To evaluate the four learning theories, I decided to use a framework that was developed by Vaughan et al. (2013). In this framework, blended learning environments are examined in terms of social presence, organization, and delivery. Social presence refers to the amount of interaction that students have with each other and the instructor, organization concerns how the materials are designed, presented, and the underlying theories behind them. Delivery then is all about how the interface with the students.

The reason that I chose this framework to aid in the comparison is that it takes into account both pedagogical ideas as well as the students’ user experience. As all of these systems are technology enhanced, it served as a great template to examine varying aspects of each.

Overall, after looking at the each of the different theories, a few key ideas stood out as ideas of what to integrate in any classroom:

• Emphasize student interaction and problem-solving. Many times, teachers are too quick to give answers instead of allowing students a chance to work through problems and truly explore and learn in a safe environment.

• Institute a system that works. Any one of these theories could have a solid effect in the classroom, but a teacher should choose one that works for the topics and students that they have.

• Choosing a system does not need to tie you down to a platform (or even one system). Many of the theoretical underpinnings of these theories are flexible enough to be used in many different technologically enhanced ways or even in non-technologically enhanced situations. For example, SKI or WISE with its emphasis on scaffolded learning could very easily be blended into LfU lessons to aid and assist. T-GEM and Anchored Instruction share many of the same questioning aspects and could be seamlessly intertwined in many contexts.

Overall, the varying techniques highlight the fact that learning, even scientific and math learning, are arts, not science. With the diverse make-up of schools and classrooms, every tool that we can add to our arsenal of techniques only serve to benefit students.

-Jonathan-

Sources:

Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry. Edmonton, AB, CAN: Athabasca University Press.

As you probably know by now, I am not a math or science teacher, but rather, an ELA teacher. However, as I was reading through the LfU materials and exploring the GIS tools, I was struck by how easy it would be to use these sorts of resources, and of course, the framework, in designing and enhancing a lesson for my Creative Writing classroom.

For example, in LfU, each lesson follows the path of 1) motivation, 2) knowledge construction, and 3) knowledge refinement (Edelson, 2001). To further detail this process, there is 1) create demand, 2) elicit curiosity, 3) Observe, 4) Communicate, 5) Reflect, and 6) apply (Edelson, 2001). Using this more detailed look at LfU, an idea for an enhancement of a writing project quickly came to mind.

Motivation

The students could be informed that they are going to be writing a narrative story of a group of people in a race to get a cash prize (think Rat Race style). A sample type scavenger hunt could be made that would utilize the classroom or even the school campus. After students engage in the hunt, they could reflect on what kinds of things helped their team, and what kinds of things hindered them.

Elicit Curiosity

Perkins et al. (2010) noted that students need to develop more and more their special literacy. This writing project would use the tool of Google Map to help them not only improve their special literacy, but also bring an element of reality and logistical thinking to their writing. Each student would be given a certain amount of “money” and told that this is what their character would have at their disposal to make it across the country and get the cash prize. It would be up to them to budget and plan the trip using Google Maps and online information about fuel efficiency and other modes of transportation. The person whose character was able to make it to the prize (while still weaving these elements into their story and making it entertaining) would win the prize. Also, the clues that they found on the initial scavenger hunt would also contain special bonuses that were hidden on the map, using the MyMap function on Google Maps. When they would locate one of these “power-ups,” they would find a word that would give them bonus time or money.

Observe

Google Maps is a tool that most adults today use on a regular basis. It has powerful, up to date information not just about directions, but also traffic and alternate paths. There was a time that GIS were difficult to navigate and not readily accessible (Perkins et al. 2010), but those days are long gone. Students can quickly and easily access the GIS through their 1 to 1 Chromebooks and begin to actively participate in the process of plotting a path, using time, distance, money, accommodations, and modes of transportation. All of this information would be logged in a timeline.

Communicate

All of the students’ findings would be compiled together in a first-person narrative of a person involved in the race for the prize. Through the process of writing, they would be able to not only bring the information alive but also make their character come to life as they use what they find. All of the stories would be compiled together in a single book and the time, money, and distance traveled would be recorded, as well as a map of their journey.

Reflect

By reading through and discussing other people’s stories, students would have a chance to reflect on the decisions that they made and the process that they used to get there. They will have the chance to learn better methods from their classmates and adapt their method for the next time.

Apply

The applications for this are numerous, but the most obvious would be in trip planning. By thinking through the money, time, paths, food, fuel, accommodations, etc that are necessary for a road trip, students will have a better appreciate not only for the planning on trip, but also spacial awareness and narrative writing.

Sources:

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. http://ezproxy.library.ubc.ca/login?url=http://dx.doi.org/ 10.1002/1098-2736(200103)38:3<355::aid-tea1010>3.0.CO;2-M

Perkins, N., Hazelton, E., Erickson, J., & Allan, W. (2010). Place-based education and geographic information systems: Enhancing the spatial awareness of middle school students in Maine. Journal of Geography, 109(5), 213-218. http://ezproxy.library.ubc.ca/login?url=http://dx.doi.org.ezproxy.library.ubc.ca/10.1080/00221341.2010.501457

For my project, I chose to update “Chemical Reactions: How Can We Slow Climate Change?” The reason that I chose this one is because the final project asks students to pen a letter to their congressman, yet leaves them a little bit unguided in the writing process. The science was all fairly strong, with engaging modules, but some of the information, videos, and especially the writing process needed a freshening up.

First of all, I added a KWL chart to the first module to help guide them in their questioning. (Sabrina, I promise I didn’t copy you! I read yours after had customized my WISE project! Great minds…) The KWL chart is a more guided and structured way for students to think about a topic and try to figure out exactly what they are working with. It also clearly follows the first WISE/SKI principle by making thinking visible (Linn et al. 2003).

Next, I changed the outdated video that was included in the introduction to a more kid-friendly video that is hosted on EdPuzzle. Hosting the video on EdPuzzle allows for the teacher to place commentary over the top of the video, input words to help explain ideas, or ask questions to check comprehension. These abilities will help the teacher to right away get a feel for the room and know what kind of background knowledge they are working with.

Next, I added in a link to a group vocabulary page to which all students can contribute. The spreadsheet was hosted on Google Docs, making it easily accessible to all the students in the classroom. Since I was customizing the lesson with my own students in mind, I know that their vocabulary is lack and they need extra support to help them understand the texts. This EL support is beneficial not only for the EL students, but also for the general populace.  The spreadsheet asks them to answer for every word 1) part of speech, 2) definition 3) use in context-rich sentence 4) a picture or link word to help with memory. The collaborative nature of this page is in keeping with the WISE principle of helping students learn from each other (Linn et al. 2003) and also helps to scaffold the writing task that is upcoming at the end (Kim & Hannafin, 2010). Furthermore, this running thread through the assignment is another way to keep the learning cohesive, coherent, and thoughtful, like WISE principles tout.

The final change that I made was including sentence frames and a bit more structure to the writing task to help scaffold that process, as many of the students probably haven’t written a formal letter before and would be unfamiliar with the process and format. While this isn’t necessarily making the “science” accessible, it does make the assignment more accessible for them, thereby meeting the second principle of WISE (Linn et al. 2003) of making science accessible. Also, the sentence frames focus on the effects they see in their own neighborhoods as well, thereby showing personal applications (Slotta & Linn, 2009).

I realize that most of the supports that I added in were language related, not necessarily science related, but again, the reason for that is that the scientific sections were already well made and providing adequate supports for students. Furthermore, with my current group of students in mind, the theories and inquiry would be less of an issue when compared with the writing tasks. Yet, it would require frequent updating to keep the resources up to date and accurate.

References:

Kim, M. C., & Hannafin, M. J. (2011). Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice. Computers & Education, 56(2), 403-417.

Linn, M. C., Clark, D., & Slotta, J. D. (2003). WISE design for knowledge integration. Science education, 87(4), 517-538.

Slotta, J. D., & Linn, M. C. (2009). WISE science: Web-based inquiry in the classroom. Teachers College Press.

• Creating digital video is now more available and more efficient than it was when the Jasper series were initially developed. Briefly, if given the opportunity, what kind of mathematical or science adventure might you design? Why? Pay attention to your underlying assumptions about teaching and learning regarding your design and your definition of technology. How would instruction in this adventure help to address misconceptions in math or science for some students?

The Jasper Series included many innovative (for the time) techniques to engage and involve students in active problem-solving. I can strongly appreciate the focus of showing students the usefulness of the science and math while giving them self-confidence (Cognition and Technology Group at Vanderbilt). However, many issues have been raised with programs that are purely project-based learning (Park & Park 2012). Park & Park (2012) among others have exposed how PBL alone is not enough to ensure that holes and misconceptions are not present in student learning. Direct instruction must be coupled together with the series in order for maximum effectiveness. Also, Biswas, Schwartz, & Bransford (2001) showed that in order for learning to be fully flexible and able to be transferred to other areas, more scenarios are needed for students to apply the learning in multiple contexts, lets the information be welded into the one specific context in which it was learned.

For these reasons, and because I strongly believe that students need to be using technology in ways that will prepare for them for the future, I would propose a new system that blends advanced problem solving, building concepts, the integration of key, explicit standards in math and science taught as mini-lessons, as well as work with emerging technologies. By coupling all these together, complex, real-world, situations could be created in which students are using key mathematical and scientific concepts that have been taught in class to solve advanced technological problems.

For example, a popular program for teaching physics and math (among other things) is The Kerbal Space Program. In this program, students are engaged with real-world physics, math, and problems that exist in designing, building, launching, and flying a rocket into outer space or to the moon. The complexity of the game is exponential as different challenges could be employed. Furthermore, the Kerbal Space Program could function as a teachable agent (Park & Park 2012), as the student must program the rocket in the way it should go and receive feedback through trial and error. A successful launch and mission could mean a mastery of skills. A failed mission sets them back to problem-solve and check calculations.

Simulations/gameplay like this could be created and enhanced with VR, robotics, or digital design for most situations that come up in the science and math classroom, allowing students to see the immediate applicability and receive instantaneous feedback from their calculations. Paired together with an intelligent course designer that is teaching relevant mini-lessons on math and science standards, students would be well-prepared for success in any STEM field that they desire, with their misconceptions and gaps filled in and real-world experience in solving a wide variety of problems.

-Jonathan-

References

Biswas, G., Schwartz, D., & Bransford, J. (2001). Technology support for complex problem solving: From SAD environments to AI.

Cognition and Technology Group at Vanderbilt. “The Jasper series as an example of anchored instruction: Theory, program description, and assessment data.” Educational Psychologist 27.3 (1992): 291-315.

Park, K., & Park, S. (2012). Development of professional engineers’ authentic contexts in blended learning environments. British Journal of Educational Technology, 43(1).

The Jasper series represents an early form of exploratory problem-solving questions. Students are guided along with (for the time) engaging videos and asked to combine mathematical and scientific thought in order to solve problems. It reminds me strongly of something like The Kerbal Space Program, in that it asks students to solve real-world problems and give them the chance to experiment with the onscreen presence.

The way that questions and processes build on each other, from basic to complex, coupled with the narrative features, also provide a strong chance for students to learn and practice in authentic situations, thereby boosting engagement, buy-in, and applicability. Furthermore, the complexity of problems allows for students of varying interests to tackle different parts of the problem, then collaborate to come up with the optimal answer.

Since I am not a math or science teacher, but rather focus solely on Language Arts and Creative Writing, I’ll focus on more on the technology side to tie it in with STEM learning.

This is not the first course where I have come across the idea of TPCK, so I have had ample time in which to reflect on the ideas that are presented here. I went back and found my notes from the first time hearing of this idea and it was amazing to see how my understanding and application of these ideas has progressed. When I first read Mishra & Koehler (2006), I had notes down like, “Does technology really require/possess new sets of knowledge and skills?” Yet, now, looking at it, I can more clearly see that there are technology specific skill sets that are necessary to be successful.

In my classroom this week, we are working on creating ePortfolios. In my Creative Writing class, they function more as interactive notebooks, rather than simple collection agencies. For this post, I will be breaking apart teaching my students how to create one using the TPCK framework:

• Technology
  • Typing: The technology skills that are necessary for the creation of an ePortfolio in my class begin simple with knowing how to type. The faster they are at typing, the more efficient the entire process is.
  • Web-Design: Using Google Sites requires a very basic amount of knowledge of web design. Some of it is related to word processing and is a simple carryover (headers, footers, etc.), yet others require more specific knowledge (formatting, page previews/proofs, publishing to the web)
  • Cloud Computing: Students (and myself) must have an adequate knowledge of how to link documents from Google Drive to the webpage and display them correctly. Collaboration and teamwork are necessary for those projects that were done in pairs.
• Pedagogy
  • Classroom Management: All good lessons stem from consistent and solid classroom management. From students knowing how to get out Chromebooks to knowing protocols for group work and asking questions, management comes first.
  • Scaffolding: Students cannot take in too much information at one time. To assist in this, I create a visual step by step presentation that shows the various steps of creating a website (Front loading). I then demonstrated it in front of them, then asked them to join in with a part of the creation (Guided practice). Finally, they were set free to build their own sites (independent practice).
  • Reflection: The entire activity of keeping a record of learning and reflecting back on it is built on Constructivist ideals. By compiling all their work in one place and writing about what they learned, students are actively involved in the process of reflection and growing through their dealing with past artifacts.
• Content
  • Grammar: Creative Writing is built around using the language to play with ideas. In order to do this, I need to have a solid grasp on the rules of grammar, how to apply them, and when they are able to be broken for stylistic choices.
  • Forms: Each piece that the students made was in a different genre (descriptive, narrative, poetry, fiction, non-fiction). To effectively teach the students, I need to be sure of the distinctions between these genres and also be able to show exemplars to the class to guide them through the classification of these pieces.

I’m sure the lists here could go on and on, but for this post, I will leave them here, as there are solid representative categories for each one. Solid TPCK makes for lessons that are well informed and for students who are learning from experience (Shulman 1987), forming comprehensive knowledge (Shulman 1987), and are learning by design (Mishra & Koehler 2006). Authentic problems, active engagement, and tangible artifacts make an equation for success.

References

Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4 -14.

Shulman, L.S. (1987). Knowledge and teaching. The foundations of a new reform. Harvard Educational Review, 57(1)1-23. 

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017.

Design of TELEs

The idea of technology as a carpenter’s tools meshes very well with my ideas of what technology is. I envision a world where getting a master’s in Educational Technology would sound as silly as getting a master’s in “Writing Implements.” They are both tools that are useful for inspiring ways of thinking of and for recording the thoughts, plans, and dreams of students. The largest difference is that educational technology has the ability to expand a student’s potential and allows them to accomplish things that they before could only think about doing.

For these reasons, if I were to make my own analogy for technology, it would be something along the lines of supercharged fuel. It works in the same types of systems, but it pushes the potential of what is possible and unlocks the true potential that was always there. This definition of technology also is broad enough to include whatever is used to help the students to reach their potential. This distinction of keeping the focus on the students is vital to me, as it continues to keep all instruction and efforts student focuses and centric.

As designers of learning environments, it is our job to continue to expand what students believe they are capable of. I believe that we do our students a disservice when we simply teach the same way we always have been taught. Rather than push the agenda of standards, we would better serve our students if we focused on skills. Skills are the pieces that can be applied to any project and make for success in the future. Technology is one way in which those skills can be utilized, but the emphasis should be on the cultivation of talents and mechanisms that set students up for success. A student who knows how to communicate, collaborate, think critically, and be creative is going to go much further in a rapidly progressing world than one who simply can get correct answers. Learning environments need to adapt more to accommodate and recognize this type of learning if our students are to see the true potential that they each have, and how that intelligence multiplies when they rely on their collective intelligence.

-Jonathan-

Design of TELEs

The idea of technology as a carpenter’s tools meshes very well with my ideas of what technology is. I envision a world where getting a master’s in Educational Technology would sound as silly as getting a master’s in “Writing Implements.” They are both tools that are useful for inspiring ways of thinking of and for recording the thoughts, plans, and dreams of students. The largest difference is that educational technology has the ability to expand a student’s potential and allows them to accomplish things that they before could only think about doing.

For these reasons, if I were to make my own analogy for technology, it would be something along the lines of supercharged fuel. It works in the same types of systems, but it pushes the potential of what is possible and unlocks the true potential that was always there. This definition of technology also is broad enough to include whatever is used to help the students to reach their potential. This distinction of keeping the focus on the students is vital to me, as it continues to keep all instruction and efforts student focuses and centric.

-Jonathan-