Objectivist Constructivist EDIT 730 31013 Michael Myers Jay Snocker BrainPOP Brainpopcom Michael Myers A company that provides educational animated movies that cover a variety of subjects including science math social studies and English ID: 934504
Download Presentation The PPT/PDF document "BrainPOP Vs. The Climate Game" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
BrainPOP
Vs.
The Climate Game
Objectivist
Constructivist
EDIT 730
3/10/13
Michael Myers
Jay
Snocker
Slide2BrainPOP
Brainpop.comMichael Myers
Slide3A company that provides educational, animated movies that cover a variety of subjects including science, math, social studies and English.
“BrainPOP was conceived by Avraham Kadar, M.D., an immunologist and pediatrician, as a creative way to explain difficult concepts to his young patients. “Today, we're used in almost 20 percent of U.S. schools, and are growing internationally.” (BrainPOP, 2013)
What is BrainPOP?
Slide4Reality: External to the knowerMind: Processor of symbolsThought: Represents reality
Meaning: Corresponds to entities and categories in the worldSymbols: Represent reality
Objectivist Checklist(Jonassen, 9)
Slide5The Learner
The role of the learner is to acquire knowledge.The key elements arethe stimulus, the response, and the
association betweenthe two. (E&N 1993, p. 55)
Knowledge
Adjectives
Slide6The Teacher
The role of the teacher is to transmit the knowledge. “Arrange environmental conditions so that students can make the correct responses” (Gropper, 1987) in (E&N 1993, p. 57).
Adjectives
Slide7The Learning Context
The learning context is structured according to the instructor’s viewpoint of the content and the
stable information resources provided. (Dabbagh, 1996)Learning: Modification of a behavioral tendency by experience (as exposure to conditioning)
Context: The set of circumstances or facts that surround a particular event, situation, etc.
Slide8“As
the student makes progress in language skills, BrainPOP ESL introduces more content-based topics” (BrainPOP)
The Learning Activity
Emphasis on mastering early steps before progressing to more complex
levels of performance
Slide9The Content
Learning is driven by objectives generatedindependent of the learner. “Instruction is structured around the presentation of the target stimulus and the provision of opportunities for the learner to practice making the proper response.”
(E&N 1993, p. 57)Presentation Practice
Slide10Assessment
There is one correct understanding of any topic- one true and correct reality.
Slide11Slide12Reality: External to the knowerMind: Processor of symbolsThought: Represents reality
Meaning: Corresponds to entities and categories in the worldSymbols: Represents reality
Objectivist Checklist✔✔✔
✔✔
(Jonassen, 9)
Slide13BrainPOP
“The role of education is to help students learn about the real world. Students are not encouraged to make their own interpretations of what they perceive; it is the role of the teacher or the instruction to interpret events for them. Learners are told about the world and are expected to replicate its content and structure in their thinking.” (Jonassen,10)
Slide14The Climate
Gamegames-ed.co.ukJay Snocker
Slide15What is The Climate Game?
A situated learning environment in which information is provided in a relevant context (games ED)
A simulation that is played collaboratively with support and scaffolding from instructor (games ED)
Slide16Reality: Determined by the knower Mind: Builder of symbolsThought: More than representation (mirrors) of reality
Meaning: Does not rely on correspondence to worldSymbols: Tools for constructing reality
Constructivist Checklist(Jonassen, 9)
Slide17The Learner
Is a primary meaning maker (Dabbagh, 2005 p.169)Builds personal interpretations of the world based on individual experiences and interactions (E&N, 1993 p. 63)Has an internal representation of knowledge that is constantly open to change; there is not an objective reality that learners strive to know. (E&N, 1993 p. 63
)
Slide18The Teacher
Is a facilitator, guide, coach, and mentor and creates scaffolds for learning (Dabbagh, 2005 p. 169)Accurately portrays the task and does not define the structure of learning required to achieve the task (E&N, 1993 p. 64)Engages the learner in the actual use of the tools in real-world situations (E&N, 1993 p. 64)
Slide19The Learning Context
An open-ended learning environment that supports multiple perspectives (Dabbagh, 2005 p. 169)
Slide20The Learning Activity
Includes, discovery learning, inquiry-based learning, experiential learning, social interaction, role-playing, and authentic contexts (Dabbagh 2005 p. 169)
Slide21Achieving the Learning Outcomes
Slide22The Content
SimulationThe game presents topical issues such as climate change, crime, drugs and unemployment. The approach develops critical thinking skills.An understanding of cause and effect and conflicting issues is generated. Pupils need to think critically and develop creative solutions.
Slide23Assessment
Built into the program
Slide24Reality: Determined by the knower Mind: Builder of symbolsThought: More than representation (mirrors) of reality
Meaning: Does not rely on correspondence to worldSymbols: Tools for constructing reality
Constructivist Checklist✔✔✔
✔✔
(Jonassen, 9)
Slide25Pedagogical Checklist
Slide26References
BrainPOP, http://www.brainpopesl.com/support/about/The Climate Game, http://games-ed.co.ukDabbagh, N., & Bannan-Ritland, B. (2005). Online learning: Concepts, strategies, and applications. Pearson.Ertmer, P. A. & Newby, T. J. Behaviorism, cognitivism, constructivism: comparing critical features from an instructional design perspective. Performance Improvement Quarterly, volume 6 (number 4), pages 50-72, 1993
.Jonassen, David. https://mymasonportal.gmu.edu/bbcswebdav/pid-3090010-dt-content-rid-16416575_1/courses/13275.201310/72552.201270_ImportedContent_20120828040803/Jonassen%20Article.pdf