{"id":5727,"date":"2018-03-20T23:07:13","date_gmt":"2018-03-21T06:07:13","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2018\/?p=5727"},"modified":"2018-03-20T23:10:46","modified_gmt":"2018-03-21T06:10:46","slug":"gestures-and-embodied-learning","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2018\/2018\/03\/20\/gestures-and-embodied-learning\/","title":{"rendered":"Gestures and Embodied Learning"},"content":{"rendered":"

There were multiple interesting articles this week to consider. I decided to focus on primary learners for the simple fact I have had the least exposure to them and want to hone my practice. I\u2019m also very curious about how embodied learning effects children\u2019s learning in terms of gestures and participatory technology.<\/span><\/p>\n

Embodied learning is the concept that the whole body is participating in learning activities, not simply the brain. We learn through full body actions, not just brain processing (Winn, 2003). Winn rejected the idea that the mind and body should be thought of as separate entities and insisted that the environmental interactions are critical to learning. If the environmental learning experience is not there, the student is limited in terms of adaptation and are robbed of an authentic learning experience.<\/span><\/p>\n

If we consider this from a primary based perspective it makes complete sense. Play based and project based learning benefits are widely accepted as being goals to strive for. <\/span><\/p>\n

Winn (2003) discussed embodiment a \u201cphysical dimension of cognition\u201d and regarded emeddedness, as the \u201cinterdependence of cognition and the environment\u201d. Embodiment, to Winn, was the physical realm. In primary this translates very easily into math and science units. As Winn states though, our sensory perception is limited and artificial environments offer possibilities to explore concepts currently beyond our direct grasp. Winn was a proponent of 3D spacial environments and their potential to create deeper learning.<\/span><\/p>\n

Barab & Dede (2007) explored mobile technologies and their potential to allow students to be \u201ccoupled.\u201d They proposed that mobile technology would facilitate full immersion in virtual scenarios, where they would participate in the scientific process or real life investigation. They saw large potential for game based technology, which continues to gain in popularity and usage. Minecraft and other such platforms have proven to be educational and a great deal of fun for young learners and it is easy to the benefits of incorporating this into the classroom.<\/span><\/p>\n

Zurin & Williams (2011) was particularly interesting to me and the concept of embodied learning. They discussed gesticulation and how children used it to solve problems. What interested me most about this was the realization that gestures play a major role in all of our teaching. With this being the case I wonder how I communicate physically effects the learning of concepts?<\/span><\/p>\n

More questions I was left with:<\/span><\/p>\n