MB-Lesson 5: Synthesis of Learning Theories
MB-L5-Learning Theory Synthesis & Comparison
| Learning Theory |
Learning Goals |
Technology Enhanced Learning Environment (TELE) Projects |
| Anchored Instruction | Anchored Instruction is described as “situated in engaging, problem-rich environments that allow sustained exploration by students and teachers. In the process they come to understand why, when and how to use various concepts and strategies” (CTGV, 1992a). It is an Inquiry-based Cognitive Theory designed with Activity Theory and Constructivist elements such as collaboration and communities of practice in mind to ‘make thinking visible’ (CTGV, 1992a). The Anchored Instruction learning theory affords students from diverse backgrounds to learn collectively by engaging in active learning activities that simulate realistic contexts in a way that traditional learning activities do not.To extend and build their knowledge base and explore possibilities, students should be participating in discussions, collaboration and reflections in relation to their existing knowledge and looking at alternate points of view – generative learning (CTGV, 1992b). | Jasper Series The main goal of the video-based Jasper series is to encourage students to become independent thinkers and learners via Anchored Instruction. It is not only focused on math but is also focused in the areas of science, history and literature. The series was created to have students develop component skills (i.e. computation with whole numbers) in a meaningful problem-posing and problem-solving environment. (CTGV, 1992b). The Jasper series incorporates collaboration in a student and community-centred environment. The theoretical framework of the Jasper series “affords generative and cooperative learning activities in a way that traditional mathematics problem-solving materials do not.” (CTGV, 1992b). |
| ScaffoldedKnowledge Integration(SKI) | The Scaffolded Knowledge Integration Framework (SKI)is founded on two key beliefs:
The SKI Framework is based on four principles:
Inquiry is “engaging students in the intentional process of diagnosing problems, critiquing experiments, distinguishing alternatives, planning investigations, revising views, researching conjectures, searing for information, constructing models, debating with peers, communicating to diverse audiences, and forming coherent arguments” (Linn et al, 2003).
Becker, 1999 mentions that many curriculum standards in North America call for inquiry instruction but few include inquiry practices. This is where TELE’s like WISE come in to guide curriculum creators to improve on a continual basis as they have access to these learning environments that promote inquiry-based learning. |
WISE (Web-based Inquiry Science Environment)WISE was created to ensure that inquiry instruction and inquiry practices are included in instruction in the classroom.“WISE integrates modern technologies to create flexibly adaptive materials that bend, not break when customized to support new school contexts and state standards” (Linn et al, 2003).WISE is a flexible and adaptable program that illustrates how a learning environment can support adaptation on various levels and at the same time, sustains a coherent science curriculum. The program allows many users (teachers) to copy already created WISE activities / projects from the library and modify them to align with their classroom needs more specifically.The WISE projects are designed to promote knowledge integration for both teachers and students and to help students develop a more “cohesive, coherent, and thoughtful account of scientific phenomena” (Linn et al, 2003).WISE has created features within the ready-made projects in the library to effectively implement the Scaffolded Knowledge Integration Framework.
The e-folio component of WISE activities / projects provides a space for students to organize their thoughts and reflect on the process as they progress through the activities. |
| Learning-for-Use (LfU) | Learning-for-Use (LfU)is “a model of the learning process that describes how learners can develop useful knowledge” and “provides guidance to instructors and curriculum developers on how to design learning activities that foster engagement and useful understanding” (Edelson et al, 2002).The Learning-for-Use (LfU) design framework model includes elements of constructivism and is based on four key pedagogical design principles from cognitive and situated science research:
The LfU design framework allows learning to be accessible and usable – useful knowledge (Edelson et al, 2002).
Edelson (2001) states an importance of the LfU model: that to overcome the inert knowledge problem, learning activities must foster useful conceptual understanding that will be available to the learner when it is relevant. projects and activities are student-centered, inquiry-based, (cognitive and constructivist in nature) include scaffolds and model components of Activity Theory and Situated Learning Theory.
The LfU model is based on a three-step process: Motivation – experiencing the need for new knowledge. Students need to understand the usefulness of what they are learning and how it is meaningful to them. Knowledge Construction – building new knowledge structures. Students are constructing new knowledge structures that can be linked to existing knowledge. Knowledge Refinement – organizing and connecting knowledge structures. Students connect their new knowledge to existing knowledge where it can be reinforced for future use.
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MyWorld MyWorld, initially called WorldWatcher, is an online program that was designed to bring scientific tools to students. The program supports inquiry-based learning as it relates to earth science. Edelson’s (2001) article maintains that WorldWatcher “contains an entire Learning-for-Use cycle” (pg. 367).WorldWatcher / MyWorld adapted scientific research tools to provide the support students and teachers needed in a learner-centered environment. It promotes data analysis and visualization through math calculations and analyses. It also allows students to create and develop new data. It engages students in earth science learning activities in a highly visual way using technology to collect and analyze data, do and analyze math calculations and create and develop new data where they can make observations and predictions based on prior trials.WorldWatcher was “created by adapting scientific research tools to provide support required by students and teachers using the principles of learner-centered design ” (Soloway, Guzdial, & Hay, 1994).Students learn new skills such as data visualization and analysis skills that enable them to predict and compare various patterns in their observations. Students are also able to apply their newly acquired skills in an authentic learning experience, one of personal interest which is dependent on how the teacher designs the activity (Edelson, 2001).When reading the Edelson (2001 & 2002) articles and the LfU design framework and projects, I was reminded of an article by James Kaput and Patrick Thompson (1994) that I read in another course. These authors identified three aspects of electronic technologies that have the power to fundamentally change the learning experience of math that somewhat align with the LfU Framework and with Anderson’s (2008) visual Interactivity Model: 1) interactivity (this is Motivating for students and is where Knowledge Construction & Knowledge Refinement and Reflection happen via interaction with peers and metacognition – students thinking about their thinking); 2) the teacher is in complete control of designing the learning environment (not the technology itself per se – Knowledge Construction & Refinement Activities); and 3) connectivity: teacher to teacher, student to teacher and student community, student and teacher to the world (Motivation). |
| T-GEM: | Generate – Evaluate – Modify T-GEM Projects are student-centered, inquiry-based, Cognitive and Constructivist in nature, include scaffolds and elements of Activity Theory.This T-GEM (Technology Integration) Framework is a LfU model that describes various elements to an educators knowledge:TPCK/ TPACK – Technological Pedagogical Content Knowledge TPK – Technological Pedagogical KnowledgeTCK – Technological Content Knowledge
PCK – Pedagogical Content Knowledge
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Chemland I really enjoyed exploring Chemland. The simulations are very interesting and visually appealing and connected to curriculum content. The visual component of simulations can be very helpful for students making those abstract connections – valuable indeed! As a result, I created a lesson for my grade 12 students using the T-GEM framework where they examine the new learning and connect to prior learning (the Pythagorean Theorem). The topic selected, 3D Vectors, is typically a difficult one for the students to understand. The four various elements to an educators knowledge are present in utilizing TELE environments and simulations like Chemland and in the lesson I created using the T-GEM Framework.Understanding vectors in 3 dimensions is difficult for students when they have difficulty drawing the 3D figure on 2D paper. As a result, using visuals and simulations can help students understand the relationships of how 3D vectors are a combination of rectangles and/or squares that each depicts Right Triangles including Right Triangle Calculations (the Pythagorean Theorem) and Basic Trigonometry Functions of Sine Cosine & Tangent. |
| Synthesis: | Comparing Module B’s TELE’sWhen comparing the various TELE’s we’ve studied in Module B, I recognize a common belief and unifying theme that technology tools motivate students, improve learning and performance in science classrooms, and transform the way students in this current digital age observe, learn, communicate, acquire and organize knowledge and collectively create meaning. Each TELE uses their own strategy and technology tool to engage learners in a dynamic learning environment using technology to do calculations and analyze and organize data that would otherwise take hours and many different kinds of resources to do manually. These resources are now accessible to our students via the technology at their fingertips.As I reflect on what we have learned about the various TELEs in Module B, I think of Bates & Poole’s (2003) SECTIONS Framework for technology selection and the importance of each element. I believe that each of these TELE’s can be incorporated in to a classroom lesson or unit in a blended capacity as a tool to enhance face-to-face classroom activities and to allow students to participate in authentic, active learning situations that promote critical thinking. I see these TELE’s as tools in a teacher’s technology toolkit to be used within a unit / lesson to generate the construction of knowledge through a more inquiry and discovery-based model of data collection, etc. that motivates and engages learners using a more student-centered and collaborative approach. Although, I do believe the collaboration part would have to be built-in the lesson intentionally by the teacher.Considering the design aspects of the TELE environments that I explored, I find the collaboration element lacking in the design of some of the WISE Projects, specifically, which supports my belief that TELE projects should be used to enhance face-to-face teaching and learning and are not stand-alone lessons or units of study. I believe many elements need to be examined so that teachers can successfully integrate TELE’s into their curriculum units or lessons and these learning theories are excellent to combine with other elements such as Bates & Poole’s (2003) SECTIONS Framework and Anderson’s (2008) online interactions model. Anderson (2008) mentions an important dimension of online activities, that of interactivity with a learning community to collaboratively construct new knowledge through connections to prior knowledge of the members.As the TELE’s discussed in the module are guided by learning theories and promote critical thinking, authentic learning, learner-centered environments and inquiry-based learning / teaching, they provide opportunities for students to experience what they are learning first-hand via hands-on activities. These student interactions in the hands-on TELE activities and projects I explored during Module B reminded me of Anderson’s (2008) description and visual representation of a student and teacher’s interactions on the web. In my opinion, I see Anderson’s (2008) visual model (on p.7) as how the students engage with and interact in these TELE environments. I also believe Anderson’s (2008) Interaction model and aligns with the T-GEM’s Technology Integration model for teachers and the necessary combinations of knowledge required (PCK, TCK, TPK, and TPCK / TPACK) to effectively guide students and instruct students using these TELE tools as parts of their curricular units and lessons.Anderson (2008) states that collaboration is a vital social component of student learning and relates Vygotsky’s (1978) theories of ‘social cognition’ to further his point of how working in an online environment or with an online tool, students can learn together and collaboratively discuss and refine one’s ideas, make connections to prior knowledge and learning and create new knowledge and cognitive connections. Anderson (2008) furthers that “members of a learning community both support and challenge each other, leading to effective and relevant knowledge construction” (p.51). Accordingly, Anderson (2008) also agrees with Barab & Duffy (2000) and reasons that student collaboration is a key motivator for student participation and also provides opportunities for students to correct misconceptions in learning, and fill in the gaps where understanding was inadequate or inaccurate. Barab & Duffy (2000) summate that “knowledge is situated social practice that is progressively developed through collaborative activity. Learning, thinking and knowing are relations among people engaged in activity in, with and arising from socially and culturally structured world” (Barab & Duffy, 2000, p.4). Related, Brown, Collins and Duguid (1989) remind us that: “learning is a continuous life-long process that occurs in context and is compared and analyzed to prior knowledge through live-practices and communities of practice and results from acting in situations. Since activities of a domain are framed by its culture, authentic activities can be viewed as ordinary practices of culture. Learning through authentic activities is a way for learners to act meaningfully and purposefully”(p.35).I also believe that these TELE environments provide opportunities for teachers to examine their PCK, TCK, TPK and TPCK’s which I agree with the research description of the model that this knowledge combination is vital to successful and meaningful technology integration. | |
| References | Anderson, T. (2008). “Towards the Theory of Online Learning.” In Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University. Ch2, p.45-74 & Ch14, p.343-365.Barab, S. & Duffy, T. (2000). From practice fields to communities of practice. In D. Johassen and S. Land (Eds.), Theoretical Foundations of Learning Environments. Mahweh, NJ: Lawrence ErlbaumBates, A.W. & Poole, G. (2003). Chapter 4: a Framework for Selecting and Using Technology. In Effective Teaching with Technology in Higher Education: Foundations for Success, pp. 77 -105. San Francisco: Jossey Bass Publishers.Brown, R. (2001). The process of community-building in distance learning classes. Journal of Asynchronous Learning Networks, 5(2).Kaput & Thompson (1994). Technology in Math Education Research: The first 25 Years in JRME, Journal for Research in Mathematics Education, 20(7), 1-16.Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Anchored Instruction: Cognition and Technology Group at Vanderbilt (1992a). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology, Research and Development. 40(1), 65-80. Cognition and Technology Group at Vanderbilt (1992b). The Jasper series as an example of anchored instruction: Theory, program, description, and assessment data. Educational Psychologist, 27(3), 291-315. Scaffolded Knowledge Integration: Becker, H.J. (1999). Internet use by teachers: Conditions of professional use and teacher-directed student use. Center for Research on Information Technology and Organizations, University of California, Irvine, CA and the University of Minnesota, MN. Linn, M., Clark, D., & Slotta, J. (2003). Wise design for knowledge integration. Science Education. 87(4), 517-538. Learning-for-Use: 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. Edelson, D.C., Salierno, C., Matese, G., Pitts, V., and Sherin, B. (2002). Learning-for-Use in Earth Science: Kids as Climate Modelers. National Association for Research on Science Teaching. 1-20. T-GEM: Khan, S. (2007). Model-based inquiries in chemistry. Science Education, 91(6), 877-905. Khan, S. (2010).New pedagogies for teaching with computer simulations. Images: Koehler, M. (2011). TPACK |
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Koehler, M. (2011). TPACK
Anderson, T. (2008)