E-Folio Critical Analysis

Introduction

The e-folio assignment for ETEC 533 – Technology in the Mathematics and Science Classroom was one I approached with reservations. I had never blogged before the MET program, and then only as a participant in a class blog. Designing a blog from scratch was both daunting and exciting. The skill set required, from choosing the basic appearance, colour schemes, and text styles to the posting and editing of my thoughts was formidable, but very educational! This final e-folio entry is an analysis of the posts rather than a summary. Throughout the process of blogging certain entries were required, while others were not; nevertheless, certain themes or foci emerged as a result of analysing the legacy for learning assignment. The Tag Cloud was actually quite useful in establishing areas of concentration. One thematic group I will examine is TELE (Technology Enhanced Learning Environments) with 9 Tags. Learning Environment had 6 tags, but is included in TELE. Anchored Instruction had 6 tags, and integration had 5 tags.

Focus Area 1 – TELE

The most heavily tagged focus in my e-folio was TELE (Technology Enhanced Learning Environments). This term is used to describe Learning Environments which are enhanced by the use of any of numerous different technological applications. Through this course we have covered a widely disparate sampling of technologies for the Math and Science classroom. The course assignment that had the most relevance for me was the interview with a colleague. This task required the use of skills garnered in earlier ETEC courses, and was a method in which to gather field-data for the purposes of analysis and reporting. My interview was with a mathematics teacher who heavily incorporates Smartboard technology in his classroom. This teacher had received little formal instruction in the use of Smartboards; rather, he had pursued this knowledge on his own. After several workshops and some mentoring, he is able to effortlessly and efficiently use it as one of his primary instructional tools. For me, this interview was valuable in that it opened my eyes to the importance of learning new technologies and implementing them into instructional activities. It highlighted that while there is not always support at a district or school level, there are avenues to pursue new knowledge, and teacher motivation is key to success. Rather than one blog posting, I split this interview into 2 posts; one focusing on a summary of the interview, and a second focusing on the benefits and hindrances of this technology in class. The process of building the e-folio was multi-purposed at both an assessment level and a metacognitive level. The purpose of the interview was to learn about the technology and how a teacher had implemented it; but the purpose of the act of posting and this further critical analysis was to think about the technology within the domain of our own instructional practices.
A post from the ETEC 533 discussion forum that resonated with me was one made by Jerry Mah.

“In creating “ideal” technology-enhanced learning experiences or environments, I believe there are no set variables. Learning experiences need to be flexible and adaptive; responsive to the growing and changing needs of students” (Mah, 2013, Jan.28).

This is a post that makes sense to teachers; not every student is at the same level, and instruction needs to be differentiated for the disparate levels of student ability in your classroom.
A second area of focus in the TELE tag was The Jasper Series and WISE. The importance of inquiry based learning seems to be of obvious benefit to students and teachers; however, in a February 11 post in my e-folio, I stated:

“Linn, Clark, and Slotta (2002) suggest that inquiry-based practices are not common in today’s classroom. Philosophically, if we are trying to teach students about science, we need to allow them to become scientists and emulate experts in the field (USBSE, 2000; Furtak, 2006). This was something that The Jasper Series offered us, and is one of the tenets underpinning the constructivist learning environment” (Nelles, 2013, Feb.11).

I think that the emphasis put on The Jasper Series and WISE learning environments in both the course required reading and assignments and in my own e-folio gives a false sense of the level of integration in today’s typical classroom. Simply by studying about them and specific case studies of their curricular inclusion leads us to believe that they are more common than they are. In discussions with teaching colleagues, few of them had heard of these resources. Sure, they were familiar with the concept of web-based investigation and anchored instruction, but not specifically these resources. I believe this to be one of the points of the e-folio and this summative examination of our learning: reconciling what we have learned with classroom realities, and beginning a movement toward incorporating these technologies into our classroom practices, or even the larger community at the school level.

Focus Area 2 – Anchored Instruction

The above mentioned The Jasper Series marks a good transition from my primary focus on TELE to a second focus in the e-folio: Anchored Instruction. I specifically mentioned The Jasper Series in 4 different posts. For me, learning about this incarnation of Anchored Instruction was important. I had never heard of this resource before, and was actually surprised it existed “I don’t know how I have never heard of this series! After teaching Math for 15 years I am embarrassed to admit that I am seeing it now for the first time” (Nelles, 2013, Feb.2). A required post to the ETEC 533 discussion forum was on the applicability of The Jasper Series as an instructional tool. Douglas Connery felt that

“how we access, share, create, manipulate and view information has changed dramatically since we embraced the age of the Internet. The Jasper Series was created when the Internet was in its infancy so there is no reference to it even at a Web 1.0 level”( Connery, 2013, Feb.6).

One required posting in the e-folio was a side by side comparison of The Jasper Series and WISE. In the February 12th posting I suggested:

“With the many activities offered in the WISE design, students can view text, animations, movies, pictures, drawings and many other forms of knowledge, from one platform. Students can review, take tests and quizzes, complete questionnaires, and more importantly students can communicate with each other in small groups, and with users in other schools, cities or countries. Different students learn in different ways, and WISE appeals to students with its bright, fast-paced and varied activity platform” (Nelles, 2013, Feb.12).

In a number of posts I extensively referred to Edelson (2001) and Radinsky, Oliva, & Alamar (2009). These authors were crucial to my learning in the area of Anchored Instruction. When I came across Edelson’s (2001) 4 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. (p.357)

I found them to make real sense to me. The principles worked in conjunction with his 3 steps (Motivation, Knowledge Construction, and Knowledge Refinement) to give me a solid understanding and heightened appreciation for anchored instruction.

Focus Area 3 – Integration

A third focus area that is evident from my e-folio tag cloud is that of integration [of technology]. With a total of 5 tags, this area was a crucial component of not only the content of this course but also represented most of the time in my interview with a math teacher, and was the topic of my “framing STEM issues” paper. The integration, or as is often the case the lack of integration of technology is directly correlated to the time the classroom teacher has available. “‘[T]ime’ was identified as a persistent barrier by teachers in terms of fitting in curriculum, planning lessons, troubleshooting computer glitches, and teacher training and development” (Wood, Mueller, Willoughby, Specht, & Deyoung, 2005, p.202). As mentioned above, my interview with a math teacher was a primary component of both my e-folio and in my learning in this course. A primary focus of my interview subject was that the level of training on Smartboards was not enough to make him an expert. He graduated from the University of Northern British Columbia, and had a computer science course aimed at classroom implementation of most common programs, but no Smartboard training (Nelles, 2013, Jan. 20).
One student in the ETEC 533 discussion forums consistently stood out for the quality of her posts. She could be counted on for her observations, insights, and helpful comments. In regards to integration of technology in the classroom, Jaime Peters said:

“[t]he role of technology is to enhance the learning environment, not to download facts and information into the heads of the students. Teachers must still use the technology with intention and purpose. The ability to modify the technology is a feature that would allow teachers to construct projects and lessons that meet the specific needs of their students” (Peters, 2013, Mar.4)

In fact, upon further reflection, integration of technology into the classroom seems to be the overarching or meta-theme of my e-folio. I have taught in the classroom for 22 years, and therefore most every folio entry I posted was from the perspective of “what would this look like in my class?” There were some technologies that I explored that I would not likely utilize, for example the MyWorld and WISE learning environments which target science curriculum. Other technologies I explored were directly related to my interests and classroom foci (graphing calculators whiteboards), and I either use them currently or plan on using them in the near future. Several articles I read in preparation for my “framing STEM issues” assignment are referenced in my Jan. 25 e-folio post Refining the STEM Issue. Bennison & Goos (2010), Wood et al. (2005), Monroe & Tolman (2004), and Cooper (2001) were important sources in helping me establish my exact perspective on implementation and barriers.

Conclusion

It is difficult to see themes emerging when at the macro-level of single blog entries and editing html codes to get the desired effect. Only by stepping back and taking in the e-folio as a whole can the patterns or themes be observed. It seems the main purpose of this summative assignment was to get the site authors to look at the entire product rather than finishing the last post and not visiting the project again. The three thematic groups I focused on most consistently were TELE (Technology Enhanced Learning Environments), Anchored Instruction, and integration. I measured the number of times I visited a concept by its inclusion in the tag cloud. Fortunately I had endeavoured to be consistent and logical with my tags, or this would not have been a reliable method.
The exposure students were given to different frameworks, designs, and learning environments throughout the ETEC 533 course was probably the most beneficial component of the course. The readings were relevant and current, which is to be expected in a field that is so young. The readings that I found were most significant to me were: Bennison and Goos (2010) Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts; Edelson (2001) Learning-for-use: A framework for the design of technology-supported inquiry activities; and Linn, Clark, & Slotta (2003) Wise design for knowledge integration.
I am left with some of the same questions I had when I started the course. From one of my first posts : “[d]oes the packed curriculum really allow us another hour for these kinds of experiments/fun/reinforcing skill sets?”(Nelles, 2013, Jan 13). A second question or issue that I retained for much of this course was teacher’s skill levels with technology. My Jan.20 post focused on a young teacher who quickly picked up the skills needed to effectively introduce and utilize technology in his classroom. But the same post also examined a Video Case file from the ETEC 533 library that featured a teacher close to retiring who stated “I find it frustrating; I don’t have enough time; If I don’t practice it I just forget; and the children know more than I do and learn more quickly” (Learning Environment 4 with Teacher S).
These two questions that I have had since the outset of the course I now take with me at the end. I have read many articles focusing on these issues and have refined the questions and constructed some partial answers. The readings, discussions with ETEC classmates, and assignments within the context of the course have allowed me to move forward on these issues and work towards more effective and meaningful integration of technology into the math and science classroom.

References

Bennison, A. and Goos, M. (2010). Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts. Mathematics Education Research Journal, 22(1):31-56.

Connery, D. (2013, Feb.6). We should modernize jasper. Message posted to https://connect.ubc.ca/Forum: MB-L1: Anchored Instruction Symposium (Wed Feb 06)

Cooper, D. (2001) Teachers take on technology. Teach, , 30-30. Retrieved from http://search.proquest.com.ezproxy.library.ubc.ca/docview/214500480?accountid=14656

Chen, C.-H. (2008). Why do teachers not practice what they believe regarding technology integration? Journal of Educational Research, 102(1).

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.

Furtak, E. M. (2006). The problem with answers: An exploration of guided scientific inquiry teaching. Science Education, 90(3), 453-467. Retrieved from http://ezproxy.library.ubc.ca/login?url=http://dx.doi.org/10.1002/sce.20130

Learning Environment 4 with Teacher S (Elementary Space Science):retiring teacher [Video file]. Retrieved from https://connect.ubc.ca/bbcswebdav/courses/sis.ubc.etec.533.65a.2012w2.9170/modulea/case4.html

Linn, M., Clark, D., & Slotta, J. (2003). Wise design for knowledge integration. Science Education, 87(4), 517-538. USBSE, 2000;

Lowther, D. L., Inan, F. A., Daniel Strahl, J., and Ross, S. M. (2008). Does technology integration ” work” when key barriers are removed? Educational Media International, 45(3):195-213

Mah, J. (2013, Jan.28). Technology creates flexibility. Message posted to https://connect.ubc.ca/Forum: MB-L0 Design of TELEs (Mon Jan 28)

Monroe, E. & Tolman, M. (2004) Using technology in teacher preparation: two mature teacher educators negotiate the steep learning curve. Computers in the Schools, 09/2004, Volume 21, Issue 1-2, pp. 73 – 84

Nelles, S. (2013, Jan. 13). Auto e-ography: or “walking down memory lane”. [web log comment] Retrieved from https://blogs.ubc.ca/samnelles/2013/01/13/auto-e-ography-or-walking-down-memory-lane/

Nelles, S. (2013, Jan. 20). Interview with a math teacher about smartboards, part 1 [web log comment]. Retrieved from https://blogs.ubc.ca/samnelles/2013/01/20/interview-with-a-math-teacher-about-smartboards/

Nelles, S. (2013, Feb.2). Jasper series and pbl [web log comment]. Retrieved from https://blogs.ubc.ca/samnelles/2013/02/02/jasper-series-and-pbl/

Nelles, S. (2013, Feb.11). Exploring the wise tele [web log comment]. Retrieved from https://blogs.ubc.ca/samnelles/2013/02/11/exploring-the-wise-tele/

Nelles, S. (2013, Feb 12). Becoming a wise guy [web log comment]. Retrieved from https://blogs.ubc.ca/samnelles/2013/02/12/becoming-a-wise-guy/

Peters, J. (2013, Mar.4) TELE synthesis. Message posted to https://connect.ubc.ca/Forum: MB-L5: Synthesis Forum (Tues Mr 05)

U.S. Board of Science Education, (2000). “Inquiry in Science and in Classrooms.” Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. Washington, DC: The National Academies Press,

Radinsky, J., Oliva, S., & Alamar, K. (2009). Camila, the earth, and the sun: Constructing an idea as shared intellectual property. Journal of Research in Science Teaching, 47(6), 619-642

Wood, E., Mueller, J., Willoughby, T., Specht, J., & Deyoung, T. (2005). Teachers’ perceptions: barriers and supports to using technology in the classroom. Education, Communication and Information, Vol. 5, No. 2. (July 2005), pp. 183-206

“Paper Models of Polyhedra” – Resource Sharing and Rationale

“Paper Models of Polyhedra”

One of my favourite parts of mathematics is 3-Dimensional solids. 25 years ago, in my first few years of teaching and well before computers in the class, I had students make Platonic Solid mobiles to hang in the class. The many different sizes, colours and variations made it a really neat project. I spent years building all the Archimedean solids, prisms, anti-prisms, and various other polyhedra. They were great to take off the shelf, pass around, and then have students discuss formulae or approaches to calculating surface area and volume. And the names are fun to say too! “Great Stellated Rhombicosidodecahedron”

Question: why is visualization necessary (or not) for student understanding of math or science?

I have not included the study of polyhedra in my math classroom for years, as I have had a hard time reconciling this study to the time constraints of the curriculum. However; numerous studies have shown that spatial ability is positively related to achievement in mathematics (Battista et al., 1982). It is now becoming possible to model situations visually and geometrically with quite astonishing sophistication (Jones & Mooney, 2003). It is for the benefits to cognitive development that this study should be incorporated into the classroom. Without the ability to engage these visualizations “ the concepts …are often seen as abstractions” (Stieff and Wilensky, 2003, p.285). The ability for students to visualize, and in this case even hold a construct is a valuable one. It is more immediate and less theoretical to actually trace angles and vertices with your fingers, measure side length with a ruler and feel the weight and size of the object in your hands. Cognitive connections can be more strongly afforded by these 3-dimensional polyhedrons.

The website “Paper Models of Polyhedra” features a huge amount of 3-D solids in photographs and nets, and is a great resource for both Elementary and Secondary Math teachers.

References

Battista, M.T., Wheatley, G.H., & Talsma, G. (1982). The importance of spatial visualization and cognitive development for geometry learning in preservice elementary teachers. Journal for Research in Mathematics Education 13 (5) (Nov., 1982), pp. 332-340
Jones, K. and Mooney, C. (2003). Making space for geometry in primary mathematics. In: I. Thompson (Ed), Enhancing Primary Mathematics Teaching. London: Open University Press. pp 3-15.

Stieff, M., & Wilensky, U. (2003). Connected chemistry – Incorporating interactive simulations into the chemistry classroom. Journal of Science Education and Technology, 12(3), 285-302

Becoming a WISE guy

A short summary of my findings while investigating the Web-based inquiry Science Environment

  • What was the motivation to create WISE?

  • WISE was created as a platform to host curriculum designed for scientific inquiry. Fully customizable by teachers, it allows students to explore, reflect, investigate, observe and immerse themselves in different project-based environments. With prompts, challenges, animations and many other features, it is less like learning and more like exploration.

  • In what ways does WISE promote knowledge integration through its technological and curriculum design?

  • With the many activities offered in the WISE design, students can view text, animations, movies, pictures, drawings and many other forms of knowledge, from one platform. Students can review, take tests and quizzes, complete questionnaires, and more importantly students can communicate with each other in small groups, and with users in other schools, cities or countries. Different students learn in different ways, and WISE appeals to students with its bright, fast-paced and varied activity platform.

  • Describe a typical process for developing a WISE project. How does this design process compare with the Jasper Adventures?

  • The WISE projects are easier to develop in some ways. WISE is a platform that any teacher can use to develop their lessons into a larger project. If the user has access to the internet, a unit can be developed. It is; however, both time-consuming and knowledge dependent. If a user is not tech0capable, this would be hard to develop a unit. The Jasper Series, aside from the proprietary affiliation with Vanderbilt University, would be easier to replicate. Anyone with a digital videocamera (smartphone, iPad etc…) could film sequences interspersed with charts, questions, and data.

  • What are some perceived limitations, hindrances or constraints related to WISE?

  • The knowledge-specific requirement of being able to type text, find and paste media, and the time it takes to do so are limitations. The fact that it is strictly science-based may be seen as a limitation, but that is the purpose for which it was developed. While projects can be customized, they are for set grade levels – something designed for grade 5’s is not really appropriate for grade 9’s. And lastly, there does not seem to be very many WISE projects in the archives.

  • How could you use a WISE project in your school or another learning environment? What about WISE would you wish to customize?

  • Actually, I would like to see the scope of the platform expanded to include other disciplines. The humanities could benefit from a platform like this. The project focus in Social Studies classes would fit well with the inquiry-based technological platform design.

Check out the WISE for yourself!

Exploring the WISE TELE

(Web-based Inquiry Science Environment)(Technology-Enhanced Learning Experiences)

Process Questions:

  • What broader questions about learning and technology have provoked WISE research?
  • The difficulties of incorporating research-based curriculum into the classroom are at the root of the WISE design. I am not familiar at all with the curriculum for science at any grade level, but I assume that there is a learning outcome or strand that asks students to consider the value of research, or even a lab or experiment that requires students to do some research. However, Linn, Clark, and Slotta (2002) suggest that inquiry-based practices are not common in today’s classroom. Philosophically, if we are trying to teach students about science, we need to allow them to become scientists and emulate experts in the field (USBSE, 2000; Furtak, 2006). This was something that The Jasper Series offered us, and is one of the tenets underpinning the constructivist learning environment. The presence of a WISE design would seem to be the kind of tool that would address these needs. The use of technology is a further acknowledgement of the professional requirements of a scientist.

  • Describe the authors’ pedagogical design considerations that shaped the development of “What’s on your Plate?”
  • The authors designed an inquiry map system that allows students to work individually and independently without constant instruction. WISE also incorporates prompts, hints, and evidence to allow students to reflect and give them ideas on proceeding forward. The collaborative affordances of the WISE environment allow the creation of new inquiry projects, which the authors acknowledge is in keeping with the quest for recent research and projects. The Scaffolded Knowledge Integration framework and developed design principles (Linn & Hsi, 2000). The framework has four main tenets including (1) making thinking visible, (2) making science accessible,(3) helping students learn from each other, and (4) promoting lifelong learning.
    The ‘What’s on Your Plate” unit was designed with two main pedagogical design considerations; making thinking visible, and helping students learn from one another. Both of these considerations were based on an inquiry-based framework. The classroom teacher who used the “What’s on your Plate” unit was able to embed her instruction within the WISE design, and students were able to benefit from materials she was able to develop, deliver, and assess from within the WISE environment. This was not a one-sided benefit however, the WISE technology also benefitted from the classroom teacher’s use.

  • How and where was WISE integrated into a larger sequence of activities?
  • The project began in 1996 at The University of California, Berkeley, and has grown with contributions from researchers, teachers and scientists from across North America, Europe, and Asia. Since its inception, the developers of the WISE TELE have improved WISE by incorporating the latest results from science education research, including from the findings from studies of curriculum and instruction carried out in numerous science classrooms. The developers have released a new open source version of the software that will enable researchers and other developers to adopt and adapt the WISE technology and curriculum materials for their own purposes.
    The “What’s on Your Plate” unit was used with approximately 1100 middle school students from California and Massachusetts who collaborated on-line during the 2 week unit. Results for the author’s study were based on 360 students. (Gobert, Snyder& Houghton, 2002) Students were administered an identical pre- and post- test outside the WISE environment – with pencil and paper. In the WISE design, students constructed models and wrote explanations, and then read texts which forced them to analyze their work. They read other students work from partner classes, and revised and justified their work. Students visited websites and wrote reflection notes for themselves and their partner classes. They read text and viewed models and continued reflection.

  • Analyze the evidence and author’s conclusions. Are the conclusions justified?
  • It is far too easy for the classroom teacher to sit and lecture on a topic in depth and put students to sleep. In accordance with allowing students the opportunity to create their own knowledge, we need to provide them an environment that allows this. One of the goals behind the development of the WISE design was to provide a solid technology platform that allows teachers to adopt new forms of inquiry-based instruction. In the WISE TELE design, students collaborate in pairs or small groups to perform inquiry activities. These positions are fully justified in the constructivist model of learning. Gobert et al (2002) conclude that students did “achieve a deeper understanding of the nature of models through their interactions with the unit” (p.17). The authors defend their approach by citing new education standards and how the WISE design specifically addresses them.

  • In what ways does WISE support the processes commonly associated with “inquiry” in science? How might these processes be used to support math instruction?
  • The ability to contribute new projects to WISE is a benefit of the inquiry process. If a project is well designed and meets the requirements of the WISE design then it can be added. The collaborative element, as well as the built in “prompts” allows students to investigate with some guidance from WISE, peers, and teachers. For math instruction, this is a little different. One solution could be if the math was part of a larger project, requiring an inter-disciplinary approach. The Jasper Series also showed us this – basic math skills were required for scenarios that also needed mapping skills, and biological skills. The collaborative element with the Design environment, peers, and teacher would work with math. Math classes use peer collaboration and teacher assistance already, but the technological collaboration is not as commonly found.

  • What might be the cognitive and social affordances of the WISE TELE for students? Use “What’s on your Plate?” or “Plants in Space” as an example to support your hypotheses.

    One affordance for students in the “What’s on your Plate?” WISE design is the negotiated and shared knowledge constructed during the learning process. The communication with students in other schools (states!) requires technology skills, communication skills, discipline-specific skills, and interpersonal skills as well. The co-construction of knowledge and shared opinions builds an understanding that is deeper than a simple lecture. The prompts inherent in the WISE environment are designed to encourage thought and development in specific directions, construct scaffolds for further thought, and help students formulate knowledge and avenues of inquiry.

References

Furtak, E. M. (2006). The problem with answers: An exploration of guided scientific inquiry teaching. Science Education, 90(3), 453-467. http://ezproxy.library.ubc.ca/login?url=http://dx.doi.org/10.1002/sce.20130
Gobert, J., Snyder, J., & Houghton, C. (2002, April). The influence of students’ understanding of models on model-based reasoning. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, Louisiana.
Linn, M., Clark, D., & Slotta, J. (2003). Wise design for knowledge integration. Science Education, 87(4), 517-538.
U.S. Board of Science Education, (2000). “1 Inquiry in Science and in Classrooms.” Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. Washington, DC: The National Academies Press,

The Jasper Series, and perspectives on students with disabilities.

Anchored instruction situates the lesson in a real-world, problem-rich environment (CTGV, 1992a) Using generative techniques (using the concepts over and over) and with an eye to both cooperative work and promoting independent thinking, the Jasper Series is most definitely anchored.
CTGV (1992a, 1992b) reports strong results in student populations in basic math concepts, word problems, generative problems, and attitudes. Students without disabilities showed a marked increase in post test scores, and heightened abilities in a related math areas. However, students with disabilities experienced different results. While the authenticity of the Jasper Series was sufficient to encourage these children to continue trying, there were some findings that are not that perhaps suggest caution in exploring Anchored Instruction with children with learning disabilities. The children with disabilities often solved the simpler aspects quickly enough, but lost interest in the more complicated multi-step problems. The study showed that these students often received too much OR too little help. The conclusion suggest that while able students benefitted wholesale from the Jasper Series, the disabled students required a carefully controlled level of guidance and encouragement in order to show improvements (Bottge et al., 2002).
Pellegrino (2008)
suggests the SMART (Scientific and Mathematical Arenas for Refined Thinking) Model with its scaffolding and visual aids components that would help refine student thinking. While not specifically addressing the learning needs of disabled students, this is still a way to increase the depth of understanding in an AI environment. Biswas et al. (2001) focus on learning more thoroughly by preparing to teach, implementing instruction, and monitoring feedback. But an AI situation can still be problematic for learning disabled students.

References

  • Biswas, G. Schwartz, D. Bransford, J. & The Teachable Agent Group at Vanderbilt (TAG-V) (2001). Technology support for complex problem solving: From SAD environments to AI. In K.D. Forbus and P.J. Feltovich (Eds.)Smart Machines in Education: The Coming Revolution in Education Technology. AAAI/MIT Press, Menlo, Park, CA.
  • Bottge, BA, Heinrichs M, Mehta, ZD, Hung, Y. (2002). Weighing the benefits of anchored math instruction for students with disabilities in general education classes. Journal of Special Education, 35, 186-200. http://ezproxy.library.ubc.ca/login?url=http://dx.doi.org/10.1177/002246690203500401
  • Cognition and Technology Group at Vanderbilt (1992a). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology, Research and Development, 40(1), 65-80. http://ezproxy.library.ubc.ca/login?url=http://dx.doi.org/10.1007/BF02296707
  • Cognition and Technology Group at Vanderbilt (1992b). The Jasper series as an example of anchored instruction: Theory, program, description, and assessment data. Educational Psychologist, 27(3), 291-315. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=18982115&site=ehost-live
  • Pellegrino, J.W. & Brophy, S. (2008). From cognitive theory to instructional practice: Technology and the evolution of anchored instruction. In Ifenthaler, Pirney-Dunner, & J.M. Spector (Eds.) Understanding models for learning and instruction, New York: Springer Science + Business Media, pp. 277-303. http://ezproxy.library.ubc.ca/login?url=http://dx.doi.org/10.1007/978-0-387-76898-4_14

Jasper Series and PBL

Vanderbilt University’s Jasper Series

The Adventures of Jasper Woodbury


I don’t know how I have never heard of this series! After teaching Math for 15 years I am embarrassed to admit that I am seeing it now for the first time. What struck me right away as I began reading about it was the fact that it is Problem-Based Learning at its best. Regardless of the fact that the laserdisc series was released 25 years ago, it is still a great example of PBL.
Some of the primary tenets of PBL that the Jasper series fits very well are; the problem should be authentic; the problem should require the use of technology to solve; and the problem should involve working cooperatively in a group to solve the problem. There are no dry textbook examples in the Jasper series. Real questions about fuel consumption in boats or ultra-lights are more accessible for the students. The use of technology to review the video, and calculators to figure problems satisfy this requirement. Working in a group to construct meaning, thereby co-creating knowledge in a constructivist environment is a hallmark of PBL.
The problem with Jasper series, as I see it, is the dated appearance of the video content. Clothing, vehicles, gas prices, and any number of other elements would detract somewhat from the authenticity of these vignettes. If the students see them as too remove from a real-world context, it may detract from the value of the lesson. The other problem, not insurmountable, is the format of the series.. laserdisc technology was great, but technologically we have moved past that.

An ideal pedagogical design of a TELE for the Science classroom.

  • Question—–>What do you think designers of learning experiences should do?
    If the goal of a technology-enhanced-learning experience (TELE) is to incorporate technology into the process of education, we should be very careful that it is both relevant and feasible. Technology for the sake of technology is not a reason to cast aside previous methods (see my previous post “A Working Definition of Technology” ). If the technology replaces a prior process well and effectively, and has the potential to afford a deeper connection to the knowledge, then it is worth incorporating into the classroom.

  • Question—–>How would you design a technology-enhanced learning experience?
    The dreaded “lab” process in Science class is seen by some students as a painful exercise and laborious process. Many schools have class sets of iPads. I would like to see the process of conducting an experiment as completely digital – i.e. paperless. In student lab pairings or groups, one person could record all data, in text, photos, videos, interviews, and graphs; and the group could seamlessly incorporate the lab report, results, web content, extensions, etc… into a final product that relies heavily on technology, but also on the imagination and vision of the students. The product could be handed in to the teacher’s network “inbox”, but really, the process itself is more educationally valid than the product. I recognize that this process may be currently used in some schools, but not in ours or any that I know about!