Lesson 1: Embodied Learning

Category to select: C. Embodied Learning
Due on Tuesday of Week 11.

Provide a brief synthesis of the readings you did and discuss the implications for your STEM practice.

1. The post should take about 300-400 words. Now, generate a set of questions for your colleagues. The questions should connect to PCK or TPACK (that is, be about pedagogical content knowledge or technological pedagogical content knowledge).

When discussing your practice, describe a topic that you teach that you think would benefit from an embodied learning approach and explain why.

2. Respond to three other posts by Thursday of Week 11.
3. For your final assignments:

If you selected the e-folio option, include a response to one of the following questions.

View the questions

Compare and contrast learning with thinking tags and learning with probes, or virtual realities such as Science Space.
Where are the similarities and differences?
Hypothesize how embodied learning is fostered and what possible role technology plays in this learning.
Describe using specifics the nature of the activities that may have been central, in your opinion, to the learning experiences described in the papers you read.

According to Resnick and Wilensky (1998)1 , while role-playing activities have been commonly used in social studies classrooms, they have been infrequently used in science and mathematics classrooms.

Speculate on why role playing activities may not be promoted in math and science and elaborate on your opinion on whether activities such as role playing should be promoted.
Draw upon direct quotations from embodied learning theories and research in your response.
Design an activity to challenge a specific misconception in math or science using one of the frameworks in Module B and one of the mobile technologies discussed.
Explain your pedagogical design decisions.
How could you use what is developed in these studies to design learning experiences for younger learners that incorporates perception/motion activity and digital technologies?
What would younger children learn through this TELE (technology-enhanced learning experience)?

If you are doing the TELE Design Assignment, review the table of targets under Course information, assignments, and the Legacy Assignment and continue to develop your ideas and artefacts after reviewing the weekly targets.

Lesson 1: Embodied Learning

View the questions

Considerations of Virtual Reality and the future of experiential education

E2A, Not Your Grandma’s Constructivism

Gestures and Embodied Learning

Embodied Learning and Gesturing

Embodied Learning Styles

Embodied learning with interactive math games

Some Thoughts On Embodied Learning And VR/AR

‘Making Knowledge Personal’ aka Embodiment of Knowledge

Math and Embodied Learning

Is Augmented and Virtual reality the future, fad or flop of teaching and learning?

Embodied learning in maths and sciences

Embodied Learning and Umwelt

Embodied Learning with Mobile 3D/AR/VR

Lightbot – Implications of Embodiment in Coding

Embodied Learning – Simple Technology and Rich Social Practices

Embodied Learning and Assessment

Embodied Learning: Primary Learner

Physicality in a Virtual World?

Embodied Learning and Math

Embodied Learning and Mixed-Realities

Embodied Learning and Virtual Spaces

Embodied learning – just costly solutions looking for problems?

Embodied learning and virtual environments