NOVA/PBS Online Adventures Directory
http://www.pbs.org/wgbh/nova/

WhaleNet
http://whale.wheelock.edu/Welcome.html

Polar Bear Cam
http://animals.nationalgeographic.com/animals/polar-bear-cam/

Volcano Expedition from the field of Costa Rica
http://scripps.ucsd.edu/volcano/

 

References

Fouts, J. (2003). Beyond the brochure: Issues with supporting a broader audience via online communities. Association of Science-Technology Centers Annual Conferences, St. Paul, MN. pp.1-8.

Hsi, S. (2008). Information technologies for informal learning in museums and out-of-school settings. International handbook of information technology in primary and secondary education, 20(9), 891-899. http://ezproxy.library.ubc.ca/login?url=http://www.springerlink.com/content/l7991616266n77jq/

Spicer, J., & Stratford, J. (2001). Student perceptions of a virtual field trip to replace a real field trip. Journal of Computer Assisted Learning, 17, 345-354.

Sugar, W. A., & Bonk, C.J. (1998). Student role play in the World Forum: Analyses of an Arctic adventure learning apprenticeship. In C.J. Bonk & K.S. King (Eds.), Electronic collaborators: Learner-centered technologies for literacy, apprenticeship & discourse (pp. 131-155). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Talley, S. (2003). Nurturing online communities. Association of Science-Technology Centers Annual Conference, St. Paul, MN, pp.1-9.