ETEC 565: Assignment 2 – Creating an Introductory Module for Online Calculus 12
Project Documentation:
Word format
ETEC 565 Assigt2 ProDoc Petrucci
PDF format
ETEC 565 Assigt2 ProDoc Petrucci
Module Project:
Link to Calculus 12 Moodle Course
Theme
Our group consisting of Jason Harbor and myself have built an online Introductory Module for Calculus 12 using Moodle as the Learning Management System (LMS). We explored how to build a course within Moodle and integrate multimedia tools in order to create an interactive and engaging online course for students. We were guided by three central pedagogical frameworks of learning 1) creating a student-centred learning environment (SCLE), 2) creating technology that is sound in pedagogy, content and knowledge (TPCK), and 3) incorporating collaborative tools to foster a social learning environment. As well, we will base our prescribed learning outcomes as outlined by the Saskatchewan Ministry of Education (Saskatchewan Ministry of Education 2012).
Jonassen & Land (2012) state, “SCLE’s provide access to shared information and knowledge building tools to help learners to collaboratively construct socially shared knowledge.” (p. 96). In addition, Donovan et al. (2005) advocate that “Student-centred Learning Environment (SCLE’s) draws out and builds on student thinking” when knowledge construction tools and conversation tools are incorporated into the learning environment. As well, we will be building our module within a Technological Pedagogical Content Knowledge (TPCK) framework to enhance both our learning regarding developing an online course and our students’ learning regarding the content of the online course. Niess (2005) investigated preservice teachers’ pedagogical content knowledge (PCK) development with respect to integrating technology and concluded that “for technology to become an integral component or tool for learning, science and mathematics preservice teachers must also develop an overarching conception of their subject matter with respect to technology and what it means to teach with technology—a technology PCK (TPCK)” (p. 510).
We will also take a Vygotskian approach in creating a social and collaborative learning environment. John-Steiner & Mahn (1996) state “Sociocultural approaches emphasize the interdependence of social and individual processes in the construction of knowledge.” (p.191). From a Vygotskian perspective, John-Steiner & Mahn (1996) “view learning as distributed, interactive, contextual, and the result of the learners’ participation in a community of practice.” (p. 204).
References
Donovan, M. Suzanne, & Bransford, John D. (Eds.). (2005). How students learn: history, mathematics, and science in the classroom. Washington D.C.: Division of Behavioral and Social Sciences and Education, The National Academies Press.
John-Steiner, V & Mahn, H. (1996). Sociocultural approaches to learning and development: a vygotskian framework. Educational Psychologist, 31, 191-206.
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509-523.
Saskatchewan Ministry of Education (2012). Calculus 30. Retrieved July 3, 2015 from
https://www.edonline.sk.ca/bbcswebdav/library/curricula/English/Mathematics/Cal
culus30_2012.pdf