{"id":26,"date":"2014-01-16T22:40:55","date_gmt":"2014-01-17T05:40:55","guid":{"rendered":"https:\/\/blogs.ubc.ca\/leeyyetec565\/?page_id=26"},"modified":"2014-04-02T22:41:26","modified_gmt":"2014-04-03T05:41:26","slug":"course-site-2","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/leeyyetec565\/course-site-2\/","title":{"rendered":"Course Site"},"content":{"rendered":"<p><a href=\"https:\/\/blogs.ubc.ca\/leeyyetec565\/files\/2014\/01\/Screen-Shot-2014-04-02-at-9.03.55-PM.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-72\" alt=\"Scratch Learning Approach\" src=\"https:\/\/blogs.ubc.ca\/leeyyetec565\/files\/2014\/01\/Screen-Shot-2014-04-02-at-9.03.55-PM.png\" width=\"584\" height=\"51\" srcset=\"https:\/\/blogs.ubc.ca\/leeyyetec565\/files\/2014\/01\/Screen-Shot-2014-04-02-at-9.03.55-PM.png 584w, https:\/\/blogs.ubc.ca\/leeyyetec565\/files\/2014\/01\/Screen-Shot-2014-04-02-at-9.03.55-PM-300x26.png 300w\" sizes=\"auto, (max-width: 584px) 100vw, 584px\" \/><\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>I designed the second module of the Moodle site according to the Scratch kindergarten learning approach (Resnik, 2012), community of practices (Barab and Duffy, 2000) and social constructivism, and the Gibbs &amp; Simpson\u2019s assessment framework (2004).<\/p>\n<p>Firstly, the\u00a0<a href=\"http:\/\/llk.media.mit.edu\/\">Lifelong Kindergarten<\/a>\u00a0group initially designed the Scratch platform and the activities of the online community to extend the kindergarten learning approach (Imagine -&gt; Create -&gt; Play -&gt; Share -&gt; Reflect-&gt;Imagine) for young learners. However, the same approach can be utilized to teach learning groups at any age. Resnik (2012) argued that the kindergarten learning approach can be applied to any learning environment to increase motivation and creativity (Resnik, 2012).<\/p>\n<p><span style=\"color: #333399;\">The following is the Scratch learning philosophy incorporated into the second module:<\/span><\/p>\n<ul>\n<ul>\n<li><em><span style=\"color: #7353ac;\">Imagine<\/span><\/em>\u00a0 &#8211; designing features and creating requirements will promote learners\u2019 imagination and help them design game components: sprites, backgrounds and music.<\/li>\n<li><em><span style=\"color: #7353ac;\">Create<\/span><\/em>\u00a0 &#8211; creating the Scratch project after watching tutorials will provide students with the opportunity to design and create their own Scratch project<\/li>\n<li><em><span style=\"color: #7353ac;\">Play<\/span><\/em>\u00a0 &#8211; tinkering with the Scratch program blocks is a part of playing, and it is similar to playing with Lego blocks.<\/li>\n<li><em><span style=\"color: #7353ac;\">Share<\/span><\/em> &#8211; sharing their cool ideas on creating scratch characters and programming experience with course participants on the discussion forum will provide students with meaningful sharing experiences . Also, the workshop is the space for sharing work.<\/li>\n<li><em><span style=\"color: #7353ac;\">Reflect<\/span><\/em> &#8211; Students will reflect how they did or how other group members did during the workshop activities. The workshop is a space to give feedback and explore other people\u2019s work.<\/li>\n<\/ul>\n<\/ul>\n<p>Secondly, the course assignments provide students with \u00a0\u201ccommunities of practice\u201d (Barab and Duffy, 2000). Students will learn how to program in real-life software engineering context. The activities, like creating design specification and requirements, and creating their own games as a group, \u00a0will help students build strong relationships within communities and construct knowledge together. The group design and requirements activity affords strong social learning opportunities (Vygotsky, 1978) facilitated by knowledge exchange among peers. The social constructivist view highlights learning as a social activity and emphasizes that learners\u2019 interactions with people in the environment stimulate their cognitive growth (Schunk, 2008). During the collaborative design and requirements gathering activities, learners will revise and advance their ideas by knowledge negotiation and knowledge sharing within the community. According to social constructivism, learning \u201crequires exchanging, sharing, and negotiation, as well as occasionally drawing on the expertise of more knowledgeable individuals.\u201d and it \u201cinvolves both personal inner process and social aspect\u201d (Liu, Lin, Chiu, &amp; Yuan, 2001, p. 247).<\/p>\n<p>Thirdly, I used Moodle\u2019s workshop feature to explore how assessment can be done through peer review and how the assessment can extend learning. According to Gibbs &amp; Simpson\u2019s assessment framework (2004), the assessment should promote extended learning. It appears that the workshop is a great place to promote the extended learning utilizing anonymous peer feedback, self-assessment and sharing with peers.\u00a0 Specifically, the workshop activity allows peers to review other students\u2019 work anonymously. Anonymous peer review has proven to be a beneficial learning activity in that it increases the quality and amount of critical feedback (Lu &amp; Bol, 2007).<\/p>\n<p><em><strong><span style=\"color: #333399;\"><sup>\u00a0<\/sup>References:<\/span><\/strong><\/em><\/p>\n<p>Barab, S. A. &amp; Duffy, T. M. (2000). From practice fields to communities of practice. In D. H. Jonassen &amp; S. M. Land (Eds.),\u00a0<i>Theoretical foundations of learning environments<\/i>\u00a0(pp. 25-55). Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved from: <a href=\"http:\/\/sashabarab.com\/research\/onlinemanu\/papers\/commun.pdf\">http:\/\/sashabarab.com\/research\/onlinemanu\/papers\/commun.pdf<\/a><\/p>\n<p>Gibbs, G. &amp; Simpson, C. (2005).\u00a0 \u201cConditions under which assessment supports students\u2019 learning.\u201d\u00a0<i>Learning and Teaching in Higher Education<\/i>\u00a0Accessed online 11 March 2009.<\/p>\n<p><a href=\"http:\/\/www.open.ac.uk\/fast\/pdfs\/Gibbs%20and%20Simpson%202004-05.pdf\">http:\/\/www.open.ac.uk\/fast\/pdfs\/Gibbs%20and%20Simpson%202004-05.pdf<\/a><\/p>\n<p>Liu, E. Z., Lin, S. S., Chiu, C. H., &amp; Yuan, S. M. (2001). Web-based peer review: The learner as both adapter and reviewer. <i>IEEE Transactions on Education<\/i>, <i>44<\/i>(3), 246-251.<\/p>\n<p>Lu, R. &amp; Bol, L. (2007). A comparison of anonymous versus identifiable e-peer review on college student writing performance and the extent of critical feedback. <i>Journal of Interactive Online Learning<\/i> 6 (2), 100-115. Retrieved from http:\/\/www.ncolr.org\/jiol\/issues\/pdf\/6.2.2.pdf<\/p>\n<p>lwf (2012, February 12). Mitch Resnick &#8211; Learning from Scratch. Retrieved March 5th 2014, from\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=yDPssJedOJ4\">https:\/\/www.youtube.com\/watch?v=yDPssJedOJ4<\/a><\/p>\n<p>Schunk, D. H. (2008).\u00a0Learning theories: An educational perspective\u00a0(5th ed.). Upper Saddle River, NJ: Pearson<\/p>\n<p>Vygotsky, L. S. (1978). <i>Mind and society:<\/i> <i>The development of higher mental processes<\/i>.\u00a0\u00a0 Cambridge, MA: Harvard University Press<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>&nbsp; &nbsp; I designed the second module of the Moodle site according to the Scratch kindergarten learning approach (Resnik, 2012), community of practices (Barab and Duffy, 2000) and social constructivism, and the Gibbs &amp; Simpson\u2019s assessment framework (2004). Firstly, the\u00a0Lifelong &hellip; <a href=\"https:\/\/blogs.ubc.ca\/leeyyetec565\/course-site-2\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":22978,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-26","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/leeyyetec565\/wp-json\/wp\/v2\/pages\/26","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/leeyyetec565\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/leeyyetec565\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/leeyyetec565\/wp-json\/wp\/v2\/users\/22978"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/leeyyetec565\/wp-json\/wp\/v2\/comments?post=26"}],"version-history":[{"count":6,"href":"https:\/\/blogs.ubc.ca\/leeyyetec565\/wp-json\/wp\/v2\/pages\/26\/revisions"}],"predecessor-version":[{"id":73,"href":"https:\/\/blogs.ubc.ca\/leeyyetec565\/wp-json\/wp\/v2\/pages\/26\/revisions\/73"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/leeyyetec565\/wp-json\/wp\/v2\/media?parent=26"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}