Hello everyone!<\/p>\n
For my synthesis reflection, I thought it would be interesting to go in a slightly different direction and share my thoughts on what modern interpretations of each concept could look like and how the original interpretations could be transformed.<\/p>\n
Technology Enhanced Learning Environments<\/strong><\/td>\n| Primary Pedagogical Framework or Methodology<\/strong><\/td>\n | Original Interpretation<\/strong><\/td>\n | Modern Interpretation<\/strong><\/td>\n<\/tr>\n | Anchored Instruction & Jasper<\/strong><\/td>\n | Problem-Based Learning<\/td>\n | Video-based<\/p>\n | Theoretical problems<\/p>\n Pre-determined solutions<\/p>\n Student collaboration<\/td>\n Technology-based<\/p>\n | Real-world problems<\/p>\n Unknown solutions<\/p>\n Student collaboration<\/td>\n<\/tr>\n SKI & WISE<\/strong><\/td>\n | Scaffolded Inquiry Learning<\/td>\n | Learning-module based<\/p>\n | Prescribed inquiry elements<\/p>\n Sterile feedback mechanisms<\/td>\n Learning-module based<\/p>\n | Prescribed inquiry elements<\/p>\n Personalized inquiry elements<\/p>\n Engaging feedback mechanisms<\/td>\n<\/tr>\n LfU, MyWorld GIS & ArcGIS<\/strong><\/td>\n | Motivation, Knowledge Construction, Knowledge Refinement<\/td>\n | Graphic Information System (GIS) software<\/p>\n | Initiated by motivation<\/p>\n Goal-directed<\/td>\n Any technology medium<\/p>\n | Initiated by empathy<\/p>\n Design-directed<\/td>\n<\/tr>\n \u00a0T-GEM<\/strong><\/td>\n | \u00a0Generate, Evaluate, and Modify Relationships<\/td>\n | Online experiment based<\/p>\n | Teacher-generated inquiry<\/td>\n Online experiment based<\/p>\n | Student-generated inquiry<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n Anchored Instruction & Jasper:<\/strong> The original vision for this project emphasized the \u201cimportance of having students become actively involved in the construction of knowledge\u201d and \u201canchoring or situating instruction in the context of meaningful problem-solving environments\u201d (Cognition and technology Group at Vanderbilt, 1992, pp. 292-294). A modern interpretation would not only leverage technology in the delivery of a problem, but utilize technology as an integral part of the problem and\/or solution. Problems would be less theoretical\/abstract and would connect with real-world issues that students are passionately invested in. Solutions would not be pre-determined and students would develop solutions alongside teachers. Collaboration would still be an important element in the process as most problem-solving in the workplace requires intense collaboration.<\/p>\n SKI & WISE:<\/strong> Linn et al. (2003) defines inquiry as \u201cengaging students in the intentional process of diagnosing problems,\u00a0critiquing experiments, distinguishing alternatives, planning investigations, revising views, researching conjectures, searching for information,\u00a0constructing models, debating with peers, communicating to diverse audiences, and\u00a0forming coherent arguments\u201d (p. 518).\u00a0Applications like WISE could be transformed with very minor adjustments to the method. To go alongside prescribed inquiry elements, students in a modern system could generate personalized experimental conditions to test out their own thoughts on each concept. In addition, more engaging real-time feedback mechanisms like live chat-based technologies, or AI-infused response algorithms could improve the rather sterile environment of multiple choice questions and short answer responses.<\/p>\n LfU, MyWorld GIS & ArcGIS: <\/strong>The LfU framework\u00a0emphasizes the need for teachers to create demand for knowledge, elicit curiosity, provide direct experiences, elicit communication, and provide opportunities to apply and reflect on their knowledge (Edelson, 2001, p. 360). It is certain that this framework is not isolated to GIS software. A modern interpretation of LfU can be seen in the Design Thinking Process. Instead of curiosity, students generate motivation through empathy (understanding human need). The following steps are relatively similar but the knowledge is constructed and refined through the process of design, failure, and re-design.<\/p>\n T-GEM:\u00a0<\/strong>Khan (2007) associates T-GEM with model-based inquiry which refers to a “dynamic, recursive process of learning by changing one’s mental models while inquiring about a phenomena” (p. 878). For this final framework, I would like to generate discussion with a related question. Can an activity really be called “inquiry-based” if said inquiry was not intrinsically generated by the student mind?<\/p>\n <\/p>\n Cognition and Technology Group at Vanderbilt (1992). The Jasper series as an example of anchored instruction: Theory, program, description, and assessment data.\u00a0Educational 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.\u00a0Journal of Research in Science Teaching,38<\/em>(3), 355-385.<\/p>\n Khan, S. (2007).\u00a0Model-based inquiries in chemistry.\u00a0Science Education, 91<\/em>(6), 877-905.<\/p>\n Linn, M. C., Clark, D., & Slotta, J. D. (2003). WISE design for knowledge integration.\u00a0Science education<\/i>,\u00a087<\/i>(4), 517-538.<\/p>\n","protected":false},"excerpt":{"rendered":" Hello everyone! For my synthesis reflection, I thought it would be interesting to go in a slightly different direction and share my thoughts on what modern interpretations of each concept could look like and how the original interpretations could be transformed. Technology Enhanced Learning Environments Primary Pedagogical Framework or Methodology Original Interpretation Modern Interpretation Anchored […]<\/p>\n","protected":false},"author":42803,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669396],"tags":[],"class_list":["post-5478","post","type-post","status-publish","format-standard","hentry","category-b-synthesis"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5478","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\/42803"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/comments?post=5478"}],"version-history":[{"count":6,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5478\/revisions"}],"predecessor-version":[{"id":5487,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5478\/revisions\/5487"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media?parent=5478"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/categories?post=5478"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/tags?post=5478"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}} |