Technology Enhanced Learning Environment:LFU and WorldWatcher
Integrating content studies and inquiry process learning
Educational challenges
Research and application of the Learning for Use (LFU) and WorldWatcher models were based primarily on the lack of integration of content studies with the inquiry process and for inquiry to play more of a role in scientific learning. The premise was that students were lacking strong ability to critically analyse and processes content and that the inquiry process will give students ‘a firsthand experience of the dynamic processes of questioning, evidence-gathering, and analysis that characterize authentic scientific practice.’ (Edelson, 2001,p. 355).
The major challenge as expressed above was that content and inquiry skills are taught separately but ‘the national science standards are based on an inquiry learning model, in which students develop deep, interconnected content knowledge and inquiry skills through activities that incorporate authentic scientific inquiry’ (Edelson, 2001,p. 356).
The researcher investigates the use of technology to support inquiry learning in order to help to create the perceived reform of integrating content and process learning in science.
The author’s theory of learning
The LFU model was designed to support instructional and activity design to achieve the integration of content and process described above. The learning theory is based on the premise that knowledge is constructed and in order to be recalled and reused futuristically it is easier to do so if learning is goal-directed, process driven, and that the conditions used in constructing and using knowledge determine how accessible that knowledge is for future use.
It is largely related to cognitive and situated cognition theories and is also constructivist (knowledge is constructed), goal directed (learning initiated by the learner) and based on context learning (knowledge retrieved based on contextual clues); ‘ The implication of this principle for classroom learning is that the learning context must support the learner in creating appropriate indices to knowledge structures. Otherwise the learner will be unable to retrieve those structures when they are relevant in the future’ (Edelson, 2001,p. 357)
The LFU model is based on four principles:
‘1. Learning takes place through the construction and modification of knowledge structures.
2. Knowledge construction is a goal-directed process that is guided by a combination of conscious and unconscious understanding goals.
3. The circumstances in which knowledge is constructed and subsequently used determine its accessibility for future use.
4. Knowledge must be constructed in a form that supports use before it can be applied’ (Edelson, 2001,p. 357
Pedagogical design principles shaping the development of the WorldWatcher
WorldWatcher is based on a learner-centred design that empowers learners to explore, construct and utilise concepts based on principles of open ended questioning and design that engaged students in three areas:
- Motivating them to acquire new skills and knowledge
- Working with tools for computational activities needed in the acquisition of skills and the creation of realistic knowledge structures
- Refinement of knowledge – application and use of constructed knowledge
Integrating digital technology
Digital technology is a key part of the learning experience as it offers the tools and support that enables students to compute necessary information, construct knowledge and to create, analyse and test data. It is interactive, customisable and allows for visualisation of data with affordances of allowing students to enter or create new data. It therefore offers independence and capabilities that are not possible without the technology such as computational skills (real scientific tools).
Pedagogical principles in the design process – reflection and/or suggestions
The design strategies suggest a three step process:
Motivation – (specific type of motivation) ‘the motivation to acquire specific skills or knowledge within a setting in which the student is already reasonably engaged.’ (Edelson, 2001,p. 358).
Knowledge Construction – recognizes that incremental constructs are fundamental to the process and that knowledge constructs/structures should be organised in a way to allow for linking to memory banks and experiences (prior learning) and for making connections. It is goal directed
Knowledge refinement – ‘The third step is refinement, which responds to the need for accessibility and applicability in learning for use’. (Edelson, 2001,p. 358)
Pedagogical Principles in Design elements
There are many pedagogical principles embodied within each phase/step of the design. The overarching design is learner-centred, in that the outcome is driven by learners and is largely self-directed. Motivation involves pedagogical principles of scaffolding, constructivism and contextual cognition. Students are introduced to tasks that are related to their current setting and are introduced to knowledge or skills needed. There are tools to support learning/knowledge construction (scaffolding) and the task is real-life (constructivist) and is solved or approached contextually.
In the knowledge construction phase schema and information processing theories are integral to the organisation and processing of information. Constructivist elements are presented in the self-directed goal oriented process as well as knowledge construction being linked to prior experiences.
In the final stage of refinement connectivist, schema and distributed cognition heavily influence the process. In the former, knowledge is linked to and organised within other knowledge structures. This also relates to schema and information processing theories regarding the organisation of knowledge to be accessed for later retrieval. The reflection and sharing processes support knowledge construction through distributed cognition. Application of knowledge and testing of model structures are central within the process of refinement and are largely constructivist in this sense.
Reference
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://onlinelibrary.wiley.com/doi/10.1002/1098-2736%28200103%2938:3%3C355::AID-TEA1010%3E3.0.CO;2-M/abstract