{"id":3115,"date":"2017-07-17T12:57:25","date_gmt":"2017-07-17T19:57:25","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2017\/?p=3115"},"modified":"2017-07-17T13:04:32","modified_gmt":"2017-07-17T20:04:32","slug":"teles-the-key-takeaways","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2017\/2017\/07\/17\/teles-the-key-takeaways\/","title":{"rendered":"TELEs – The Key Takeaways"},"content":{"rendered":"

Overall, the four TELEs that we\u2019ve explored over the past several weeks have highlighted aspects of my own practice that could be deepened and strengthened to enhance student learning experiences. While some of my own pedagogical beliefs are very similar in nature to the foundational principles espoused by these technology-enhanced learning environments, I envision my learnings in this course as expanding my own repertoire of strategies, tools and approaches to student learning in Math and Science. If we design tasks and opportunities that are structured in a format that integrates appropriate levels of challenge within a reasonable time frame, our students are afforded opportunities to participate in rich learning experiences that significantly deepen scientific and mathematical concepts and content. The significance of developing learning experiences that are personally meaningful and engaging will serve to further promote the application of knowledge and skills beyond the context of the specific learning task, and enhance the importance of life long skills for learning.<\/span><\/p>\n

Our students construct their skills, knowledge and perspectives according to the variety of different levels of exposure to learning experiences and opportunities that they\u2019ve encountered through school and in their everyday lives. As Edelson (2001) notes, every individual’s knowledge structures reflect their own unique experiences, which in turn plays a crucial role in their learning. Perspectives on real world learning should allow for students to start from their own context and preconceptions, and then move into new areas of learning that bridge gaps in their understanding and ultimately expand on their worldview. As part of their practice and engagement in Math and Science, students should be repeatedly returning to their own, original ideas in order to continually revise and modify them. Through the implementation of technology enhanced learning environments, students will be afforded opportunities to apply knowledge and skills beyond the confines of a lecture, a textbook, or a classroom ultimately makes the content more motivating, engaging and relevant over the long term. As a fundamental component of TELEs, student knowledge and understanding must be incrementally constructed from experience and communication, as it cannot be transmitted directly from one individual to another.<\/p>\n

I’ve created a visual that offers a summary and synthesis of some of the key concepts and ideas from the four foundational TELEs that we’ve explored over the past few weeks:\u00a0TELE Takeaways<\/a><\/p>\n

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References<\/p>\n

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(<\/em>1), 65-80.<\/p>\n

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<\/em>(3), 291-315.<\/p>\n

Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching, 38<\/em>(3), 355-385.<\/p>\n

Furtak, E. M. (2006). The problem with answers: An exploration of guided scientific inquiry teaching. Science Education, 90<\/em>(3), 453-467.<\/p>\n

Khan, S. (2007). Model-based inquiries in chemistry<\/a>. Science Education, 91<\/em>(6), 877-905.<\/p>\n

Khan, S. (2010). New pedagogies for teaching with computer simulations<\/a>. Journal of Science Education and Technology, 20<\/em>(3), 215-232.<\/p>\n

Linn, M., Clark, D., & Slotta, J. (2003). Wise design for knowledge integration. Science Education, 87<\/em>(4), 517-538.<\/p>\n

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Overall, the four TELEs that we\u2019ve explored over the past several weeks have highlighted aspects of my own practice that could be deepened and strengthened to enhance student learning experiences. While some of my own pedagogical beliefs are very similar in nature to the foundational principles espoused by these technology-enhanced learning environments, I envision my […]<\/p>\n","protected":false},"author":38160,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669396],"tags":[],"class_list":["post-3115","post","type-post","status-publish","format-standard","hentry","category-b-synthesis"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/3115","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\/38160"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/comments?post=3115"}],"version-history":[{"count":3,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/3115\/revisions"}],"predecessor-version":[{"id":3119,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/3115\/revisions\/3119"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=3115"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=3115"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=3115"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}