My World: Learning one layer at a time!
by Jasmeet Virk ~ February 23rd, 2012. Filed under: Module B. Design of Technology-Enhanced Learning Experiences (TELE).Exploring My World was a very different experience compared to the Jasper Series and WISE.
As an elementary school teacher I like technology tools that allow for a blended learning setup. After the prescriptive nature of WISE the open-ended nature of One World was very welcoming.
Theory:
The aim for One World is to integrate content and process together in the design of learning activities to offers experience with authentic activities to allow for deeper understanding.
The LfU design seems most practical and realistic. We are motivated, so we construct knowledge, and as we understand it more through application, we refine our knowledge. It is therefore goal driven learning which is constructed within a relevant context and gets refined. This refining of knowledge hints at Metacognition, as the learner understands what he knows and what else he needs to know.
Application:
While the tool is hard to navigate without instructions, the basic principle of layering information atop the other and then making connections was very effective as it emulated the learning strategy of attaching new information on to existing information to make it relevant. The acquired knowledge gets refined as more layers of information are added. Such connections were made easier to understand as they were presented in multiple modes [maps, graphs, charts].
The tool is very hard to use with my younger students but I have been thinking about ways I could implement it in my class, on the Smart board, to prompt discussions and learning. It can be applied in studying Canadian geography- cities, population patterns, its connection to weather and landscape. I still have to figure out science applications for my grade level. Math will become an integral part of learning as My World uses numbers to create information. This will allow students to see math in context!
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., & Sherin, B. (2002, April). Learning-for-Use in Earth science: Kids as climate modelers. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LA. Download this paper as a Word document from Northwestern University’s site: http://www.worldwatcher.northwestern.edu/userdownloads/pdf/LFU_PF_NARST02.v3.doc