Interactivity


 * Looks good to me Dy. But if we're talking f2f lectures, then we're not talking online. Are we saying this is blended, or will we replace the f2f with LMS lessons (could even be screencasts)?
 * I did do some edits of Dy's work, due to this question. See if how I modified things sits with both of you. I also changed our focus back to a much more narrow section of genetics. I think it will be more than enough to develope a mini-module on principles of heredity, and not the entire unit that includes DNA, chromosomes, etc. That is A LOT of material to cover, esp. when we want a major pedagogical shift.

The interactivities are divided into four sections: 1) f2f lecture; 2) discussion forum; 3) concept mapping and 4) wiki. As an introduction, learners are provided with a choice of two scenarios with visual representation as a hook. The scenarios will draws upon their connection to culture and their daily lives. Given that learners have yet to acquire and build on their knowledge of the concept, we intend to reintroduce this hook at the summation of the module in which learners will be provided with the opportunity to create an output that allows them to demonstrate the process of solving the scenarios they had selected at the beginning of the module.

In the f2f lectures, learners will be provided with a selection of online presentations and external internet hyperlinks to gain information of the concepts. The topics that will be covered included: 1) DNA as a unique genetic material; 2) process of protein synthesis; 3) genetic mutations; 4) dominance or recessiveness of genes; 5) genetic disorders; and 6) biotechnology in society. Visual representations are crucial in providing learners the ability to view concepts that are otherwise unable to be viewed in the classroom due to budgetary and time constraints.

Throughout the duration of the module, students are expected to post on the discussion forum to comment, generate ideas or request clarification of ideas. Discussion topics are linked to the f2f lectures or internet hyperlinks. Instructors will monitor these discussions but limit their participation in the role of teacher. The goals are to build upon a community of knowledge building where all learners play a role in contributing to the knowledge base. Although instructors are limiting their contribution to the forum in terms of provider of knowledge, it is important for instructors to promote participation and make aware of their presence in the forum by commenting and providing positive feedback to further encourage less willing participants to participate.

Once learners have completed their f2f lectures, learners will need to form groups to complete a concept map of the topics that are covered throughout the lectures and discussions. The reasoning behind using a concept map allows for higher order thinking skills in Bloom’s taxonomy and provides an opportunity for learners to analyze concepts taught and separate the relevant information from the irrelevant information as a visual representation (Allen & Tanner, 2002). A concept mapping program can either be imbedded into the LMS or provided as an external online link. Learners will collaborate on the concept map to link topics introduced throughout the module. In addition, topic concepts may be linked to a hyperlink or visual representation of the concept. One of the weakness to web-based courses is its overwhelming wealth of information, be it through the lectures or through various discussions, and thus representing the information presented throughout various outputs will allow for enhance learning and information processing of students (Chang, Sung, & Chiou, 2002).

After learners have a chance to view the contents presented within the concept maps, they will be responsible to create a wiki with their group members and revisiting one of the scenarios that was presented at the beginning of the module. Wiki is an application that allow for collaboration by its ability to permit group participants to add, remove, or edit content using a web browser (Elliott, & Fraiman, 2010). Wiki is selected for its ease of usage and access along with its ability to demonstrate learners’ construction of knowledge through synthesis and evaluation along Bloom’s taxonomy (Allen & Tanner, 2002). Learners will now be provided with the opportunity to present the knowledge they have gathered and construct their own solution to how they would go about solving the scenario that was presented and their reasoning behind their thinking. Taken as a whole, it is our intention that the process and flow of knowledge through the discussion forums, concept maps and finally the wiki will serve as a model for knowledge building, similar to the more comprehensive Knowledge Forum.

Lastly, learners will be provided with the opportunity to write a summary of his/her role within the discussion forum of the course, and his/her experiences on the wiki project on the LMS. The reflective aspect is central to allow for learners to analyze their knowledge acquiring process (Barab & Duffy, 2000) and discover areas of strength and weaknesses. The reflective process also assist the knowledge building community, especially the course instructors, in analyzing their own course and instructions and make improvements or adjustments on the course.

Allen, D., & Tanner, K. (2002). Approaches to cell biology teaching: Questions about questions. //Cell Biology Education//, 1(3), 63-67.

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.

Chang, K., Sung, Y., & Chiou, S. (2002). Use of hierarchical hyper concept map in web-based courses. //Journal of Educational Computing Research//, 27(4), 335-353.

Elliott, E. W., & Fraiman, A. (2010). Using chem-wiki to increase student collaboration through online lab reporting. //Journal of Chemical Education//, 87(1), 54-56.