Embed Size (px)
Citation preview
CASE FORESTMETHODOLOGY
Jorma Enkenberg&
Henriikka Vartiainen
This project has been funded with support from the European Commission.This publication [communication] reflects the views only of the author, and theCommission cannot be held responsible for any use which may be made of theinformation contained therein.
2
22.1.2009
CONSTRUCTING BRIDGES FROM SCHOOLS TO MUSEUMS AND OTHER
MEMORY ORGANISATIONS
BY
1Schools in the Digital Age ..
3
All spaces, places and communities that foster complex experiences and processes are potential sites for learning.
Apprenticeship as a teaching method is a more effective teaching method like lecture and recitation and doing worksheets.
Students can play a central role in the operation of schools, including teaching other children.
22.1.2009
1in report published by Illinois Institute of Technology/Institute of Design. March 2007
4
The learning experiences of kids outside school are increasingly more relevant to modern life than what is learned inside school.
Innovation in schooling is happening at the edges of the educational institution, but there is no mechanism for moving these innovations toward the center.
Kids are increasingly motivated and engaged by what they learn in out- of-school programs and in their virtual, online lives, and a mechanism for capturing and enabling these innovations must be found.
22.1.2009
5
If the school experience is unconnected to the world outside the classroom, it will fail to engage a substantial percentage of capable learners.
It is predictable that students who are motivated in unit based instruction sometimes lose interest when methods shift to the study of isolated, specialized intellectual disciplines in middle school or earlier.
For the 20% of the population with the valued linguistic/mathematical learning style, success continues, but among the remainder, work in formerly attractive subjects becomes drudgery.
22.1.2009
We also believe that16
1. Innovations will come from the edges of the field, not the center.
2. Schools should be nodes on a network, not stand-alone institutions.
3. Innovations should be kid-centered, not test-centered.
22.1.2009
1ideas in report published by Illinois Institute of Technology/Institute of Design. March 2007
Theoretical backgrounds for our work … about learning
Learning means joining into the target community, appropriating processes applied by the members of that community, negotiation of meaning; lastly it means learning to be and become something; that is the students develop of their identity.
The challenge in fostering the development of identity is how to offer opportunities to the students to interact in a meaningful way with the knowledge and processes embedded in the socio-culture of a target community.
Learning means a development process from novice to expert
The problem remains how to scaffold the students in acquiring the thinking and action models typical of the expert members of the community.
7
22.1.2009
Towards inquiry learning …
Challenge:
how to construct broadly based learning interventions that encourage perceiving interesting objects for learning, asking questions (theoretical as well as practical), as well as creating and sharing of knowledge for finding answers to those questions (Wells, 1999, p. 335-336)
8
22.1.2009
Learning in and from memory organisations
A common belief is that schools are for learning while museums are for the preservation of the past (Hawkey, 2004).
Most of our learning that occurs across the life span takes places in various informal environments (Banks et al., 2007)
Learning is also proposed to be most effective when it is situated in an authentic, real life context (cf., Krajcik & Blumenfeld, 2006)
9
22.1.2009
Significance of museum objects in learning
Objects in the museum (in the present case, forest-related) are physical, conceptual and cultural artifacts which offer exceptional opportunities to develop environments for mediating significant research questions, semantically rich meanings related to them, and at least partial answers to the ill-structured and complex questions constructed by the students.
10
22.1.2009
They can mediate powerfully autheticity aspect in learning (Vartiainen, Enkenberg & Nygren (submitted for publication), Herrington & Herrington, 2006)
Design principles for learning
From perspective of developing inquiry-based learning process, the learning task and the instructional model being followed are in a central position.
A good driving question encourages designing and performing inquiries, is semantically rich and relates to expert communities.
Furthermore, it should arise from the phenomena of the real world, be non-trivial, engaging and meaningful to learners.
The students should also feel ownership to the tasks they are trying to solve.
The question, moreover, must be ethically sound, in other words, answering it should not injure individuals, organisms or environment. (Krajcik & Blumenfeld, 2006.) .
11
22.1.2009
From part-task to whole-task appproach
A whole-task approach is one relevant framework for modeling of the learning process that puts focus on semantically rich objects (cf., van Merriënboer, 2002).
This can lead to a process where, after the articulation of the open challenge, the learners begin to articulate and formulate research interests related to the chosen challenge.
Ill-structured problems cannot be solved based on knowledge of only one domain area.
Therefore a powerful learning environment should allow the students to study the chosen challenge from different perspectives and expert cultures.
12
22.1.2009
Opportunities of virtual technologies
The digital technologies can also facilitate various kinds of collaboration – between museum and learners, between different institutions and among learners themselves.
Many museums concentrate on an effort to build a digital copy of the physical museum instead of enhancing and deepening learning from and with museums (Prosser & Eddisford, 2004).
However, replications of the physical structure of museums in digital form and transfer of the collections to digital form do not themselves offer efficient solutions for learning. (Hawkey, 2004.)
There seems to be lack of relevant theoretical perspectives that are of use in constructing digital representations about museum objects.
13
22.1.2009
How to represent museum objects?
Activity theory can offer an approach to conceptual construction of digital representation of these objects.
According to activity theory, learning and action are in a close interaction and learning as well as knowledge emerges from action.
The three central factors: subject, object and tool are all essential here.
The subject comprises the social arrangement whereby the learners participate in the action (Roth & Lee, 2007; Jonassen, 2000.)
14
22.1.2009
15
22.1.2009
CASE FOREST METHOD - Instructional model
At school
In museum and forest science park
CASE FOREST METHOD –a conceptual structure of the learning environment
16
22.1.2009
Conceptual model for of learning object design
17
22.1.2009
Virtual design environment for collaborative design
18
22.1.2009
Virtual design environment for collaborative design
19
22.1.2009
REFERENCES
22.1.2009
20
Banks, J. Au, K. Ball, P. Gordon, E. Gutierrez, K. Heath, S. Lee, C. Lee, Y. Mahiri, J. Nasir, N. Valdes, G. Zhou, M. (2007). Learning in and out of school in diverse environments. Life - long, life -wide , life -deep. The LIFECenter (The learning in informal and formal environments center), University of Washington, StanfordUniversity and SRI International.Hawkey, R. (2004). Learning with digital technologies in museums, science centres and galleries. Futurelab SERIES.Herrington, A. J. & Herrington, J. A. (2006). What is an authentic learning environment? In Herrington, A. J. & Herrington, J. A. (ed.) Authentic learning environments in higher education. Hershey, PA: Information Science, 1-13.Jonassen, D. (2000). Learning: as activity. The meaning of learning project. Learning development institute. http://www.learndev.org/.Krajcik, J. & Blumenfeld, P. (2006). Project-based learning. In K. Sawyer (ed.) The Cambridge handbook of the learning sciences. Cambridge : CambridgeUniversity Press, 317-333
van Merriënboer, J., Clark, R. & de Croock, M. (2002). Blueprints for complex learning: The 4C/ID-model. Educational technology, research and development, 50 (2), 39-64.Prosser, D. & Eddisford, S. (2004). Virtual museum learning. Information technology in childhood education annual, 281-297.Roth, W.-M. (1998). Designing communities. Dordrecht: Kluwer Academic.Roth, W.-M., & Lee, Y.-J. (2006). Contradictions in theorizing and implementing communities in education. Educational research review, 1, 27–40.Vartiainen, Enkenberg & Nygren (submitted for publication). Learning from and ewith museum and research forest objects. Journal of Interactive Learning Research.Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge University Press.
21
22.1.2009
Research and development group and environment
