Malcolm's Learning Object - Arithmetic Workout

I chose this learning object for its simplistic and 'unimpressive' nature, as a counterpoint to the fancier simulations I and others employ in their teaching.

The Arithmetic Workout learning object is simply a timed multiplication table, with 3 separate levels, that students complete in random order. My grade 6 and 7 students love it, and this type of activity is one of the only ways that works to strengthen their basic multiplication (and consequently, dividing) skills. Another similar activity that students love, to a surprisingly elder age, is World Maths Day and World Maths Challenge. It's the same sort of activity where students do simple arithmetic as fast as they can on the computer in a competitive environment (against themselves and others)

The use of this learning object may seem non-constructivist (because it is), and too behaviourist, but that is the point for this activity. As per the ideas of Cognitive Load Theory, I believe students need a base of knowledge which they can then expand on. Students cannot quickly do advanced problems in math, physics, or many other sciences and disciplines if they do not have basic mental math skills. The mental math skills in turn cannot be developed without a memorized base of number skills.

Once students build schemas into their long term memory, the idea is that an entire schema and its connections with other schema can be uploaded into working memory as a single entity, thus allowing the student's working memory to hold enough new pieces of knowledge to solve complex problems. This is a way of expanding, or supplementing the limited capacity of working memory with long term memory.

Artino, A.R.,.J. (2008). Cognitive Load Theory and the Role of Learner Experience: An Abbreviated Review for Educational Practitioners. AACE Journal. 16 (4), pp. 425-439. Chesapeake, VA: AACE.

http://phet.colorado.edu/en/simulation/arithmetic

Christopher’s learning object - Barista - cafe quality espresso coffee at home By Airsource

The iPhone app identified as Barista is a useful example of a learning object. I found this iPhone app useful for three reasons.

http://itunes.apple.com/us/app/barista-cafe-quality-espresso/id302556126?mt=8
http://www.iphonebuzz.com/home-barista-iphone-app-for-coffee-drinker-235865.php

First, it looks like it is an example of a learning object which includes real-life examples. The Barista app shows pictures and videos along with instructions on how to make several types of drinks. It clearly shows real world examples in video and pictures.

One concern I had with the Flash based simulators was that those objects were so removed from reality. The animations were loose representations. The Barista app raises the standard on quality with pictures and videos.

Learning objects which could be classified as being of the type “contextual representation” (Churchill 2007) are ones which show real-life examples and display data as it emerges from an authentic situation. The Barista app appears to meet this requirement.

Second, I believe the coffee making app meets another criteria of Chruchill’s learning object which is defined as the contextual representation type. The app allows users to collect data about the coffee that is produced; the app allows users to take pictures of their artful pictures made in steamed milk. Not only does the app present and explain the way to make several types of coffee, it also allow users to collect data, i.e. pictures, and save and share the data with other users. This learning object clearly allows users to display data “...as it emerges from represented authentic scenario” (ibid 2007).

The third reason I find the Barista app useful is that it situates the information it presents in a socio-cultural practice. This app allows coffee makers to compare their artistic coffee creations, and that is likely one reason this app has been so successful. Not only do users learn the facts and steps to make several types of coffee, but the information is situated within a social practice.

I am impressed with the approach as it makes use of a way of ordering information in a way that works for the users. This app allows users to make sense of the information in a socio-cultural context. Similarly, my research on information literacy seeks to better understand information literacies situated in practices, and why not start this research over a cup of coffee or tea?

Churchill, D. (2007). “Towards a useful classification of learning objects”, Education Tech Research 55:479-497.

Gavin's learning object - Projectile motion

This applet is one of many simulations provided by the University of Colorado. I use many of these applets as introductions to units of work that need to be covered on the Physics IB syllabus. Most of the Universities simulations are useful teaching aids as it provides a learner with hands on experience and a good understanding of the phenomena without teacher intervention. Not only is the applet easy to use and understand but it also means that the learner is directly involved in the unit from the start and because most of these applets are fun to use, the learner is engaged and motivated with the activity.

I have chosen to use the projectile motion applet as this is one of the learning objects I intend to use for my final assignment in this module. A simulation is a good starting point as a motivational tool but without further development of this tool in enhancing a learners understanding, it can start to lose some of its effectiveness. Therefore a learners understanding of this projectile motion concept can be further enhanced if the learner then takes what they have learnt from this simulation and apply the concept to the real world.

Not all simulations can be enhanced this way. For example applets on Qunatum Physics are a little hard to apply to the real world unless you happen to have a partical accelerator in your back pocket. However practical hands on experience is a great learning tool and I have found in the classroom and laboratory that this simulation helps to develop a learners scientific process of developing ideas into practical activities.

Ingrid's learning object - Hardy Weinberg Equilibrium

The Hardy-Weinberg equilibrium is a concept in evolutionary genetics that is part of the course I have to teach. It involves certain mathematical calculations which, for the non mathematically oriented students (as I would consider myself), results in a series of mathematical equations from which students can calculate a value for "p" and "q" - a value which they might have to calculate in exams. In reality, this "p" or "q" value results as meaningless to the students as it probably is to you as you read this. (If you are interested in finding more about the "p" and "q" values please do visit the applet I have embedded below).

Although I am not a big fan of java simulations which are at risk of "taking reality" away from the topic, I like the Evo Tutor applet developed to "simulate" the changes in allele frequencies that are linked to concepts associated to the Hardy-Weinberg equilibrium.

The Hardy-Weinberg equilibrium is a rather abstract topic which relies on the learner being able to interpret, not only an intangible concept (such as a frequency of gene alleles) but also an entirely conceptual time-frame (the model is represented over several life generations, a time frame that by nature it is harder for us to grasp). Taking these issues into consideration, I believe that the simulation -together with empirical case studies were the Hardy-Weinberg equilibrium is thought to have existed (or exists)- can be used as a useful learning object through which students may to an extent, compare "real" data (i.e. from empirical studies) to the expected outcome as predicted by these "formulas" that they have to use. Furthermore, if the situation permits so, this applet allows for students to predict, for example, what a certain experimental set up will result in before they actually set up the experiment.

I consider the value of this LO lies in the fact that it can aid the understanding of this abstract concept. On its own, although a nicely setup applet, the applet does not do a lot more than a teacher might represent on a whiteboard or a student watch on a video. The LO's added value is the way in which it can expand the dimensions through which learners are presented with this highly theoretical model and the way it can be molded to contribute to the understanding of the Hardy-Weinberg principle in real-case scenarios.



Posted by: Ingrid Kopke Donado