{"id":5589,"date":"2018-03-14T15:09:09","date_gmt":"2018-03-14T22:09:09","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2018\/?p=5589"},"modified":"2018-03-14T17:54:16","modified_gmt":"2018-03-15T00:54:16","slug":"embodied-learning-primary-learner","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2018\/2018\/03\/14\/embodied-learning-primary-learner\/","title":{"rendered":"Embodied Learning: Primary Learner"},"content":{"rendered":"<ul>\n<li><i><span style=\"font-weight: 400\">When discussing your practice, describe a topic that you teach that you think would benefit from an embodied learning approach and explain why.<\/span><\/i><\/li>\n<li><em>E-Portfolio: How could you use what is developed in these studies to design learning experiences for younger learners that incorporate perception\/motion activity and digital technologies? What would younger children learn through this TELE (technology-enhanced learning experience)?<\/em><\/li>\n<\/ul>\n<hr \/>\n<p><span style=\"font-weight: 400\">The notion that your body influences your mind is the central premise of Winn, W. (2003) article and that learning occurs when people adapt to their environment. Winn, W. (2003) claimed that \u201cwe must think of the learner as embedded in the learning environment and physically active in it, so that cognition can be thought of as embodied as well as cerebral activity\u201d (p. 3). \u00a0Additionally, Lindgren, R., &amp; Johnson-Glenberg, M. (2013) research showed conceptual development and comprehension are enhanced with the creation and manipulation through engaging and interacting with your physical surroundings. Moreover, they found that Mixed Reality (MR) technologies, virtual environments, are \u201cwell suited for facilitating embodied learning because they combine physical activity with salient and compelling representational supports\u201d (p. 447).<\/span><\/p>\n<p><span style=\"font-weight: 400\">Personally, I have seen a rapid shift in the classroom where students can connect with abstracts concepts in virtual and online learning environments. \u00a0Klopfer, E., &amp; Sheldon, J. (2010) noted that participatory simulations \u201cenables students to see the world around them in new ways and engage with realistic issues in a context with which students already connected\u201d (p. 86). \u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">I am lucky to be part of my school division\u2019s STEAM Cohort (mostly elementary teachers) which incorporates art (A) with the standards of science, technology, engineering and math. We recently changed a typical paper-and-pencil animal research project to be more immersive and embodied by incorporating Mixed Reality and Learning-for-Use environment (motivate, construct &amp; reflect).\u00a0<\/span><\/p>\n<h3 style=\"text-align: center\"><strong>Design Challenge: Can you create an animal that would help you SURVIVE?<\/strong><\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-5590 size-full\" src=\"https:\/\/blogs.ubc.ca\/stem2018\/files\/2018\/03\/AR-Animal-Design.png\" alt=\"\" width=\"960\" height=\"1631\" srcset=\"https:\/\/blogs.ubc.ca\/stem2018\/files\/2018\/03\/AR-Animal-Design.png 960w, https:\/\/blogs.ubc.ca\/stem2018\/files\/2018\/03\/AR-Animal-Design-177x300.png 177w, https:\/\/blogs.ubc.ca\/stem2018\/files\/2018\/03\/AR-Animal-Design-768x1305.png 768w, https:\/\/blogs.ubc.ca\/stem2018\/files\/2018\/03\/AR-Animal-Design-603x1024.png 603w, https:\/\/blogs.ubc.ca\/stem2018\/files\/2018\/03\/AR-Animal-Design-620x1053.png 620w\" sizes=\"auto, (max-width: 960px) 100vw, 960px\" \/>Note: Station 1 uses the <a href=\"https:\/\/www.youtube.com\/watch?v=e5pwZOYI28Y\">Animal VR cards<\/a>. The cards provide the opportunity for the students bring the animals to \u201clive\u201d and by connecting the animals with other cards (food, predators or prey). \u00a0As Klopfer, E., &amp; Sheldon, J. (2010) concluded these embodied environments has the \u201cpotential to engage students by seeing information in context and providing a platform through which they creatively explore content by designing and exploring scenarios through the lens of games\u201d (p. 93).<\/p>\n<p><span style=\"font-weight: 400\">The TPACK framework is useful in learning because it supports active and collaborative blended learning. Typically, most MR applications for primary students have embodied learning environments which provide few opportunities to collaborate with peers. In other words, they mostly include single user applications.<\/span><\/p>\n<ol>\n<li><span style=\"font-weight: 400\">How can primary students be better supported to work with their peers in an embodied environment? <\/span><\/li>\n<li><span style=\"font-weight: 400\">How is it possible for primary students mix virtual\/augmented realities? Is it essential to manipulate realities at a young age? <\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400\">Klopfer, E., &amp; Sheldon, J. (2010). Augmenting your own reality: Student authoring of science\u2010based augmented reality games. <\/span><i><span style=\"font-weight: 400\">New directions for youth development, 2010<\/span><\/i><span style=\"font-weight: 400\">(128), 85-94. <\/span><\/p>\n<p><span style=\"font-weight: 400\">Lindgren, R., &amp; Johnson-Glenberg, M. (2013). Emboldened by embodiment: Six precepts for research on embodied learning and mixed reality. Educational Researcher, 42(8), 445-452<\/span><\/p>\n<p><span style=\"font-weight: 400\">Winn, W. (2003). Learning in artificial environments: Embodiment, embeddedness, and dynamic adaptation. Technology, Instruction, Cognition and Learning, 1(1), 87-114.<\/span><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>When discussing your practice, describe a topic that you teach that you think would benefit from an embodied learning approach and explain why. E-Portfolio: How could you use what is developed in these studies to design learning experiences for younger learners that incorporate perception\/motion activity and digital technologies? What would younger children learn through this [&hellip;]<\/p>\n","protected":false},"author":50025,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669393],"tags":[],"class_list":["post-5589","post","type-post","status-publish","format-standard","hentry","category-c-embodied-learning"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5589","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\/50025"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/comments?post=5589"}],"version-history":[{"count":5,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5589\/revisions"}],"predecessor-version":[{"id":5600,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5589\/revisions\/5600"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media?parent=5589"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/categories?post=5589"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/tags?post=5589"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}