Category Archives: ETEC 533

Lesson 1: Embodied Learning


Embodied Learning, to learn math and science through movement and senses throughout the body, a very unique way of learning through the creation of a connection between the mental mind and physical body to aid learning. I guess in some ways, we don’t even realise that we are already doing some form of embodied learning without realising it. Like counting down a mental list, and your fingers start to gesture.  It’s also a great constructivist approach to learning.  From the readings, I agree with the authors that there is an importance in cognitive learning as well that we need to explore.

I think for technology to work it’s way into embodied learning, we would need to implement more physical input components in the applications we use for learning. For example:  using a floor mat that has build in sensors to detect inputs. Back in 4th year of my undergrad, my team and I created a soundscape installation as our final project, that allowed users to move around in the space and manipulate music in the space. Their speed and movements, would adjust the music’s tempo and rhythm while certain movements would manipulate the volume. The installation didn’t have specific instructions though, so users would learn as they went. It wasn’t an easy project and required a lot of programming as expected whenever programmers try to take physical inputs and translate that into data to produce something else. This type of embodied learning technology would seem like a small group or individual activity instead of a class size one.

So, for embodied learning to work with technology in math or science classrooms, I would assume that physical inputs would need to be programmed into the applications to respond in the certain ways. The successfulness of these interactions seems more like a programming issue than whether the lesson was taught well and used effective learning approaches. Educational games occasionally found for Wii consoles get kids moving and learning at the same time. So  these new interactive learning applications definitely have potential, if researchers or programmers can find a way to bring them into the classroom.


Dede, C. (2000). Emerging influences of information technology on school curriculum. Journal of Curriculum Studies, 32(2), 281-303.

Winn, W. (2003). Learning in artificial environments: Embodiment, embeddedness, and dynamic adaptation. Technology, Instruction, Cognition and Learning, 1(1), 87-114. Full-text document retrieved on January 17, 2004, from:



Sorry about the lateness, I’m out of town and have very spotty connections. But, here is my overall take of the TELEs.

Anchored Instruction and Jasper SKI and WISE LfU and MyWorld T-GEM and Chemland
Learning Approach Use meaningful approach towards learning by helping students make meaningful connections to difficult concepts.

Scaffold students through difficult concepts, with the help of media.


Inquiry based learning on web.

Builds knowledge through student- centred lessons.

Interactive learning


Learning for use, putting purpose for the learning by identifying the use of the content.

To motivate learning by identifying the use of the content in real world situations


TPCK lessons that Generate, Engage, Motivate

Lesson taught with the aid of simulators to digitally enhance learning.


Interactive Learning


From the different TELEs, we looked at, there were a few things that seems to have made up the basic recipe for successful TELEs. This list includes educators’ need to focus on creating lessons that are student-centered, have the option to be self-paced and allows for active learning through interactive interactions with the content through a technological component. Another key component noticed in the different frameworks was also the critical thinking component in the approaches. The frameworks recognize the importance of students being intrinsically motivated through their own curiosity and skills, which fuels the learning process for each student.

Technologies can help educators guide students in the right direction while not having to physically cater each lesson for each student. That said, I believe that technology can only enhance a lesson so much, but can not completely replace the teacher’s existence, and technologies will only enhance a lesson if it’s chosen correctly.


Lesson 4:1 T-GEM


I don’t usually teach science, so am not quite sure how to state a known challenge of the students. I looked at the list of interactive simulations and picked a topic that I thought would be very useful in a classroom and build this short T-GEM lesson.

Topic: Solubility of Ionic Compounds

Generate – Create interest  in the topic by asking students open-ended questions to engage their thinking and learn more about how much the students already know about this topic.

  • What does soluble mean? Insoluble?
  • What are some things that are soluble/insoluble?

Evaluate – Learn from simulations, have students predict the solubility of elements from the periodic table, then have them try out the different combinations of elements on interactive simulation.


Salt and Solubility

I would even try bringing in some simple items found in the kitchen to have students test out solubility though hands-on research experiments.  Learn about how temperatures can affect solubility as well.

Modify – After trying elements out in the simulation, I would suggest that the students bring in safe items from home to test out their solubility, and experiment on how they can change the solubility if possible based on what they’ve learned.



Khan, S. (2007). Model-based inquiries in chemistryScience Education, 91(6), 877-905.

Khan, S. (2011). New Pedagogies on Teaching Science with Computer Simulations. Journal of Science Education and Technology, 20(3), 215-232. Retrieved from


Lesson 3: LFU Forum


  • In what ways would you teach an LfU-based activity to explore a concept in math or science? Draw on LfU and My World scholarship to support your pedagogical directions. Given its social and cognitive affordances, extend the discussion by describing how the activity and roles of the teacher and students are aligned with LfU principles.

My World seems like a very useful tool to teach geography using technology in a classroom.  Similarly, Google Earth shows to have similar potentials as well. Both great tools to use when teaching LfU based activities. It is very easy to see how these tools would be effective in math or science lessons. I, myself, used Google Earth in ESL to teach a bit of geography as well before. It gives students a chance to “see” the world without having to actually physically go to the place. Especially useful, when I was teaching students about the Wonders of the World,  Google Earth gave me a chance to show students real-life up to date photos in 2D and 3D of the great wonders which was better than regular photos, searchable online. I also used such tools to demonstrate the concept of distance to my ESL students before, when introducing countries to them, and where their country is located.  To visually show them the relative distance. These tools serve the function of motivating and engaging students to learn from their own curiosity.

If I was to apply similar Learning for Use activities in math or science, I would likely use the tools as a database of current information that students can gather from to produce results. It seems like using such tools, serves the purpose of data analysing more than presenting a concept, to be a tool to help students make connections more than anything else.  As Edelson stated “The LfU approach recognizes that for robust learning to occurthe learner must be motivated to learn the specific content or skills at hand based on a recognition of the usefulness of that content beyond the learning environment” (Edelson, 2014).  

My science LfU lesson could possibly look at using the data provided by these tools to make comparisons to present a concept. For example, the size of a country in landmass,  population,  and location. Explore why certain areas on the globe would be more ideal for agriculture, and some not. Why population varies greatly between big cities?  Have the students pick countries of their own interest to answer their own questions. My lesson would likely be climate/science related but would probably connect with socials studies as well. Teachers in the lesson would most likely be the facilitators or be a researcher like the students as well.


Bodzin, A. M., Anastasio, D., & Kulo, V. (2014). Designing Google Earth activities for learning Earth and environmental science. In Teaching science and investigating environmental issues with geospatial technology (pp. 213-232). Springer Netherlands.

Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching,38(3), 355-385.

Lesson 2: SKI/WISE


I chose to explore and customize the “Orbital Motion and the International Space Station” project on WISE as it was an interesting topic to me at the time of selection. I modified the project from the original version, by updating the information and adding some updates about some topics previously brought up about the ISS’s deorbit plan. As the lesson was already well thought up, so I actually didn’t have much to add and probably wouldn’t need to either if I used it myself. My adjustments during use would most likely be in the presentation part of the lesson as the project is created to be used more for individual learning, and I think I would like to use it as a group as well for certain tasks so that group learning can occur.

If I was to use this project for my class,  I would most likely incorporate the lesson with some math and PE to make it an integrated lesson as well. The project has content that can be used for Math lesson as students can learn how to do some calculations after learning the projectile concepts, though it might be more physics related. But the lesson can definitely involve some outdoor, PE component as students can experiment on projectile science with various objects as well to build better understanding. But ultimately, the students would all go back to the online environment to do each section and submit their results there for assessment.