Speculate on how such networked communities could be embedded in the design of authentic learning experiences in math or science. Elaborate.
There are many opportunities to embed networked communities in math and science learning. For this activity I focused on the networked communities of Exploratorium and Virtual Field Trips. Both of these networked communities are based on real life experiences and therefore offer authentic learning opportunities for students. As an alternate activity I explored Volcano World. For some topics such as Space, Volcanoes, hurricanes etc. a VFT such as Volcano World or Nova/PBS may be the only way students can safely explore the topics. However I don’t think that Virtual Field trips are a substitute for all real life experiences but instead would be helpful in enhancing possible field trips. Results of Spicer and Stratford’s study support my feeling. Student participants while engaged and excited by the virtual field trip felt that they could not replace a real life field trip. According to Bellan and Scheurman (1998) “a virtual field trip can complement and enhance a real one” (as cited in Spicer and Stratford, 2001, p. 352).
Museums such as the Exploratorium in San Francisco enable visitors to interact with authentic science activities. Through the use of the internet students, teachers and interested learners have access to this resource from anywhere in the world. Hsi 2008 posits “that innovative educational applications, tools and experiences are being specifically designed to capture the interests and attention of learners to support everyday learning”(p. 891). This access enables educators to design experiences that some students would otherwise not have access to and in so doing enhance and extend student learning. The resources found on this site could be used before a field trip to construct background knowledge, and/or after a fieldtrip to enhance the learning. Spicer and Stratford 2001 conclude that “one of the most fruitful ways forward seems to be the use of VFT to prepare for, or to revise, real field trips” (p. 353). Teachers, schools students and parents can also take advantage of RSS feeds to keep current with science and Math stories/innovations and/or contribute questions to practicing scientists in the field. These opportunities enable students to participate in authentic science thinking, problem solving and inquiries.
These resources can be incorporated into the design of Math and Science units to teach a variety of concepts. For example when teachers are planning a unit on the eye, they can utilize the Exploratorium’s cow eye dissection demonstration. This is good visual demonstration that is broken down into manageable steps, with clear instructions and correct anatomical descriptions. Students can view this demonstration before engaging in their own lab explorations or alternately in schools where labs are not available students can complete the online demonstration.
Having students visit live cams such as Panda Cam, Polar Bear Cam or explore a volcano through Volcano World enable students to experience these animals, natural phenomena in ways they would otherwise not have access to and brings their research projects to life. Teachers can use these online experiences to take learning beyond the walls of the classroom and have students interact with global communities.
References
Hsi, S. (2008). Information technologies for informal learning in museums and out-of- school settings. International handbook of information technology in primary and secondary education, 20(9), 891-899.
Spicer, J., & Stratford, J. (2001). Student perceptions of a virtual field trip to replace a real field trip. Journal of Computer Assisted Learning, 17, 345-354.