Collaborative Learning: A Focus on Grade 6 Science (Extreme Environments) Steve Holmberg, Christine Hulme and Eva Perez
ETEC 510 UBC Mary Bryson University of British Columbia
EDUCATION BY DESIGN FINAL PROJECT 2 Key Frameworks The focus of our design project is to introduce Grade 6 students to digital tools, while applying constructivist strategies to deliver a science unit on Extreme Environments. An Extreme Environment is a place where the conditions are so harsh that human survival is difficult or impossible; for example, deserts, volcanoes, and space (Bowman, Doyle and Vissers, 2005). We wish to create a user-friendly, collaborative environment in which learning is student centered. With use of digital tools (Mindmeister, Wikispaces, YouTube, Google Docs, and Weebly), students can be supported to structure learning by building trust within a community and working together towards the identification of learning goals pertinent to completing a task. These applications can encourage higher level thinking skills through inquiry and provide students with the opportunity to approach learning as a form of meaningful engagement and therefore, providing powerful knowledge building capacities and opportunities. Jonassens Constructivist Learning Environment Model (CLE) highlights factors such as design, real world problems, presentation of the task, learning environment, and available resources and opportunities for the development of conversation skills within collaborative learning opportunities and spaces (Jonassen, 1999). Presenting learners with interesting tasks and activities is an important design consideration. The Knowledge is individually constructed and socially constructed by learners based on their interpretations of experiences in the world (Joanassen, 1999, p.217). Computer- supported intentional learning environments (CSILE) focus on a Knowledge Building Community supported by technology. Collective knowledge created through a EDUCATION BY DESIGN FINAL PROJECT 3 community database built by the students, rather than a classroom focused on pursuit of individual interests or on teacher-organized activities, increases motivation (Scardamalia, 1994, p. 276). Through recognition and respect from peers, student engagement increases as the class works together to produce a collective product (Scardamalia, 1994, p. 270, 272).
The primary educational activities are comprised of opportunities for students to collaborate with others and build upon prior knowledge on the subject. The students will explore and advance their knowledge and experience, including the identification of their own goals for learning, while also meeting the learning outcomes of the Province of British Columbia for Grade 6, in Extreme Environments. Engaging in online activities will enable them to work in a collaborative environment, explore questions they have about extreme environments, and demonstrate their learning about the unit.
Some existing collaborative environments that address Extreme Environments include: The Science 6 Extreme Environments module, hosted by Open School BC, Exploring Extreme Environments, a Weebly website designed by Mandy Dolan at Maple Creek Middle School, and Extreme Environments: An Integrated Science Learning Unit for Yukon Grade 6 Students from the University of Manitoba.
In the Science 6 Extreme Environments module, students attend a fictional academy where Extreme Environmental experts teach lessons. Building on the concept of expertise, we propose that students create their own knowledge by becoming experts EDUCATION BY DESIGN FINAL PROJECT 4 themselves of an Extreme Environment. Although this resource claims to be an entertaining, interactive, multimedia resource that allows students to learn and study the topic, we were not able to fully explore the resource due to purchase restrictions.
The website http://maplecreekscience.weebly.com is used as a summative assessment tool at the end of an Extreme Environment unit, once students have learned about the topic. A difference between this resource and our proposal is that our website guides students from the beginning of their journey learning about Extreme Environments, through to the end. The interactivities within the website fulfill both formative and summative assessment practices. It is very user friendly, well structured, and includes the following components: rationale, timeline, recommendations, assessment, resources, and clear criteria. Our proposal is different in that it allows students to create their own criteria for the project. This gives students ownership over the process of learning, building their own knowledge to make learning more authentic and meaningful. Although in the Maple Creek Middle School website, students collaborate together to create a PowerPoint presentation, they do all of the work in class on a printable Word Document. Taking the collaboration aspect one step further, our proposal encourages students to use Google Docs to collaborate online and in real- time. This allows for greater flexibility providing the opportunity for students to work both synchronously and asynchronously.
The PDF resource from the University of Manitoba includes pictures, diagrams, valuable websites, cross-curricular applications and student activity worksheets. It does EDUCATION BY DESIGN FINAL PROJECT 5 include student initiated and directed investigations to foster independence, creativity and curiosity; however, it is very text heavy with lots of information about Extreme Environments. It is not inquiry based, but more traditional in the sense that information is given to the students. Our design ensures that students guide their own thinking and questioning, to create a project that demonstrates constructivist learning.
Our learning environment will use educational media in various ways to provoke students to relate to and consider the world around them, engaging in deeper thinking situated around the inquiry of Extreme Environments. YouTube will provide students with real world scenarios and examples of the Extreme Environments around them. Within our Extreme Environments website, students will have access to and be provided with video examples of five Extreme Environments that exist on land, in oceans, and in space.
Students will engage with these visual representations as they embark on their Extreme Environment investigation. Digital media will also play a large role within the research portion of the project. Videos, film, and the application of iMovie can be used to expand individual and group knowledge, and showcase student learning. Students may choose to use media and remix the content as a way to transform public knowledge into their own creation. Baraniuk (2007) describes an online creative environment that participates in a create - rip - mix - burn process where entities are created, borrowed, altered, and then re- distributed as a new work. He insists that this online collaborative activity is a vibrant interactive community that is current, connected, EDUCATION BY DESIGN FINAL PROJECT 6 and innovative. Our design will take advantage of this web based collaborative mash up as a vehicle for students to use media in personalized ways to build knowledge within their learning community. The cycle that Baraniuk suggests is very similar to the learning cycle that scientists work through when investigating phenomena to solve problems in a research based scientific process. In the elementary classroom, science teachers often use a four phase learning cycle to guide student inquiry. First, students engage with materials and by doing so, they become well acquainted with the task at hand. This is similar to the create step in Baraniuks environment as it finds subjects interacting and engaging with object/things that are already produced and considered complete. Second, students explore phenomena and materials in the scientific process. This exploration often witnesses students dissecting or ripping materials in order to gain a deeper understanding of the material they are manipulating. Third, students explain the findings, which help them to connect with past experiences and build new knowledge. This step in the scientific process aligns with a mix that Baranuik refers to as it allows participants to draw from other experiences to create and justify a point of view. Lastly, the scientific inquiry cycle asks the user to expand on findings realized through the scientific cycle. In a similar fashion to Baraniuks burn process, users in both cycles produce new works that are derived from a culmination of the previous steps within both cycles.
Creative Cycles: R. Baraniuks Online Creativity Cycle vs. A Scientific Inquiry Cycle EDUCATION BY DESIGN FINAL PROJECT 7
Intentions and Positions Through this design project, the intention is to create a collaborative learning environment where students are active, constructive, and [engaged] in authentic learning to develop higher level thinking skills and ultimately build on and create collective knowledge (Jonassen, 1999, p. 219). As Jonassen states, the key to meaningful learning is ownership of the problem or learning goal (Jonassen,1999, p. 219). Students drive their own learning, create knowledge and share it through technology within a learning community. They are able to create content simultaneously and be part of the groups advancing knowledge (Jonassen, 1999, p. 277). Students are at the centre of this process, as authors, making learning engaging, authentic, and therefore meaningful (Scardamalia, M., & Bereiter, C. 1994). The New London Group authors of A Pedagogy of Multiliteracies: Designing Social Futures, broaden the understanding of literacy by extending the idea and scope of literacy EDUCATION BY DESIGN FINAL PROJECT 8 pedagogy to account for the context of our culturally and linguistically diverse and increasingly globalized societies (New London Group, 1996, p. 62). To effectively address the complex reality of schools they address the many text forms that exist with information and multimedia technologies; multimodal literacy skills that are becoming increasingly important today (New London Group, 1996, p. 63). Through collaboration, inquiry and with the use of digital tools, the goal is to create learning conditions for the participation of all, and to build on the diversity that exists in todays population.
Barriers to placing values on this particular set of outcomes include the digital divide, resistant educators, lack of professional development and/or support, and the correlation between the use of technology and an improvement in learning outcomes. To counter these critical points in the context of our design project, students have access to iPads and laptops at school and are not required to work from home (although encouraged). Teachers are supported by administration to professionally develop in the area of technology through after-school sessions and through the appointment of a technology lead within the school. Lastly, to counter the argument that the use of technology does not show any marked improvement in learning outcomes, we intend to leverage the power of digital tools to create and engaging, open learning space for our students.
Inquiry, Self-Regulation and Digital Literacy, are the three pillars of the West Vancouver School District. These three pillars guide the planning and implementation of EDUCATION BY DESIGN FINAL PROJECT 9 the curriculum to encourage innovation and promote personalized learning. Increasing personalization and choice allows for students to take an active role in their learning and increase engagement. Through inquiry-based learning, students are encouraged to take initiative and organize themselves to learn a task or skill and demonstrate learning through multimodal ways. The West Vancouver School District is focused on the implementation of new pedagogy to move students from already high achievement levels to even stronger achievements through a culture of excellence that allows students more choice and self-organized learning (School District #45 (West Vancouver) District Achievement Contract, p. 2).
Teachers and students across the district are provided with digital tools and opportunities that support planning, teaching and learning. With access to technology at all levels and within each school, exploration and implementation of new teaching strategies is encouraged through the progressive approach of digital literacy, supporting the central role that technology plays in effective teaching and learning. Self-directed learning, through inquiry and technology can under certain conditions, improve student learning and support students to develop the skills needed for the construction of knowledge.
In addition, teachers, support staff and administrators in the West Vancouver School District have the opportunity to apply for innovation grants in these areas to form learning teams and collaborate with colleagues and develop professionally to support student learning. This inquiry team structure has provided a staff development model to EDUCATION BY DESIGN FINAL PROJECT 10 deepen understanding of teaching practices and student achievement (School District #45 (West Vancouver) District Achievement Contract, p. 6).
The predominant technology used with this design will be iPads and laptops. To improve student engagement and learning, schools in the district are moving towards pervasive digital access, integrating devices into student learning through technology plans. In primary classes, iPads are provided by the school and at the intermediate level, Grades 4 and 5 students are provided with laptops. In Grades 6 and 7, students are asked to bring in their own devices (BYOD initiative) to provide collaborative settings and opportunities in connection with the focus of the district on inquiry-based learning. Ubiquitous access as well as the ability to work across multiple platforms allows for the successful integration of technology in the classroom. Providing opportunities for students to develop inquiry, digital and collaborative skills may lead to increases in student achievement.
Key Concepts and Contexts Through active engagement and collaboration, students will build knowledge of extreme environments based on the concepts derived from the BC Grade 6 Science Curriculum: clearly identifies many characteristics of an extreme environment explains obstacles unique to exploration of a specific extreme environment is able to assess technologies used for extreme environments EDUCATION BY DESIGN FINAL PROJECT 11 In order to realize their goals, students will be guided by the instructor to develop effective collaborative practices and develop digital citizenship. A defining factor in any constructivist knowledge building learning community is the ability to collaborate online and in the classroom. Goulet et. al (2003) defines collaboration as a process that involves bringing people and groups together, with a purpose in mind. Within this collaborative framework, students learn to value relationships that nurture action and to transform knowledge as they work towards a common goal. As students collaborate, the teacher scaffolds and encourages metacognitive skills through reflection and self- assessment. This helps students learn effective collaborative skills required for groups to operate collectively, value all points of view, and develop a strong sense of trust so that risks will be taken to foster innovative ideas (Goulet et. al 2003). Another defining characteristic of good collaborative practice is the ability for groups to engage in self- reflection during the realization of a common goal. Although Scardamalia & Bereiter posit that learners individual goals within collaborative environments need to be valued, effort needs to be spent solving a common problem, demanding that each individual frame personal goals directed at the realization of solving an assigned task. Scardamalia & Bereiter (1994) declare that within knowledge building environments collaborative work should focus on the advancement of group learning rather than the unveiling of individual wisdom within the group. Classroom discourse defines culture within a learning environment that leads to collaborative knowledge building. Scardamalia & Bereiter (1994) also believe that collective classroom discussions help define valid collaborative environments rather than classrooms that focus on individual goals and pursuits. We agree that individual goals and thought processes are an EDUCATION BY DESIGN FINAL PROJECT 12 important aspect of collaborative learning but in order for a common goal to be realized, individual views need to align together.
Another procedural consideration within the constructivist knowledge building space is the ability of the student to navigate effectively and ethically within technology based environments. Within digital spaces, students develop the skills and learn how to be creative and collaborative, develop research and information fluency skills, build necessary technology and operational conceptual knowledge, and become ethical digital citizens.
The following Technology Scope and Sequence was developed from a culmination of criteria referenced from the ISTE (International Society for Technology in Education), the West Vancouver School District Technology Scope & Sequence, and the Hollyburn Elem entar y Tech nolo gy Action Plan. Criteria from these documents were adjusted, altered, and re-worded to suit the needs of our learners, and value the culture within the classroom. Within the scope and sequence there are abbreviated terms. Please refer to the following table for clarification. EDUCATION BY DESIGN FINAL PROJECT 13
Figure 1: Technology Scope and Sequence EDUCATION BY DESIGN FINAL PROJECT 14
EDUCATION BY DESIGN FINAL PROJECT 15
EDUCATION BY DESIGN FINAL PROJECT 16 EDUCATION BY DESIGN FINAL PROJECT 17 The inquiry unit on Extreme Environments will involve questioning, collaboration, and reflection in the classroom, at home, and in various spaces within the community. The design will use specific applications and web 2.0 resources to help facilitate the learning journey and provide ubiquitous access to functioning devices and wifi for all EDUCATION BY DESIGN FINAL PROJECT 18 students. The environment will rely on open source and multi-platform digital tools to mediate the construction of knowledge.
Figure 2: Digital Tools for Constructivist Knowledge Building Environments WHAT HOW WHY YouTube A web based video site Provocations and to link in class content to real world scenarios/examples of extreme environments Mindmeister A multiplatform and web based collaboration mind map. Class and small group collaboration. Students will brainstorm in Mindmeister so everyone can learn from the collective knowledge of the group. Google Docs A robust, multiplatform/web based real world creation & collaboration tool. Store information in various formats for their website anytime, anywhere and on any platform Weebly A free, multiplatform website creation tool. Develop and showcase learning within Weebly websites. A Wiki A collaborative knowledge building tool. Creation of a learning journal where knowledge is expanded into a realm that reflects the collaborative learning of the entire class.
Although all digital tools will be valued in this unit of inquiry, an emphasis will be placed on the significance in the knowledge building possibilities of the class wiki. In a similar fashion to academic journals, the wiki will provide students with a vehicle to edit, review, publish, combine, and remix the collaborative learning as they build knowledge in a community (Scardamalia, M., & Bereiter, C. 1994).
In designing a constructivist learning environment that is centered on collaboration and digital access, it is important to consider environmental and contextual EDUCATION BY DESIGN FINAL PROJECT 19 factors, diverse learning styles, and the authenticity of tasks and goals. When choosing technology for our design, we investigated and ultimately valued Jonassens (1999) view that technology projects have not been successful because the project designers fail to recognize the importance of the environment and context they are situated in. As a result, our design proposal ensures that virtual environments are cognitively appropriate, ubiquitous, multiplatform, and intuitive to all users. Everyone learns content differently and transforms knowledge in varying ways. Within our design, scaffolding of material either by the teacher or by the students, defines the context of our environment. Within constructivist learning environments, Jonassen (1999) defines scaffolding as a manipulation of a task. This environment will ensure that all learners realize their full potential by providing an organic approach to how student learning is scaffolded. This will be achieved by using a diverse set of strategies to obtain goals and allow students to showcase learning in alternative and various ways. The design will also ensure that the tasks students embark on are authentic and meaningful. The design and organization of the activities is described in more detail in the following section below. If the projects are not engaging and meaningful, students will not see the value in realizing the goals associated with the task. The design ensures authenticity by providing a context that is interesting, appealing, and engaging by situating the content in specific real world tasks that foster cognitive development (Jonassen 1999). The image below outlines an authentic process of engagement in the constructivist knowledge building environment. Regardless of what entry point one decides to jump into the inquiry cycle, the learning will be authentic and engaging because the context of our design situates students at the center and encourages them EDUCATION BY DESIGN FINAL PROJECT 20 to question, communicate, collaborate, and evaluate personal learning in deep and meaningful ways.
Figure 3: The five stages to the Collaborative Learning System (aboutChange Collaborative Learning Suite)
InterActivities We have created a website to introduce Grade 6 students to the Extreme Environments unit (http://extremeenvironment.weebly.com). This website contains activities that pertain to the unit and compliment classroom instruction. The website allows for easy navigation and provides resources and structure to outline the objectives. We have used the Weebly domain to host our site, as it is accessible on both iPads and laptops. Since it is a public domain, the website will not include any EDUCATION BY DESIGN FINAL PROJECT 21 personal information pertaining to the school and/or students. The components of the website include: an introduction, expectations for navigation through the classroom activities facilitated by the teacher, guidelines for the class wiki, YouTube videos showcasing different Extreme Environments, a community forum in the form of a blog and assessment criteria (rubrics will be included once generated by students).
Students will access the digital tools for constructivist knowledge building environments (as outlined in Figure 2) in both blended and online modes within the classroom and from home. Students are encouraged to bring in to class their own devices, everyday, however if they are not able to, the school will provide access to laptops and iPads. The affordance of the cloud-based technology of Google Docs as a learning platform allows for the possibility of supporting the learning process at any location. Since many opportunities are available at school to work collaboratively on the InterActivities, the obstacle of available of technology that can be accessed from home will not be an issue.
Our environment will see students working collaboratively within contexts situated around a constructivist framework. Our design diminishes the role of the teacher to that of a guide/facilitator and witnesses students seeking and defining their own knowledge acquisition. In our collaborative learning space, we believe that social relationships and values should drive the students construction of knowledge and not see the teacher as the conduit of that knowledge.
Verifications EDUCATION BY DESIGN FINAL PROJECT 22
The goal of our design is to showcase constructivist knowledge construction by documenting the learning journey through the process of collaboration in a digital environment. At the end of the unit, we will use Survey Monkey to ask students questions about the design of the unit and provide them with an opportunity for them to reflect on the process. This will provide us with the necessary feedback to improve our design. We will also provide students with self and peer assessments, which will increase student metacognition and also allow us to improve our design. By looking at the survey, assessments, and reflections, we will have the opportunity to add to, change or remove any part of the design we feel would enhance the design and increase learning. These reflective practices will enhance our practice, encourage life-long learning, and ultimately increase student engagement and learning.
Reflections and Connections Group Reflection: Engaging in this creative design process provided a vehicle that encouraged us to question, challenge, and reflect throughout each and every step of the organic process. Designing a lesson plan situated solely within a tangible classroom environment is difficult. This process was compounded immensely as we designed our extreme environment inquiry within a virtual space. As we designed our digital environment, we questioned and discussed the issue of equal and ubiquitous access for all students. Even within affluent societies, digital divides can and do exist. With this in mind, our goal is to be careful and ensure that all students have equal access to functional laptops with adequate wifi while they are at school. This potential issue EDUCATION BY DESIGN FINAL PROJECT 23 unveiled another-we realized we needed to investigate the access students would have to technology at home. To address this issue, individual interviews and/or discussions with students will take place to ensure the necessary digital tools are available at home. Students who do not have this at home will be provided with extra supports and hardware at the school level. Another important aspect of our design is collaboration. It is important to us that all students collaborate ethically and equally within small groups and also within the classroom community. We hope that by preloading tasks, scaffold learning, and nurturing those students who may need support with the process, will result in collaborative practices that value all learning styles. It is also important to us that all students are engaged in their inquiry of extreme environments. The design of our environment, from a content and esthetic point of view, engages students in ways that traditional stand and deliver methods of learning could never do. One example of this active engagement was realized when we decided that students would be the ones to create their own definition of an extreme environment. Once we decided to pursue this approach, we researched other online science lab learning environments and found that there are really no other learning environments of this kind that allow students to define their own learning goals this way. Upon reflection, we realized that as a group of designers, we worked very well together. We got to know each other very well and were able to have deep conversations about the strengths and weaknesses of our design. We assigned initial tasks and roles and worked independently on the various aspects of the design. Throughout the process, we were able to meet face to face, as well as online, to share, review, reflect and align our thinking, ensuring we met the desired goal. EDUCATION BY DESIGN FINAL PROJECT 24
Individual Reflections: Eva Perez: Reflecting upon the evolution of our design, I see growth in my understanding and knowledge in creating effective learning environments with technology. Initially, I was unsure as to how to begin with the design of our Extreme Environment learning space. Working with my peers, questioning and inquiring led us into discussions about the strengths and weaknesses of our initial ideas and outline and to the collaboration of creating our final product. The process, much like the process for students in our design, has been most beneficial for my understanding and learning journey. Working face to face and also virtually, has allowed our group the time and flexibility to continuously add to and enhance our design. As we researched and engaged in discourse, referring to learning theories covered in this and other MET courses, we found ourselves wanting to create a constructivist environment where students were in control of their own learning. Looking at and comparing with other resources, we were able to build upon and create an environment we feel allows students to engage with material and to share and create knowledge. Involving students in generation of the criteria for each task gives them ownership, which makes learning more meaningful and authentic. I often have my students create their own rubrics, with their own language, which helps guide their learning and encourages them to achieve the goal. Encouraging students to then assess and reflect adds to the learning process, enhancing metacognitive skills, and providing important feedback for future projects. Many factors come into play when developing effective learning environments. As a designer, it was EDUCATION BY DESIGN FINAL PROJECT 25 important for learners to digitally and collaboratively interact with and create knowledge, in creative and innovative ways, to honor different learning styles and ensure the success of each and every student.
Steve Holmberg:
When I initially engaged in the process of designing a virtual learning space, I was unsure what aspect of design would best serve our objectives. My initial thoughts were that designing a site situated within, and surrounded by strict educational pedagogy, was the most appropriate choice. However, as the design process unfolded, I started to investigate other aspects of design found predominantly in strategies associated with corporate and commercial environments. I believe that form and function play an equally important role in any relevant and meaningfully designed product and environment. Good design engages the user and encourages the participant to connect with the tangible in deep and sometimes subconscious ways. Now, as we put the finishing touches on our digital learning environment, it is clear to me that form and function play a very important part in the success of technology based learning environments. The interface, intuitiveness, aesthetic vibe and accessibility will determine if the user will engage with a particular digital environment. Jony Ive (2014) insists that design defines so much of our experience and that the goal of a well- designed product/environment is to bring order to complexity. As I reflect on our design and the growth I experienced, I would have to agree with his view.
Christine Hulme: EDUCATION BY DESIGN FINAL PROJECT 26 I have experience creating summative assignments for my students where they are given set criteria to complete a project. This process of creating a design proposal allowed me to think beyond traditional ways of providing my students with information and act more as a guide to help facilitate their learning process. I believe this project gives students a more authentic learning experience as they are asked to explore questions pertaining to Extreme Environments that interest them, as opposed to being told all of the information so they can memorize it for a test. Within this project, I also felt encouraged to include open access platforms such as Google Drive to allow students the opportunity to collaborate both at school and at home. It was a valuable platform for us as it allowed flexibility and real-time editing. Creating this project with two other capable educators was also a rewarding experience because they provided another lens on the overall validity of the Extreme Environments unit in an online collaborative space.
References
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