BrainPOP Vs. The Climate Game Objectivist Constructivist EDIT 730 3/10/13 Michael Myers Jay Snocker

BrainPOP Brainpop.com Michael Myers

 A 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?

 Reality: External to the knower  Mind: Processor of symbols  Thought: Represents reality  Meaning: Corresponds to entities and categories in the world  Symbols: Represent reality Objectivist Checklist (Jonassen, 9)

The Learner The role of the learner is to acquire knowledge.  The key elements are the stimulus, the response, and the association between the two. (E&N 1993, p. 55)

The 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).

The 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.

 “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

The Content Learning is driven by objectives generated independent 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

Assessment  There is one correct understanding of any topic- one true and correct reality. DrillPracticeTest

 Reality: External to the knower  Mind: Processor of symbols  Thought: Represents reality  Meaning: Corresponds to entities and categories in the world  Symbols: Represents reality Objectivist Checklist ✔ ✔ ✔ ✔ ✔ (Jonassen, 9)

BrainPOP  “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)

The Climate Game games-ed.co.uk Jay Snocker

What 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)

 Reality: Determined by the knower  Mind: Builder of symbols  Thought: More than representation (mirrors) of reality  Meaning: Does not rely on correspondence to world  Symbols: Tools for constructing reality Constructivist Checklist (Jonassen, 9)

The 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)

The 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)

The Learning Context  An open-ended learning environment that supports multiple perspectives (Dabbagh, 2005 p. 169)

The Learning Activity  Includes, discovery learning, inquiry-based learning, experiential learning, social interaction, role-playing, and authentic contexts (Dabbagh 2005 p. 169)

 Achieving the Learning Outcomes

The Content  Simulation  The 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.

Assessment  Built into the program

 Reality: Determined by the knower  Mind: Builder of symbols  Thought: More than representation (mirrors) of reality  Meaning: Does not rely on correspondence to world  Symbols: Tools for constructing reality Constructivist Checklist ✔ ✔ ✔ ✔ ✔ (Jonassen, 9)

Pedagogical Checklist

References  BrainPOP, BrainPOP,  The Climate Game,  Dabbagh, 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,  Jonassen, David dt-content-rid _1/courses/ / _ImportedC ontent_ /Jonassen%20Article.pdf