Key+Frameworks

The design project is to develop an online collaborative learning module on Human Genetics for a senior biology class, focusing on the laws of heredity. Traditionally, teachers are the provider of knowledge but there is a gradual, but powerful movement towards interactions between teachers but also among learners themselves. In particular, science education undergoes criticism with regard to focus on knowledge acquisition instead of building the foundation and skills needed for lifelong learning (Vedder-Weiss & Fortus, 2011). Some aspects influencing the declining motivation for science studies includes less student centered instruction, fewer classroom discussions, fewer debates, more lecturing and more note taking (Logan & Skamp, 2008). Interestingly, Dearing (as cited in Osborne, Simon, & Collins, 2003, p. 1051) showed that while science in society is viewed as positive, the views for school science are negative. This suggests that science education is not providing a positive experience for students.

The implications of these studies indicate that in order to promote motivation for science learning and achieve meaningful learning, we need to promote a student centered instruction that allows for more student to student interactions and interactivities, rather than the traditional transmission style of teaching. In response to these challenges seen in science education, the guiding learning theories for this module design are focused on meaningful learning in a social and cultural setting. Vygotsky’s work on developmental learning will be reflected in the design, as will Piaget’s pioneering work on constructivism. Furthermore, Ausubel’s theories on meaningful learning will be incorporated by the project’s promotion of collaboration and subsumption of ideas.

Many aspects of the above learning theories can be integrated into the project by promoting a knowledge building community with an emphasis on a community’s collective knowledge of the individual students (Scardamalia & Bereiter, 1994). In order to enhance student motivation, anchored instruction and inquiry will used. Anchored instruction, a type of practice field, creates scenarios that incorporate activities which learners will encounter outside of school (Barab & Duffy, 2000). Practice fields are similar to Problem Based Learning (PBL), which has been shown to promote intrinsic motivation (Hmelo-Silver, 2004). Scientific inquiry allows for learners to structure their understanding by connecting their background knowledge with newer information (Tan, Yeo, & Lim, 2005) and can be considered a part of meaningful learning. These instructional methodologies will be keys to success in this Human Genetics project as choice and freedom afforded by constructivism and knowledge building acts as motivators for adolescents.

The functional design of this project will be aided by the use of the Dick and Carey Model (Dick & Carey, 1990) , which allows for targeted treatment of our set goals in instructional design. The components of the systems approach model begins with assessing the needs to set up goals, conduct instructional analysis, analyze learner needs, write performance objectives, develop instructional instruments, materials and strategies, and design formative and summative assessments. It is important to note that the intentional embedding of assessment in instructional design, as promoted by the Dick and Carey Model, is seen as being an important component of the project. Assessment For Learning and formative assessment drives student learning (Black, Harrison, Lee, Marshall, & Wiliam, 2004) and research shows that embedding formative assessment can lead to improved student outcomes (Shavelson et al., 2008). To implement the online course, a Learning Management System (LMS) will be chosen with the aid of Bates and Poole’s SECTIONS framework (Bates & Poole, 2003) . The SECTIONS framework facilitates wise choices on technology acquisition and use by considering educators, learners and institutional interests. Finally, the idea of using an LMS to deliver an online module is validated by ISTE’s Educational Technology Standards for Teachers (//ISTE | NETS for Teachers 2008//, n.d.) : we intend to promote creative thinking and engage students in real-world issues with the use of collaborative digital tools which allow students to pursue individual curiosities. To do this, t he learning components will be wrapped around a problem-based scenario involving a relevant and authentic case of celebrity paternity. A variety of web-based collaborative tools such as discussion boards, wiki, shared online documents such as Google docs, mind-mapping/presentation tools, among other tools, will be available for students. Many of these tools will be available as options rather than mandated. Expectations will be for frequent group contact on the order of three to four times per week. Existing online simulations and other materials will provide the core instructional content.

References for this section

Barab, S., & Duffy, T. (2000). From practice fields to communities of practice. In D. Jonassesn & S. Land (Eds.), //Theoretical foundations of learning environments//. Mahweh, NJ: Lawrence Erlbaum. Bates, A. W., & Poole, G. (2003). //Effective teaching with technology in higher education: foundations for success//. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED498562&site=ehost-live; http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0787960349.html Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: assessment for learning in the classroom. //Phi Delta Kappan//, //86//(1), 8. Dick, W., & Carey, L. (1990). Introduction to instructional design. //The systematic design of instruction// (pp. 2-11). New York: Harper Collins. Hmelo-Silver, C. E. (2004). Problem-based learning: what and how do students learn? //Educational Psychology Review//, //16//(3), 235-266. doi:10.1023/B:EDPR.0000034022.16470.f3 //Iste | nets for teachers 2008 //<span style="font-family: 'Times New Roman','serif';">. (n.d.). (Vol. 2010). <span style="font-family: 'Times New Roman','serif';">Logan, M., & Skamp, K. (2008). Engaging students in science across the primary secondary interface: listening to the students’ voice. //Research in Science Education//, //25//(9), 501-527. <span style="font-family: 'Times New Roman','serif';">Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: a review of the literature and its implications. //International Journal of Science Education//, //25//(9), 1049-1079. doi:10.1080/0950069032000032199 <span style="font-family: 'Times New Roman','serif';">Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. //The Journal of the Learning Sciences//, //3//(3), 265-283. <span style="font-family: 'Times New Roman','serif';">Shavelson, R. J., Young, D. B., Ayala, C. C., Brandon, P. R., Furtak, E. M., Ruiz-Primo, M. A., Tomita, M. K., et al. (2008). On the impact of curriculum-embedded formative assessment on learning: a collaboration between curriculum and assessment developers. //Applied Measurement in Education//, //21//(4), 295-314. doi:10.1080/08957340802347647 <span style="font-family: 'Times New Roman','serif';">Tan, S. C., Yeo, A. C. J., & Lim, W. Y. (2005). Changing epistemology of science learning through inquiry with computer-supported collaborative learning. //Journal of Computers in Mathematics and Science Teaching//, //24//(4), 367-386. <span style="font-family: 'Times New Roman','serif';">Vedder-Weiss, D., & Fortus, D. (2011). Adolescents’ declining motivation to learn science: inevitable or not? //Journal of Research in Science Teaching//, //48//(2), 199-216.