In this module, we learned about four technology-enhanced learning environments (TELE). The following table summarizes the theoretical basis, the objectives, and the chosen approach of these four TELE.
| Theoretical basis | Objective | Approach | |
| Anchored Instruction | Case-based learning
Problem-based learning Project-based learning Situated learning |
Help students develop confidence, skills, and knowledge necessary to solve problems and become an independent thinker | Interactive digital video adventures |
| SKI & WISE | Scaffolded knowledge integration framework (SKI), cognitive apprenticeship, intentional learning, and constructivist pedagogy | Develop more cohesive, coherent and thoughtful account of scientific phenomena; resolve misconceptions;
make thinking visible, make science accessible, help students learn from each other, give feedback |
free on-line science and mathematics learning environment, allows teachers to create own cases |
| LfU & MyWorld GIS | Constructivism
Goal-directed nature of learning Learning context
|
Provide students procedural knowledge on how to apply declarative knowledge | Motivation, knowledge construction, and knowledge refinement |
| T-GEM & Chemland | Inquiry-based learning | Foster learners’ conceptual understanding and development of inquiry skills. | Generate, evaluate and modify relationships |
What are similarities between them? In my opinion, there is one strong similarity: All TELE are based on the constructivist approach. The constructivist approach to learning that postulates that knowledge has to be constructed actively by the students. Consequently, all TELE put a strong emphasis on student activation, for example through adventures, cases, problems, or projects that need to be worked on. This also implies quite some freedom for the students to decide on the next steps of their learning process or inquiry. And this again implies that the students have to get frequent feedback – e.g. by the adventure progress, in a simulation, in a map, by peers, or by the teacher. In detail, the presented TELE show some differences in implementation, such as regarding the degree of offered flexibility, with WISE probably offering least flexibility to the students.
Which TELE now gets the Oscar from me? From all approaches, I found LfU the most attractive for my teaching. Its three steps of motivation, knowledge construction and knowledge refinement seem quite flexible and usable for many teaching scenarios. Also, LfU fosters inquiry-based learning as applied in many science classes. Finally, the integration of the three LfU steps in a learning cycle nicely reflects the typically iterative approach to learning.
To whom would you give the Oscar?
Elske
Hi Elske,
I like how you broke it down into three separate sections; theoretical basis, objective, and approach. With so much information within these four TELEs, its difficult to keep track of it all.
To answer your question of “who would you give the oscar to”? I would have to say Lfu as well. I like how there were three steps (motivation, knowledge construction and knowledge refinement) and those steps are important in my teaching. I also really like the four principles embedded within this approach because of its constructivist tenets that are visible. Constructivism is vital for my learners as it gives them an opportunity to gain knowledge through their own experiences which makes the whole learning process more meaningful.
Hi Sabrina,
thanks for the feedback. Great that you also see LfU as especially helpful for your teaching.
Elske
Nice post. I think you’ve done a nice job of getting to the heart of what each of the theories has to offer and defining the similarities and differences between them. I agree that each of the theories puts activation of student understanding at the centre of our instruction, which is essential for effective teaching. I think, like Sabrina, I would have to give the Oscar to LfU because of the ease with which I can see it being used in a maker space, which is where my professional focus is these days.
Hi Tracy,
so three oscars for LfU 🙂
Elske
Hi Elske.
I thought you did an excellent job of boiling down the key principles of each TELE in an effective manner. LfU also scored very well for me, especially with its contextual basis leading to deeper meaning and its learning cycle. I gave the edge to T-GEM though, because of its adaptability to different teaching and learning styles, the ability to rapidly generate new data by varying parameters, less time pressure, and because students can manipulate everything themselves. My science courses are very content heavy and I just can’t see LfU working throughout the whole course beyond just a single unit, whereas T-GEM is more flexibly applied in my opinion.
Dave
Hi Elske,
I think this is a great question, who should get the Oscar. In my opinion, WISE should get the Oscar. Perhpas because I deal with students with learning disabilities and are students who are slow learners; maybe this is why I think WISE is one of the best TELEs I have learned about. It gives students another chance at learning, at their own pace, in their own time- which is very important given that most students with learning disabilities become shy of asking questions.
Great post overall!
GK