Reflective Summary 2

Reflective Summary 2

Theme 2 “Emerging Technologies and Resources for Online Learning”

Question 1

Chapter 9 – Participatory Simulations: Building Collaborative Understanding Through Immersive Dynamic Modeling

Recap/Overview

This chapter explored and discussed Participatory Simulations, which was described as students becoming players in distinctive “life-sized” games that are sustained by wearing small computers. These devices support inquiry-based science and developed skills for systems thinking as well as fostering collaborative learning in science classes. The project investigates how learning takes place in an environment created by a Participatory Simulation. (Colella, 2001)

The Use of Technology & Instructional Strategies

Renninger & Shumar (2002) identify that collaborative learning and computer-supported collaborative learning help realize active construction of knowledge, problem expression and peer-to-peer communication. They acknowledge that these concepts are essential components in the collaborative learning process. This collaborative experience is very important in learning and thinking. In addition, Renninger & Shumar (2002) state that these resources need to support communities (Web sites, online discussions, etc.), and that they must have the potential for actually being used in practice.

Successful communities are able to carry on over many generations of members without becoming easily broken. They cultivate their collective knowledge and practice by incorporating variations and being able to address contradictions that can occur from the diversity of this active membership and also the communal interaction with the larger, outside communities that the community exists in and interacts with. These communities must e able to exist over time, through various modifications and role functions. (Riel & Polin, 2002)

For this specific technology, Thinking Tags, hand held computer devices, permitted students a “hands-on” type instructional experience without actually being affected by a “viral outbreak”. The students could gather data through the use of these tags, and then actively engage and struggle with ways and methods to keep the disease from spreading. Each student would have to decide how to best use the information/data in order to better understand the simulation. This activity is based out of Dewey’s Principle of Experience (Continuity and Interaction). This experience requires students to understand and carry out the activity until a reasonable conclusion was met. This also enables students to make investigations into meaningful problems. (Colella, 2001)

Role of Teacher

Technology has the power to advance and improve teaching and learning. Good teaching comes first! It has been forecasted that modern innovations could eliminate the personality of teachers from the instructional equation altogether. However, experience with web-based learning from the past decade or so has shown that interaction with teachers (as unpredictable as it may be) is more fundamental than ever. (Roblyer, 2006)

In addition, Renninger & Shumar (2002) recognized the need to support the actual practices of teachers. In this way, they were involved in a broader community, and this could be a decisive step in self-sustaining communities. By using the community system to aid teachers in managing classroom activities thus creates the potential for increased participation in the community. Simply stated, online tools that initially support teachers in managing their classrooms and in constructing their projects can then later facilitate meaningful collaborations, learning and an authentic sense of community.

The roles of prior knowledge and teachers’ scaffolding are also a necessary part of the successful learning formula. Chapter 3 of CSCL2 summarized that an open-ended environment for discussion only is insufficient for collaborative knowledge building to occur. Hence, working with the students’ prior knowledge and involving the students’ with realistic learning tasks would also be involved. It was also summarized by the majority of our class that “the teacher needs to have a greater involvement in the knowledge “deepening” phase.” (Dr. Ge, Weekly Recap).

Rick Neumann, Sherry Cox, Shelley Hildebrand. and Walid Shihabi also previously summarized that the interrelationship between the role of the instructor and the role of technology could ease collaborative knowledge construction and learning. This could be accomplished by various means, such as creating databases (archives of community discussions), asynchronous and synchronous communication tools, providing a platform in which everyone’s thoughts were represented (visible and transparent), and providing space for negotiating meaning. (Dr. Ge, Weekly Recap)

In the Participatory Simulation case, the role of the teacher, of course, was crucial in the success of the project. The Tag Information content and configuration were designed by the teacher originally. The teacher then presented lesson objectives and expectations and instruction on how to use the tags. This aided understanding, and inquiry into the what and why. Scaffolding of student knowledge was influenced by the different stages of the design (i.e. simulations, discussions and final simulations). This was all accomplished in a social system within the “classroom”, and utilized social constructivist theory. In this way, learning is greatly facilitated with social interaction. Cole (1996) proposes that the modern era faces us with unprecedented new says of being in the world… and that human interaction has always been, in some measure, virtual. He also goes on to say “successive waves of technological innovation increase the density of mediation between individuals and groups can be expected to remain one of the major sources of changes in human life and, along with it, changes in the nature of learning and development.” (Cole, 1996, pp xxviii).

References

Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA:

Harvard University Press.

Renninger, A. & Shumar, W. (Eds.). (2002). Building virtual communities: Learning

and change in cyberspace. Cambridge University Press.

Koschmann, T., & Hall, R.P., Miyake, N. (Eds.). (2002). CSCL2: Carrying forward the

conversation. Mahwah, NJ: Lawrence Erlbaum Associates.

Roblyer, M. D. (Eds.) (2006). Integrating Educational Technology Into Teaching.

Upper Saddle River, NJ: Pearson.

Class Notes, Weekly Recap. learn.ou.edu

Question 2

A. The conceptualization of this (e-IWANABE) community is built on the basis of, “What do I want to be when I grow up?” This will not be an online career assessment tool, nor a virtual career center that merely offers career information in the form of job-search advice or directories. Instead, this community will be a comprehensive source of “try on” careers for people of most ages (elementary through senior citizens).

The context will be an online learning community (or virtual learning community). This will involve a combination of physical and virtual interactions, imagination and identity.

The features would include:

(1) A community in which the core users, or participants, can return repeatedly, and be provided with advice, feedback, discussions, activities, assessment tools, and “hands-on” practice both collaboratively and individually.

(2) A multilayered communication space that would allow for the interaction of different conversations, linking of conversations across Web sites, archiving of discussions, information that would permit exchanges throughout site resources at different or future times. (Renninger & Shumar, 2002, p. 1-2). Platforms would be communal where all participants “thinking” is observable, or private.

B. Unfortunately, I am not that versed in the software packages/tools that are available. However, I have some general knowledge of Moodle and think that I could use that in this contect. Moddle has the capabilities for forums, journals, quizzes, surveys, assignments, chats and workshops, which would all be helpful for this project in the following ways:

It is important that computer-mediated communication facilitates communication between and among people. These virtual spaces can have many “rooms” or “services”. For this community, this would include chat rooms or discussion boards in which participants could “talk” to likeminded people who might have their same career interests and who are also in a novice position. In contrast, they might also communicate with those who are already in their “chosen” career; and who would offer insight on the pros and cons of their decision (Expertise). In addition, leadership could be addressed by building a relationship to help guide the participant to construct knowledge about a chosen or desired career (Mentor, Counselor, Mediator, Peers). Possibilities could also be utilized for virtual “volunteering” opportunities wherein interactions with those in relevant positions could be influences on participants’ relationships and structures of the career to be constructed. This could also serve as scaffolding.

Other forms of communication would also be utilized that would assist the participant with enhancing their networks of information and establishing connection possibilities. This could be utilized by way of archived information, access to actual career counselors and services. Tools such as interest and skill inventories (i.e. Campbell Interest and Skill Survey), personality and temperament inventories (i.e. Myers-Briggs Type Indicator and Keirsey Temperament Sorter Personality Instrument) and actual career counseling would be available. These could all work to make the experience more meaningful, personal and foster confidence and competence in assisting with choosing a career direction. Perhaps a proper fit between participant and career choice could proficiently be discovered in a less threatening and convenient environment. Additionally, there would be many applicable links such as Careerjournal.com where participants could acquire additional, or even initial, assistance with their choice.

e-IWANABE offers participants with many options in which to explore the career of their choice by visiting the various spaces (chat, discussion, bulletin board, counseling, “trying on”, interest, skill and personality inventories, etc.). Allowing the participants increased options and choices can lead to an enhanced sense of control, which is important to intrinsic motivation. (Lepper & Malone, 1987 as cited in Renninger & Shumar, 2006). Another significant factor to motivation is encouraging fantasy. This would come into play especially for the elementary-aged participants exploring what they might “want to be”. This could encourage participation of experimentation and exploration.

The “Trying On for Fit” spaces would specifically utilize the important factor of scaffolding. Participants would practice and develop knowledge concerning their “chosen career” by means of a mediator/expert. Support would be provided by a more competent individual who would help the participant successfully perform the task required of their chosen option within his/her zone of proximal development. This awareness of shared understandings and perceptions could then provide basic common ground and the foundation for better social interaction. (Vygotsky’s Zone of Proximal Development). This could provide participants with increased reassurance in this community due to repetitive assistance from peers and “experts”. This could also result in increased confidence and less anxiety.

These competent individuals would fundamentally exist in the position of acting as a role model for many of the participants to observe in this environment. This, in turn, would mean that involvement of the role model, instructor or counselor would be imperative especially in encouraging and empowering participants. Of course, the role of technology would also play a very significant role in the success of this community. Such factors as relevant databases, various communication tools, and correct platforms and support would be very influential in the ultimate outcome.

These competent individuals would fundamentally exist in the position of acting as a role model for many of the participants to observe in this environment. This, in turn, would mean that involvement of the role model, instructor or counselor would be imperative especially in encouraging and empowering participants. Of course, the role of technology would also play a very significant role in the success of this community. Such factors as relevant databases, various communication tools, and correct platforms and support would be very influential in the ultimate outcome.

I think a large part of this learning community could be based on Dewey’s principles of experiences in which “active manipulation of the environment is necessarily involved in the process of learning”. (Dewey, 1986). Vygotsky would also provide a theoretical structure that could be a very essential component in this community. This theoretical framework states that social interaction sets the stage for the development of cognition (Vygotsky, 1978). I also like Bruner’s theoretical framework that learning is an active process in which learners construct new ideas or concepts that is based on their current and past knowledge. (Bruner, 1996). Children (and adults) often think they know what is involved in a certain career or vocation and, thus, have to frequently reformulate these ideas or constructs into new knowledge. Conversely, some have a very general knowledge about a career or vocation from which they can build subsequent and new knowledge. It is imperative that the use of technology in these forms and the application of learning theories work together in order to better prepare/advance learners for the preparation of their future.

References

Renninger, K. A., & Shumar, W. (Eds.). (2002). Building Virtual Communities.

Cambridge University Press

Dick, W., Carey, L., & Carey, J. O. (Eds.). (2005). The Systematic Design of

Instruction. Pearson A and B.