Nikita's 362 Blog

Design-based Thinking

The use of 3D virtual environments for educational purposes is growing more and is evident in a range of classroom environments today (Bouta & Retalis, 2013). Through this high-level technology, students work in collaborative learning environments building essential 21st-century skills. Furthermore, 3D virtual environments enhance student’s engagement as they become active learners and are involved in their own learning process.

Design-based thinking allows students to teach digital literacy using tools that support student’s learning (Bekker, Bakker, Douma, I., van der Poel, J., & Scheltenaar, K, 2015). Students work on their collaboration skills whilst using design software such as TinkerKad and Makers Empire both of which we explored in tutorials.

In terms of pedagogical practice and teaching strategies, there are many ways to implement 3D virtual environments and 3D printing in ways that extend student learning. For example, this would be useful in a primary school Science and Technology lesson as it caters to the Design and Production outcome. I would use this as a cross-curricular along with Mathematics in a lesson using measurements in length. Giving students a problem-solving question using measurement will allow them to use their critical thinking skills. They can involve themselves in the design and creating the process of their products. The program we explored in the tutorial; Makers Empire would be the most suitable tool for 3D design.

Advantages and Disadvantages

Students can work comfortably at their own pace which will make their learning process more meaningful. However, with all these advantages there a couple of things that teachers may find difficult with embedding 3D virtual environments into lessons. Firstly, there isn’t much research on how to use this type of technology in the classroom. This means that teachers will have to experiment with the use of 3D design software. This could be a time-consuming process however; with appropriate implementation, this could extend student’s learning.

Students build on the 21st-century skills of problem-solving, collaboration, resilience, focus and creativity (Saavedra & Opfer, 2012). Moreover, students are given the power of choice and digital freedom to create something that links with their interests. The application of 3D virtual environments and design software within a classroom context is more apparent as students learn new skills and concepts. Programs such as Makers Empire encourage the use of higher-order thinking skills, deeper learning outcomes, and complex thinking and communication skills (Saavedra & Opfer, 2012). Furthermore, 3D printing helps students solve real-life problems in a creative way.

References

Bekker, T., Bakker, S., Douma, I., van der Poel, J., & Scheltenaar, K. (2015). Teaching children digitial literacy through design-based learning with digital tookits in schools. International journal of child-computer interaction, 5,
29-38.

Bouta, H., & Retails, S. (2013). Enhancing primary school children collaborative learning experiences in maths via a 3D virtual environment.

Eisenberg, M. (2013). 3D printing for children: What to build next?. International Journal of Child-Computer Interaction, 1(1), 7-13.

Saavedra, A., & Opfer, V. (2012). Learning 21st-Century Skills Requires 21st-Century Teaching. Phi Delta Kappan, 94(2), 8-13. doi: 10.1177/003172171209400203

Games-based Learning (GBL) is perceived as a potentially engaging form of supplementary learning that could enhance the education process in al levels of education including primary, secondary and tertiary education (Hainey, Connolly, Boyle, Wilson & Razak, 2016). It is through the creation and design of digital games students can enhance their learning experience to be more meaningful and engaging.

In this week’s tutorial, we delved into the program Scratch where we were able to create simple yet interesting games using block codes. As games-based learning is a new concept within classrooms, teacher’s knowledge in this area may be limited. Therefore, like Scratch it was useful that these programmes have tutorials for its users to follow. This makes the learning process more meaningful for students as they can understand what each command and code mean and how it affects the game. It is fulfilling watching the game work and would foster creativity amongst students, building their 21^st century skills.

Advantages & Disadvantages

There is a level of concern that can be raised in relation to the use of games within the classroom and the context in which it is used. Parents may be weary of the use of games in the classroom. Therefore, teachers should be knowledgeable on this topic as it is widely discussed today. If teachers make clear that the games will be appropriate in content and ensures the safety and privacy of students, parents will be more understanding of its use.

On the other hand, it has been shown that Games can improve attention, focus, and reaction time amongst students. Digital games have shown to significantly enhance learning compared to non-game approaches (Clark et al., 2016). Furthermore, it creates an inclusive learning environment that encourages positive attitudes. Games can help with motivation in the classroom as it caters to the range of needs and abilities.

Games based learning develop the 21^st century skills amongst students that are essential for their future such as collaboration, interaction, etc. Games allow students to use the method of trial and error as they involve themselves in the process of experimentation to achieve their goal. This shows students that failure is a part of the learning process and it can be used to build their understanding. Games can be imbedded within key subject areas of Science and Mathematics as it supports student learning. For example, using Minecraft Education Edition to develop and design basic Chemistry games and experiments for primary students.

References

Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of educational research, 86(1), 79-122.

Hainey, T. Connolly, T., Boyle, E., Wilson, A., Razak, A. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers & Education, 102, 202-223.

The emergence of Virtual Reality (VR) in the classroom brings new possibilities by allowing students to become virtually immersed in this digital technology tool at very little cost (Johnson, 2018). Tools such as virtual reality provide students with 360-degree view, allowing them to see their surroundings and immerse themselves in what they are learning. The Occulus VR headset had a program made with National Geographic which we explored in this week’s tutorial. The Occulus was an expensive digital tool that would be difficult to use in the classroom amongst many students. However, the Google cardboard and 22MOO glasses are inexpensive and just as effective. 

Educators use virtual reality to increase the intrinsic motivation of students through factors such as collaboration and gamification in the design of their experiences (Kavanagh, Luxton-Reilly, Wuensche & Plimmer, 2017). This week’s tutorial opened my eyes to the different uses of Virtual Reality. I always thought that VR was an expensive tool to use within the classroom however, I have learnt that they are inexpensive and easy to use given the correct equipment. The app I explored this week was one called ‘Explore Egypt’ which allows the viewer to discover Egypt and its interesting history and culture. We were able to go into tombs and look around as well as undergo a mission in Egypt which was very engaging. Virtual Reality uses collaboration and explores student’s creativity by allowing them to create their own virtual experience.

Virtual Reality is an emerging technology in education that plays an important role in increasing student engagement and motivation (Makransky & Lilleholt, 2018). VR can be used in many subject areas, particularly within Science. It would be interesting to use virtual reality to explore concepts such as Living World and Earth and Space. Having students interact with the chosen topic in a hands-on method will increase their creativity and imagination.

References

Johnson, C. (2018). Using virtual reality and 360-degree video in the religious studies classroom: An experiment. Teaching Theology & Religion, 21(3), 228-241. doi: 10.1111/teth.12446

Makransky, G., & Lilleholt, L. (2018). A structural equation modeling investigation of the emotional value of immersive virtual reality in education. Educational Technology Research And Development, 66(5), 1141-1164. doi: 10.1007/s11423-018-9581-2

Kavanagh, S., Luxton-Reilly, A., Wuensche, B., Plimmer, B. (2017). A Systematic Review of Virtual Reality in Education. Themes in Science and Technology Education, 10(2), 85-119.

Augmented Reality (AR): 4D Anatomy

We are in a rapidly changing society where there is a great deal of change and endless information and knowledge available (Lee, 2012). By using technology in the right way and with the correct learning intention, it creates numerous opportunities for young learners.

This week’s tutorial focused on Augmented Reality which I found to be very interesting as it opened my imagination to several different apps and their uses. These apps such as the 4D Anatomy is a useful resource that could be used in the classroom to further concrete student’s understanding of difficult concepts. For example, the 4D Anatomy app could be used in a high school Biology science class to help students understand the function and uses of the body and heart. They provide full detailed visual images for learners to further their understanding. It not only helps educators within their lesson but fosters creativity within students as they are placed in a realistic setting. The only issue I found with this app was that as a pre-service primary school teacher I didn’t find that this app could be used for the younger children. However, there are many other apps we played around with that could be used within the lesson to stimulate cognitive skills and understanding. This advanced technology enables users to interact with virtual and real-time applications and brings the natural experiences to the user (Saidin, Abd Halim & Yahaya, 2015).

Lee (2012) suggests that Augmented Reality (AR) is one technology that dramatically shifts the location and timing of education and training. This shows that AR will have a positive impact in the future of education. Although AR offers new learning opportunities, it also created new challenges for educators (Wu, Lee, Chang & Liang, 2013). These challenges include cognitively overloading due to the masses of new information students are introduced to as well as the multiple digital devices they use. However, if AR is used as a supportive resource to the lesson rather than the focus it will help educators when teaching new concepts.

Overall, AR allows students to adopt and apply new techniques and information to real-life situations and learning. Augmented Reality (AR) can influence students to learn actively and can motivate them, leading to an effective process of learning (Saidin, Abd Halim & Yahaya, 2015).

References:

Lee, K. (2012). Augmented Reality in Education and Training. Techtrends, 56(2), 13-21. doi: 10.1007/s11528-012-0559-3

Saidin, N., Abd Halim, N., & Yahaya, N. (2015). A Review of Research on Augmented Reality in Education: Advantages and Applications. International Education Studies, 8(13). doi: 10.5539/ies.v8n13p1

Wu, H., Lee, S., Chang, H., & Liang, J. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41-49. doi: 10.1016/j.compedu.2012.10.024

The application of robotics within a classroom context is more apparent as students learn new skills and concepts. Robotics provide a diverse range of robotic tools that can help expand student’s break down their understanding of difficult concepts, particularly in subject areas such as Mathematics and Science. For example, Beebots and Bluebots can be used for younger years to explore the topic of direction and measurement. Furthermore, research shows that 69% use of robotics have dealt largely with STEM related topics (Kubilinskiene, et.al., 2017). When testing the Beebots and Buebots in class this week, I found they were not only enjoyable but also useful in supporting ideas and key teaching concepts. However, I did find that this would be better suited for younger years as older students would not likely be challenged and extended when using this simple technological tool.

It provides a hands-on approach for students and has them work collaboratively together to achieve their learning goal. The ability to collaborate with others is an important 21^st century skill an important condition for optimal learning (Saavedra & Opfer, 2012). Moreover, Beebots and Bluebots foster creativity in many ways as it allows students to decide their own course and set of instructions. If students find lessons relevant to their lives, they are more motivated to learn and use their knowledge and understanding creatively (Saavedra & Opfer, 2012).

Robotic tools such as Beebots encourage the development of 21^st century skills, especially critical thinking, problem solving, collaboration, creativity and inquiry learning (Altin & Pedaste, 2013). Inquiry-based learning is important as students are able to experiment and develop efficient strategies to their questions along the process. Students are seen as active participants in the construction of their learning and can use robotics to support new findings. The use of innovative tools such as Beebots and Bluebots with the addition of iPads create an encouraging and collaborative learning environment.

References:

Altin, H., & Pedaste, M. (2013). Learning Approaches To Applying Robotics in Science Educaion. Journal of Baltic Science Educaition, 12(3), 365-365

Kubilinskiene, S., Zilinskiene, I., Dagiene, V., & Sinkevieius, V. (2017). Applying Robotics in School Education: a Systematic Review. Blatic Journal of Modern Computing, 5(1), 50-69

Saavedra, A., & Opfer, V. (2012). Learning 21st-Century Skills Requires 21st-Century Teaching. Phi Delta Kappan, 94(2), 8-13. doi: 10.1177/003172171209400203

Computational Thinking is a growing field in education (Shute, Sun & Asbell-Clarke, 2017) that extends students thinking skills and fosters their creativity through several ways. This week in our tutorial we explored an interesting digital technology called Microbits. I found that this would be useful for students to learn the basics of programming and coding skills. However, I did find that some concepts of the coding process could be quite difficult for younger students to grasp. Although, if teachers allow students to work in pairs or small groups, collaboration between peers will allow better understanding. The interactions that happens between peers during the experimenting and creating allow for collaborative as well as individual engagement (Ryu & Lombardi, 2015).

Students are given the freedom to create anything that appeals to their interests which effectively broadens their creativity. In class this week, we programmed our microbits to play the game we are all familiar with ‘Rock, Paper, Scissors’. Not only did it use good collaboration skills to achieve our goals it was also very engaging. The sense of joy and accomplishment when all the codes worked out and showed up on the LED screen was rewarding. This would be a worthwhile experience for students to explore computational thinking, particularly by solving problems effectively and efficiently (Shute, Sun & Asbell-Clarke, 2017) in different contexts.

Microbits have many practical uses within the classroom particularly with guiding students in the basics of coding and computational thinking. Moreover, with the use of experimenting and problem solving throughout lessons will build students confidence and knowledge (Chalmers, 2018). An appropriate use of microbits in the classroom would be when further exploring STEM concepts through digital technology. I would use this digital technology specifically in a primary Mathematics class. For example, a lesson where students are learning about (x,y) co-ordinates on a number plane. Students can work in pairs to write down a pair of co-ordinates and another pair of students must illustrate the answer. This could also be used as a form of assessment for the teacher to test student’s understanding.

Students are faced with challenges when using microbits as they discover multiple computational concepts, practices, and perspectives (Chalmers, 2018). The use of microbits in lessons is a fun and exciting way to develop the 21^st Century skills amongst students as well as helping to break down concept’s students may find difficult.

Coding within schools is becoming more prevalent as it allows students to use a range of skills with the use of digital technology (Sterling, 2016).

Tynker enables students to expand their imagination by creating various concepts such as creating apps, controlling toys, building their own games and learning coding languages. Students build on the 21^st century skills of problem solving, collaboration, resilience, focus and creativity (Saavedra & Opfer, 2012). Moreover, students are given the power of choice and digital freedom to create something that links with their interests.

In Tynker, students can set their own challenges which lets them work at their own pace and not make the learning process daunting. With a modern approach, students learn to code using visual code blocks that represent real programming concepts. This in turn, makes this program more accessible to younger grades as they are guided through the activities. It is clear now that in schools, students need basic computer literacy skills and computational thinking (Barr & Stephenson, 2011) and Tynker is a suitable platform to begin building these skills.

Learning to code helps build students critical skills such as math, writing, creativity and confidence. Tynker eases students into coding by providing them with introductory lessons, this will build their confidence as they continue to challenge themselves. I would use Tynker in the classroom particularly for younger grades as the visual coding aspect would appeal more to them. It would be an enjoyable experience for them to create a game or app about something that interests them and link it to any subject area. For example, in Mathematics students can use Tynker to create a game that tests student’s knowledge by answering addition and subtraction questions to achieve the end goals. Programs such as Tynker encourage the use of higher-order thinking skills, deeper learning outcomes, and complex thinking and communication skills (Saavedra & Opfer, 2012). Furthermore, the concepts that are being addressed within coding are becoming essential in the understanding of the digital world around us (Sterling, 2016). Tynker improves productivity and innovation by having students think outside the box to create something original. This program can be used to in STEM areas and to reinforce core concepts. Tynker allows students to share their ideas with their peers and even with parents. Parents will be able to understand how digital technology is used in the classroom and their benefits to student’s learning.

References:

Barr, V. & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community? ACM Inroads, 2(1), 48-54.

Saavedra, A., & Opfer, V. (2012). Learning 21st-Century Skills Requires 21st-Century Teaching. Phi Delta Kappan, 94(2), 8-13. doi: 10.1177/003172171209400203

Sterling, L. (2016). Coding in the curriculum: Fad or foundational? Research Conference. 79-83.

What is Minecraft?

The dynamic of the classroom has changed, the advance of digital technology has taken over and created a range of opportunities to better student’s learning experiences. Minecraft: Education Edition has many potential learning opportunities that presents itself in the sandbox-style gaming environment (Cipollone, Schifter and Moffat, 2014). It allows for students to enjoy video games through a different perspective where they can create a virtual world using prior knowledge and new concepts. Minecraft is used as a learning tool throughout many schools as it enables its users to create and evaluate project-based learning activities within a classroom context (Callaghan, 2015). Minecraft offers a unique opportunity for students to display their creativity and understanding of concepts in ways that are more feasible than if they were attempted in the “real” world (Cipollone, Schifter and Moffat, 2014). Students are encouraged to think of innovative ideas and work collaboratively as a class to achieve goals such as pooling resources, building structures and defeating enemies.

How does Minecraft foster creativity?

Minecraft allows students to “build simulated, virtual worlds…which aims to foster creativity, control, and imagination” (Ellison, Evans & Pike, 2016). Students have the power of choice as they engage in innovative thinking and are introduced to early concepts and life skills. They are given the freedom of creating an unlimited world where students can construct anything using the different materials given to them.

Students can decide for themselves what they want to get out of this game. They are given the independence and self-direction to decide if they want to work individually or collaboratively as a group to achieve their goal.

Advantages and disadvantages of Minecraft

Minecraft: Education Edition comes with several advantages for student’s learning such as complementing many subject areas. Minecraft is inexpensive as it comes in a package deal inclusive of both teachers and students. Students work collaboratively and think critically when solving problems in their virtual world. Due to the success of Minecraft, it has been deemed as ‘significant’ (Ellison, Evans & Pike, 2016) particularly as it enhances learning in STEM content areas.

On the other hand, one disadvantage is the disconnect between some teachers’ and parents’ understandings about the Minecraft’s uses and benefits (Ellison, Evans & Pike, 2016). However, with the correct implementation in the classroom teachers’ will be able to see how valuable it is in practical classroom approaches.

References

Callaghan, N. (2019). Investigating the role of Minecraft in educational learning environments. [online] Taylor & Francis. Available at: https://www.tandfonline.com/doi/abs/10.1080/09523987.2016.1254877 [Accessed 4 Mar. 2019].

Cipollone, M., Schifter, C. and Moffat, R. (2014). Minecraft as a Creative Tool. International Journal of Game-Based Learning, 4(2), pp.1-14.

Ellison, T., Evans, J. and Pike, J. (2016). Minecraft, Teachers, Parents, and Learning: What They Need to Know and Understand. School Community Journal. Vol. 26(2), pp.25-37.