[Year 12 IT Apps] What Future IT? (Charmaine Taylor)

Thu Oct 4 14:45:59 EST 2007

I was holding off from commenting here but it seems that not everyone has
gone into holiday mode, so I'll say something.

If we look at this list:

- motivation
- engagement
- inclusive learning
- discovery learning
- constructivism
- constructionism

I don't think these terms mean the same thing but at least some are being
used interchangeably

Most of the recent research I have seen is in the opposite direction of what
Charmaine says -

"Fantastic example of constructivist learning Keith! It's what the recent
educational research has discovered is needed to engage students so that
they achieve better learning"

eg. I wrote a response to one such study that claimed that minimal guidance
during instruction does not work - but there are many such studies around
http://billkerr2.blogspot.com/2006/10/minimal-guidance-during-instruction.html
(link in that blog to a critical discussion about discovery learning - wag
the dog entry on artichokes blog)

I would like there to be a smooth connection between increased motivation /
engagement and increased learning but the research history suggests to me
that it is far from smooth - this includes the old logo research

It could be that motivation increases but learning does not necessarily
increase or is equivalent or is less cf an instructionist scenario. It's
nice when students are motivated but how do we really know that long term
learning has increased?

I think the research undertaken by the game maker cluster showed increases
in motivation, fun, engagement for some (not all) students but we didn't
really produce any hard evidence about increased learning - some anecdotal
yes, hard evidence, no

Here is a post from mark guzdial
http://www.amazon.com/gp/blog/post/PLNK14F2YOSI9OWBM
about a parallel study comparable to keith's- two ways of teaching intro to
computer systems, one formal and one real life - the results for the
learning were comparable even though the real life class was more engaged

I support constructionist learning in theory and practice but think we need
to be careful not to make wholesale claims for fuzzy "discovery learning".
These issues are complex, there is good and bad "discovery learning". When
the evidence is *not* forthcoming for extravagent claims then that actually
acts as fuel for those pushing the opposite agenda - back to basics
instructionism.

-- 
Bill Kerr
http://billkerr2.blogspot.com/
<http://www.users.on.net/%7Ebillkerr/>
On 9/28/07, Roland Gesthuizen <rgesthuizen at gmail.com> wrote:
>
> Too right Kevork! There is a lot to be said for constructivist learning,
> generating and using data that the students have "real ownership' of. .. my
> lot struggled through charting last year until I let them develop a plan for
> their school formal. It was fascinating to watch the school captain walk
> about the room, correcting the other plans to keep them on time and on
> budget. It was her job to actually organise the 'real' senior student formal
> and in the process she was able to recruit some helpers. For our practice
> outcomes we covered the Scout Mudbash and the chap who ran the local pizza
> shop next to our school.
>
> Of course, as eductors it doesnt mean that we sit back and watch. We still
> have a very important role to structure discussions, dig up supporting
> resources and give the odd tap on the steering wheel to get things back on
> track.
>
> Regards Roland
>
> On 28/09/2007, Kevork Krozian < Kroset at novell1.fhc.vic.edu.au> wrote:
> >
> > Hi Guys,
> >
> > Fabulous examples from Charmaine and Keith ..!!!
> > Couldn't agree more !
> >
> > I am the last living IPM teacher at my school and I had struggled with
> > Project Management in terms of engagement. The students didn't need to build
> > a house or landscape a block of land but they did want to go on a schoolies
> > holiday at the end of the year !
> >
> > So we had as our project aim " organising the schoolies holiday". Some
> > of the tasks included:
> >     1. Selecting members of the group to holiday together
> >     2. Deciding on a location for the holiday
> >     3. Selecting a property at which to stay
> >     4. Collecting money for a deposit
> >     5. Signing the lease/contract
> >     6. etc etc
> >
> > It seemed to really fire them up so there it is again. Engagement when
> > it is relevant or they have a direct input in the process and the direction
> > of the learning.
> >
> > PS . Will this encourage you to perhaps put off your retirement Keith
> > ??!!
> >
> > Take Care
> > Kevork
> >
> > >>> Charmaine Taylor < tigeroz at alphalink.com.au > 27/09/2007 9:02 pm >>>
> > Fantastic example of constructivist learning Keith!  It's what the
> > recent educational research has discovered is needed to engage students
> > so that they achieve better learning. We need more of this.
> >
> > Charmaine Taylor
> >
> >
> > Keith Richardson wrote:
> >
> > >Charmaine - your voice is like music in my ears! "...from the point of
> > >view of the problem to be solved..." is the secret to highly motivated
> > >behaviour across all subject areas, not just computing.
> > >Here is a specific example that will make my point:
> > >I tried an interesting parallel experiment with my two Yr 7 science
> > >classes.
> > >With the first I designed a logical series of practical experiments
> > >involving measurement, mathematical calculations, graphing of results
> > >all investigating the operation of levers. I thought the design was
> > >fantastic, but the kids did not get involved at all. "Boring!" was
> > their
> > >verdict.
> > >With the second class, I showed them a desktop-trebuchet I had made and
> > >challenged them to design and build one themselves that would throw a
> > >small rubber ring over 3 metres. They were given a period and heaps of
> > >equipment to select from. Periodically I stopped them to discuss safety
> > >telling them that over the centuries of use many trebuchet operators
> > >were killed, and I did not want to add to the number here! The classes
> > >enthusiasm was staggering, and I enjoyed watching them make mistake
> > >after mistake but edging towards success as they worked at making a
> > >LEVER solve this problem for them. I guarantee that their instinctive
> > >understanding of how to make use of a lever will stay with them for
> > >life, and many of them will make actual use of this wisdom in the
> > >future.
> > >
> > >So, Charmaine, I agree with you.
> > >
> > >Regards, Keith
> > >Keith Richardson
> > >
> > >_______________________________________________
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> > >
> > >
> > >
> >
> >
> > _______________________________________________
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> >
> >
> > _______________________________________________
> > http://www.edulists.com.au - FAQ, resources, subscribe, unsubscribe
> > IT Applications Mailing List kindly supported by
> > http://www.vcaa.vic.edu.auvce/studies/infotech/itapplications3-4.html -
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> > Teachers Association Inc
> >
>
>
>
> --
> Roland Gesthuizen - ICT Coordinator - Westall Secondary College
> http://www.westallsc.vic.edu.au
>
> "Never doubt that a small group of thoughtful, committed citizens can
> change the world; indeed it is the only thing that ever has." --Margaret
> Mead _______________________________________________
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