{"id":2870,"date":"2017-06-22T19:06:30","date_gmt":"2017-06-23T02:06:30","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2017\/?p=2870"},"modified":"2017-06-22T19:06:30","modified_gmt":"2017-06-23T02:06:30","slug":"active-learning","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2017\/2017\/06\/22\/active-learning\/","title":{"rendered":"Active learning"},"content":{"rendered":"

There were a number of key points that the pedagogical theory of Anchored Instruction can be apply to the constructivist theory of learning. \u00a0<\/span>First \u201cthe math adventures may offer other opportunities for interdisciplinary connections.\u201d (Cognition and Technology Group at Vanderbilt 1992b).To develop a student’s curiosity about the world around us core subjects should not be taught in isolation. Rather they need to be weaved and combined to present the students with the rich tapestry that real world situations present in everyday life. This leads into \u201cProblem complexity- no single answer, real world problems, first adventure is 15 interrelated challenges with multiple solutions.\u201d(Cognition and Technology Group at Vanderbilt 1992b) As in our everyday life answers are not clear cut and require the ability to navigate multiple paths and display flexibility and adaptive strategies when solving problems.<\/span><\/p>\n

 <\/p>\n

Secondly \u201cVideo based presentation-moving images, access poor readers or ESL, dynamic images help students imagine the problem\u201d(Cognition and Technology Group at Vanderbilt 1992b). While the Jasper project seems dated by our present standards the basic premise that delivering knowledge to students and promoting critical thinking skills does not need to be a text based delivery system is innovative. \u00a0Visual representation of problems, especially in a dynamic moving form is a multimodal approach that will reach a much broader spectrum in the class. \u00a0Digital literacy helps level the playing field between with students who do not excel at traditional modes of delivery. This also connects with the generative learning format of the videos. \u00a0Students are asking questions, rather than just answering questions, reflecting on their experience and gaining critical thinking skills in the process. \u00a0<\/span><\/p>\n

Finally from the two other readings I did I believe that collaboration \u00a0\u201cOur findings indicate that, in the absence of instruction, some students will interact with their peers in ways that promote exploration of the problem space and its solution.\u201d(Vye, Goldman,Voss,.; Hmelo, Williams, 1997) plays a key role in anchored instruction as well as constructivism. \u00a0As does intrinsic motivation through peer interaction \u201cIn work with teachers we consistently find that the opportunity to teach their peers is highly motivating and develops a strong learning community among the teachers.\u201d(Biswas, Schwartz & Bransford 2001). \u00a0The Jasper series was a truly innovative way of looking at how to apply knowledge, hypothesis, carry out theories and form conclusions using technology as the vehicle.<\/span><\/p>\n

References<\/p>\n

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. [Retrieved October 22, 2012<\/span><\/p>\n

 <\/p>\n

Cognition and Technology Group at Vanderbilt (1992b). The Jasper series as an example of anchored instruction: Theory, program, description, and assessment data. <\/span>Educational Psychologist, 27<\/span><\/i>(3), 291-315. <\/span><\/p>\n

 <\/p>\n

Vye, Nancy J.; Goldman, Susan R.; Voss, James F.; Hmelo, Cindy; Williams, Susan (1997). Complex mathematical problem solving by individuals and dyads<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

There were a number of key points that the pedagogical theory of Anchored Instruction can be apply to the constructivist theory of learning. \u00a0First \u201cthe math adventures may offer other opportunities for interdisciplinary connections.\u201d (Cognition and Technology Group at Vanderbilt 1992b).To develop a student’s curiosity about the world around us core subjects should not be […]<\/p>\n","protected":false},"author":49909,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669389],"tags":[],"class_list":["post-2870","post","type-post","status-publish","format-standard","hentry","category-b-anchored-instruction-symposium"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2870","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/users\/49909"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/comments?post=2870"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2870\/revisions"}],"predecessor-version":[{"id":2871,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2870\/revisions\/2871"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=2870"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=2870"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=2870"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}