Proposal+thoughts

Starting to put my thoughts together about the proposal. Again, I am not 100% clear yet on the details of the projects. I have more or less combine the sections of the proposal criteria. I think we can cut and paste into the framework Peggy already set up.

Also, I like working on word, so just typing in word, and then moving bits and pieces on the wiki to share. (I do that too, Dy. Work in word then copy & paste. I will post my draft that I put on the wiki if you want to edit directly into that; will post on the home page). I will add some comments below & highlight in yellow so they are easier to remove. But great work here Dy! Some very good thoughts expressed here. You will have to forgive me for what may seem as excessive commenting; I think you've got some great stuff here.

This project focuses on the online instruction of a genetics unit of study. 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) Glad you have a reference! Excellent! . Some aspects influencing the declining motivation for science studies includes less student centered instruction, less (replace with "fewer") classroom discussions, less (fewer) debates, more lecturing and more note-taking (Logan & Skamp, 2008). Interestingly, the views (whose views?) for school science are negative while science in society is viewed as positive (Osborne, Simon, & Collins, 2003), which provides indication of changes in schooling need to happen in order to ensure learning occurs (I understand what you want to say but we could rephrase this so it is clearer - something like "which suggests that science education is not providing a positive experience for students"). Scientific inquiry allows for learners to structure their understanding by connecting their background knowledge with newer information (Tan, Yeo, & Lim, 2005). 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 lecture style of teaching.

The Dick and Carey (1990) systems approach model for designing instruction focuses on goal assessment in order to assist with student learning. The components of the systems approach model starts 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 (Dick & Carey, 1990). In addition to this the Dick and Carey systems approach model, we are incorporating and promoting a knowledge building communities with emphasize on collective knowledge of the individual students (Scardamalia & Bereiter, 1994) and learning as a part of the community (Barab & Duffy, 2000). In order to enhance student motivation, it is important to create scenarios that incorporate activities learners will encounter outside of school (Barab & Duffy, 2000 ). Anchored instruction is one category of authentic practice that allows learners to be involved in a fictitious problem to grab their interest ,(delete comma) and build upon their knowledge to solve the problem (Barab & Duffy, 2000) with the help of lessons on an online learning module and peer-led discussion forums.

The goals we are focusing on are based on the Saskatchewan curriculum objectives for grade 12 biology in grade 11 and 12. The focus on the genetics unit includes: 1) describe how the genetic code is carried on the DNA; 2) describe the contributions to protein synthesis via functions of mRNA, tRNA, amino acids and ribosomes; 3) describe the causes and effects of gene mutations; 4) examine dominance of genes; and 5) discuss genetic disorders (reference**; Given on my other page; I think we will stick to just the one section on Mendelian genetics?). Although curriculum standards needs to be addressed, it is equally important to ensure students makes the connection from the text they are reading to information that students are already familiar with (Tovani, 2005) (this is a little unclear to me - what information are they already familiar with? As in their own personal experiences? But I like the thought, it just needs some clarification) . Thus, activities and modules will include simulations on how knowledge of the curriculum objectives can lend itself to the daily lives of the students community participants.

(I like this section - perhaps move it to the section where we discuss interactivities, essentially the last bit of the page I posted earlier; perhaps re-word slightly to make sure it is clear that you are talking about asynchronous learning, or discussion forums, or, not LMS in general.) Compared to traditional structure of teaching, a learning management system (LMS) enable students to contribute to the forum on their own time (Shroff & Vogel, 2009), provide a record of idea development, and aids in teacher assessment by way of tracking student contribution to the forum (Tan et al., 2005). A LMS also allows learners to keep track of each other’s ideas as well as building on or connecting similar ideas. An online discussion forum allows shyer students to participate and edit their thoughts before posting it online. Furthermore, the basis of a knowledge building community is set up (how? Can you clarify this a bit? Sounds like the teacher is assigning roles) so that all participants have their own roles, either by having the more knowledgeable individuals shares their knowledge or the less knowledgeable individuals contribute to knowledge building by requiring for clarification of ideas and concepts (Scardamalia & Bereiter, 1994) (one of my few concerns with this article was that I don't think those less knowlegeable high school students actually do this, ask for clarification. Thoughts?). By source referencing ideas, contributing learners will be encourage by seeing their name posted as an initiator, developer or contributor of an idea (Tan et al., 2005) (clarify this or maybe delete - I'm not quite sure what is meant here. Also, I don't know if our project is really going to ask our students to publish content anywhere, which is what I think you are referring to). The teacher is seen as a facilitator on the LMS and allows students to more or less self-direct their own learning.

Barab, S., & Duffy, T. (2000). From practice fields to communities of practice. In D. Jonassesn and S. Land (Eds.), //Theoretical foundations of learning environments.// Mahweh, NJ: Lawrence Erlbaum.

Dick, W., & Carey, L. (1990). The systematic design of instruction. New York: Harper Collins. Chapter 1: Introduction to instructional design (p. 2-11).

Logan, M., & Skamp, K. (2008). Engaging students in science across the primary secondary interface: Listening to the students’ voice. //Research in Science Education,// 38(4), 501-527.

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.

Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. //The Journal of the Learning Sciences//, 3(3), 265-283.

Shroff, R. H., & Vogel, D. R. (2009). Assessing the factors deemed to support individual student intrinsic motivation in technology supported online and face-to-face discussions. //Journal of Information Technology Education//, 8, 59-85.

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.

Tovani, C. (2005). The power of purposeful reading. //Educational Leadership,// 63(2), 48-51.

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.

Additional information that may go undergo Key concepts section?

Compared to traditional structure of teaching, a learning management system (LMS) provide a platform for blended learning. Blended learning combines lectures, internet access learning and learning with the help of other technologies (Hoic-Bozic, Mornar, & Boticki, 2009). This newer online learning platform has several advantages that include 24 hours of delivery, interactivity, and online assessment (Hoic-Bozic et al., 2009). LMS reinforces the constructivism theory by providing meaningful learning by way of students’ own construction of knowledge and a platform to discuss and exchange ideas with other learners (Hoic-Bozic et al., 2009). Collaborative practical work further supports learning by allowing learners to use their own prior knowledge and experiences to facilitate problem solving.

Hoic-Bozic, N., Mornar, V., & Boticki, I. (2009). A blended learning approach to course design and implementation. //IEEE Transactions on Education//, 52(1), 19-30.