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Technology-supported learning environment for the sustainability of ecosystems
 
The Design of a Technology-Supported Learning Environment
 
to Support Grade 10
 
Science Education
 
(Life Science: Sustainability of Ecosystems)in British Columbia, Canada.
 Shannon CoffeyAshley MylesStacy ChiricoKereen Tatham-MayeETEC 510 65CInstructor: Diane JanesUniversity of British ColumbiaApril 5, 2009
 
Technology-supported learning environment for sustainability of ecosystems
Table of Contents:
Key Frameworks………………………………………………………………………………………p. 3Intentions and Positions……………………………………………………………………………….p. 5Key Concepts and Context……………………………………………………………………………p. 8Design of Interactivities………………………………………………………………………………p. 10Interactivities…………………………………………………………………………………………p. 10Verifications………………………………………………………………………………………….p. 11Reflections and Connections…………………………………………………………………………p. 12References……………………………………………………………………………………………p. 14 2
 
Technology-supported learning environment for sustainability of ecosystems
Key Frameworks:
The focus of this project is on the design of a constructivist learning environment to support theBritish Columbia Science 10 curriculum organizer, Life Science: Sustainability of Ecosystems. Through theuse of online learning technologies (WebCT course shell, Wiki webspaces, and website resources), studentswill be able to explore biotic and abiotic factors of ecosystems, the impacts of bioaccumulation onecosystems in BC, and discover how natural populations are altered or kept in equilibrium.The primary educational activities in this Module will aim to get students actively involved inauthentic learning through exploration, articulation, reflection and social negotiation. To utilize theconstructivist approach to learning as described by David Jonassen, various instructional activities will beoffered to support learners. For example, the use of cognitive modeling to help students develop arguments,coaching learners through the provision of feedback, and by providing temporary frameworks for students’learning.The selection and use of educational media is based on Bates and Pooles SECTIONS Framework. InWebCT learning environment, students will be given a chance to choose the time and place to address thework obtained from the space and into their lives as homework, projects and/or ideas. Through discussion boards, mail systems, web pages and live chats, the space will facilitate the social dimensions of learning andencourage collaborative work. This will also expose learners to a variety of alternative viewpoints, and withthe inclusion of multimedia, various concepts and context will be facilitated. WebCT course tools will allowstudents to develop a better understanding about biodiversity education through group interactions and participation. Our Module is learner-centered with innovative content management and creation facilities.Students will not only be provided with links to relevant information but they will also be expected to carryout their own research in the field, share their findings on the web, and draw conclusions in an open learningenvironment. This will facilitate the free flow of information among participants and the distribution of 3
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