Knowledge Diffusion

Speculate on how such networked communities could be embedded in the design of authentic learning experiences in a math or science classroom setting or at home. Elaborate with an illustrative example of an activity, taking care to consider the off-line activities as well.

As I read more and more about networked communities, the more I realized that such communities could be embedded in the design of authentic learning experiences in a math or science classroom setting that would benefit students. The readings that I chose to read for this week were informative and interesting and got me thinking about those schools that are inner-city; although my current school is inner-city, I have taught at schools that are much more needier and would benefit greatly from virtual field trips in order “provide students with educational experiences [that] emphasize scientific inquiry skills” that they may not have received otherwise (Gutwill & Allen, 2017). Interactive virtual expeditions (IVE) allows “learners of all ages to experience and interact with the process of scientific exploration from a distance at different times” (Niemitz et al, 2008). In the article ‘Interactive virtual expeditions as a learning tool: the school of rock expedition case study’ by Niemitz et al (2008), the authors conducted a “12-day shipboard professional development workshop for in-service educators that was used as a platform to virtually communicate the educator’s exploration of scientific ocean drilling with onshore audiences via an interactive website.” This gives the ability for authentic experiences through an interactive website for those who are not in the ocean drilling; they can still have that understanding and gain knowledge via virtual expeditions. This mode of learning “makes science relevant, gives learners real examples of career possibilities in science, incorporates current research into the curriculum, and provides a means to display authentic scientific inquiry” (Niemitz et al, 2008); these experiences allow for deeper learning that may not have been possible. These new situations have a created an opportunity for students to be able to learn in a way that is realistic and students can build their knowledge from there. When I think about the school that I taught in a few years ago (very inner-city), a majority of students could not afford fieldtrips and many teachers did not want to put an extra strain on parents by insisting on fieldtrips that parents had to pay for. These virtual fieldtrips to museums or Mt. Everest or another place gives students motivation and increase student participation and learning. I would definitely use networked communities such as virtual expeditions to motivate students and to broaden their idea of science and get them excited about the possibilities that interactive virtual expedition brings.

Going to Egypt to visit the Great Pyramids would not be accessible to many students but having an experience visiting the pyramids via a virtual headset would give students an opportunity to explore both inside and outside of this Wonder and allow for an experience that otherwise may not have happened.

References

Gutwill, J. P., and S. Allen. 2012. Deepening students’ scientific inquiry skills during a science museum field trip. The Journal of the Learning Sciences 21(1): 130–181.

Niemitz, M., et al (2008). Interactive virtual expeditions as a learning tool: The school of rock expedition case study. Journal of Educational Multimedia and Hypermedia, 12(4), 561-580.