{"id":4847,"date":"2018-01-31T04:30:00","date_gmt":"2018-01-31T11:30:00","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2018\/?p=4847"},"modified":"2018-01-31T06:48:14","modified_gmt":"2018-01-31T13:48:14","slug":"choice-collaboration-context","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2018\/2018\/01\/31\/choice-collaboration-context\/","title":{"rendered":"Choice, Collaboration, Context"},"content":{"rendered":"

Several of the definitions of “Technology”<\/strong> offered to us in Module B resonated with me, with Jonassen<\/span>‘s<\/span> perspective being perhaps the one that aligns most strongly with my current views. Specifically, Jonassen’s<\/span> suggestion that “students learn from thinking<\/strong> <\/em>in meaningful ways” which is “engaged by activities\u00a0which can be fostered<\/strong> <\/em>by computers or teachers”<\/span>,\u00a0forms a good foundation for how I would\/will approach the design of a TELE.<\/span><\/span><\/p>\n

Math and science should be taught with digital tech tools precisely because these tools allow students learning opportunities that would be otherwise impossible to experience. I suppose I wear some constructivist<\/strong> and collaborative learning<\/strong> ideals on my sleeve here, as I believe knowledge is best constructed from the inside-out, as well as through collaboration with others. Tech incorporated into, say, Project-Based Learning assignments, grounded in real-world issues, could allow STEM topics to extend outside the walls of classrooms and become enhanced by leveraging digital collaboration spaces. Put simply, students could collaborate asynchronously through Google Docs to share ideas. This collaboration could even be extended to schools across the world, with all classrooms working toward a common goal. The point is that students are working together<\/strong> and are engaged in meaning-making<\/strong>. If students are allowed choice in the topic(s) they pursue, and how to pursue them, then that simply adds to the level of “buy-in” of the student.<\/p>\n

Other carefully-selected digital tools can, of course, be leveraged by students throughout the project. In this case a particular tool would not be selected with the student being directly taught how to use the tool. Instead, the student would perhaps be given a selection of tools that could be useful for their project, and they would learn to use the tool through practical application towards reaching a project-related goal. For example, if they are trying to solve a tricky problem that naturally involves solving equations, Desmos could be offered as one method<\/strong>\u00a0of solving their problem. In short, they would “learn with<\/strong> rather than from<\/strong> technology”.<\/p>\n

So, to answer this week’s two questions:<\/p>\n

1) What do you think designers of learning experiences should do?<\/h3>\n

Provide students with a chance to engage in meaning-making by:<\/p>\n

    \n
  1. allowing student\u00a0choice<\/strong> in problems to solve,the approach taken to solve them and the tools used to help them do so,<\/li>\n
  2. incorporating opportunities for synchronous and\/or asynchronous collaboration<\/strong>, and<\/li>\n
  3. being aware of the context<\/strong> of the learning environment (“know your students”) and design with a goal in mind to allow for more personalized learning experiences based on real-world issues that are meaningful to the student.<\/li>\n<\/ol>\n

    I think that basically covers my philosophy… although I’m sure I’ll end up adding to it in the coming weeks \ud83d\ude42<\/p>\n

    2) How would you design a technology-enhanced learning experience?<\/h3>\n

    By trying to meet the three standards I set above!<\/p>\n

    -Scott<\/p>\n","protected":false},"excerpt":{"rendered":"

    Several of the definitions of “Technology” offered to us in Module B resonated with me, with Jonassen‘s perspective being perhaps the one that aligns most strongly with my current views. Specifically, Jonassen’s suggestion that “students learn from thinking in meaningful ways” which is “engaged by activities\u00a0which can be fostered by computers or teachers”,\u00a0forms a good […]<\/p>\n","protected":false},"author":44953,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669401],"tags":[],"class_list":["post-4847","post","type-post","status-publish","format-standard","hentry","category-b-design-of-teles"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4847","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/users\/44953"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/comments?post=4847"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4847\/revisions"}],"predecessor-version":[{"id":4848,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4847\/revisions\/4848"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media?parent=4847"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/categories?post=4847"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/tags?post=4847"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}