12,782
edits
Enquiry Skills in a Virtual World: Difference between revisions
From OER in Education
Enquiry Skills in a Virtual World (view source)
Revision as of 18:16, 6 February 2015
, 10 years agono edit summary
No edit summary |
No edit summary |
||
| Line 40: | Line 40: | ||
# Aims | # Aims | ||
# Participants | # Participants | ||
# | # Participants’ experience of Teen Second Life | ||
# How experience affected interaction and enquiry techniques | # How experience affected interaction and enquiry techniques | ||
# The down side | # The down side | ||
| Line 62: | Line 62: | ||
=Introduction and context= | =Introduction and context= | ||
In her foreword to the Department for Education and Skills document | In her foreword to the Department for Education and Skills document ‘Harnessing Technology: Transforming Learning and Children’s Services’, Ruth Kelly encourages the imaginitive use of ICT ‘to engage more learners in the excitement of learning’ (2005, p3). Findings from this research study in the federated schools of Bedlingtonshire Community High School and West Sleekburn Middle School between March 2008 and March 2009 provide evidence that the innovative use of ICT can provide such an outcome. | ||
Bedlingtonshire Community High School and West Sleekburn Middle School are situated in an area of significant socio-economic deprivation. The middle school is currently in special measures and the engagement of the pupils in some of their lessons is very low. In a Knowledge Transfer Partnership with Newcastle University, the schools are developing a new curriculum which is based around developing enquiry to re-engage the pupils and develop higher order thinking skills. | Bedlingtonshire Community High School and West Sleekburn Middle School are situated in an area of significant socio-economic deprivation. The middle school is currently in special measures and the engagement of the pupils in some of their lessons is very low. In a Knowledge Transfer Partnership with Newcastle University, the schools are developing a new curriculum which is based around developing enquiry to re-engage the pupils and develop higher order thinking skills. | ||
| Line 84: | Line 84: | ||
Metacognitive skills and knowledge include; knowledge of self, knowledge of disposition, knowledge of strategies and tools, knowledge of problems and outcomes, and the skills of planning, monitoring and refining. | Metacognitive skills and knowledge include; knowledge of self, knowledge of disposition, knowledge of strategies and tools, knowledge of problems and outcomes, and the skills of planning, monitoring and refining. | ||
The enquiry model includes a | The enquiry model includes a ‘cycle’ of learning from an initiation stage where pupils are given a stimulus to be developed through questioning. Pupils then refine questions so that they have one main focus they wish to investigate. Subsequent stages involve planning, monitoring, refining, evaluating and presenting. | ||
The enquiry model of learning is also supported by a number of tools: 8Qs, diamond ranking, inference square, odd one out, target board, mapping which teachers and pupils have been using since January 2008. | The enquiry model of learning is also supported by a number of tools: 8Qs, diamond ranking, inference square, odd one out, target board, mapping which teachers and pupils have been using since January 2008. | ||
The framework for enquiry is based on a model of formative self-assessment by the pupils against metacognitive skills and knowledge using the habits of mind (Costa and Kallick, 2000) as a language for learning. Indeed, it is intended that by developing | The framework for enquiry is based on a model of formative self-assessment by the pupils against metacognitive skills and knowledge using the habits of mind (Costa and Kallick, 2000) as a language for learning. Indeed, it is intended that by developing pupils’ awareness of and proficiency in these skills, they will ‘engage in the excitement of learning’ (DfES, 2005) and become better at it. | ||
The self-assessment framework takes the form of a module created using Real Assess software. It requires pupils to identify and gather evidence of examples of habits of mind (Costa and Kallick, 2000) and metacognitive skills and knowledge during enquiry based learning tasks. Evidence is in the form of photographs, video, or a voice recording. It is then uploaded into a personal digital portfolio which can be shared with teachers and other pupils. | The self-assessment framework takes the form of a module created using Real Assess software. It requires pupils to identify and gather evidence of examples of habits of mind (Costa and Kallick, 2000) and metacognitive skills and knowledge during enquiry based learning tasks. Evidence is in the form of photographs, video, or a voice recording. It is then uploaded into a personal digital portfolio which can be shared with teachers and other pupils. | ||
| Line 110: | Line 110: | ||
The research study involved eight pupils who were in Year 8 at West Sleekburn Middle School in March 2008. They are now in Year 9. The sample size appears to be very small however it represents more than ten percent of the year group. It includes four male and four female pupils from across the ability range. The involvement of parents was encouraged however only two pupils did this. | The research study involved eight pupils who were in Year 8 at West Sleekburn Middle School in March 2008. They are now in Year 9. The sample size appears to be very small however it represents more than ten percent of the year group. It includes four male and four female pupils from across the ability range. The involvement of parents was encouraged however only two pupils did this. | ||
= | =Participants’ experience of Teen Second Life= | ||
Participants’ experience of Teen Second Life involved four main stages; | |||
* Induction and orientation | * Induction and orientation | ||
| Line 119: | Line 119: | ||
* Enquiry 3 | * Enquiry 3 | ||
For their induction stage, pupils travelled to Middlesbrough City Learning Centre for a | For their induction stage, pupils travelled to Middlesbrough City Learning Centre for a day’s in-world orientation. This involved creating, personalising and manoeuvring an avatar around Smart Island. Pupils were taught how to communicate with each other using the ‘chat’ facility. They also quickly learned how to use instant messaging in-world. Their first enquiry based learning task was set up as a competition in two groups to build the tallest tower within a set period of time. This was designed to develop knowledge and skills of the Teen Second Life software whilst encouraging the use of enquiry skills. Two teachers and a member of staff from Middlesbrough City Learning Centre were on hand all day to assist with any questions or difficulties. | ||
Enquiry 1 was designed to re-familiarise pupils with Smart Island. One teacher had clearance to be present on Smart Island to lead the learning but also to monitor interactions. Instructions were kept to an absolute minimum and pupils were required to make meaning amongst themselves. Essentially, pupils were given the freedom to discover the island on their own: deciding on their individual interests and pursuing them before presenting their findings to the rest of the group. This enquiry was conducted by pupils in their own homes and interactions were exclusively in-world. | Enquiry 1 was designed to re-familiarise pupils with Smart Island. One teacher had clearance to be present on Smart Island to lead the learning but also to monitor interactions. Instructions were kept to an absolute minimum and pupils were required to make meaning amongst themselves. Essentially, pupils were given the freedom to discover the island on their own: deciding on their individual interests and pursuing them before presenting their findings to the rest of the group. This enquiry was conducted by pupils in their own homes and interactions were exclusively in-world. | ||
| Line 125: | Line 125: | ||
Enquiry 2 involved the use of giant hoardings posted around Smart Island. Hoardings contained scientific questions about the heart which the pupils were required to answer by undergoing a research process which they managed themselves. This involved asking each other questions using either the chat facility or instant messaging, or by surfing the web using an internet search engine. Like the first enquiry, this was conducted by pupils in their own homes and interactions were exclusively in-world. | Enquiry 2 involved the use of giant hoardings posted around Smart Island. Hoardings contained scientific questions about the heart which the pupils were required to answer by undergoing a research process which they managed themselves. This involved asking each other questions using either the chat facility or instant messaging, or by surfing the web using an internet search engine. Like the first enquiry, this was conducted by pupils in their own homes and interactions were exclusively in-world. | ||
Enquiry 3 was led by one of the pupils who had been briefed in advance. He was asked to travel around the island and find an object which interested him. The remaining pupils were then charged with pooling their prior knowledge of the lead pupil before visiting the island themselves in an attempt to discover what the mystery object was. When answering questions from his peers, the lead pupil was authorised to use only | Enquiry 3 was led by one of the pupils who had been briefed in advance. He was asked to travel around the island and find an object which interested him. The remaining pupils were then charged with pooling their prior knowledge of the lead pupil before visiting the island themselves in an attempt to discover what the mystery object was. When answering questions from his peers, the lead pupil was authorised to use only ‘yes’ or ‘no’ to encourage the remaining pupils to be specific about their questioning skills. | ||
‘Chat’ transcripts were used during the data collection and analysis stage and screen dumps have been used to visually represent of main activities in-world. | |||
For the purposes of this research study, pupils were asked to reflect on their use of the habits of mind (Costa and Kallick, 2000) and metacognitive skills and knowledge, as well as the way they interacted and worked independently. They did not use the assessment framework for enquiry and digital portfolios. | For the purposes of this research study, pupils were asked to reflect on their use of the habits of mind (Costa and Kallick, 2000) and metacognitive skills and knowledge, as well as the way they interacted and worked independently. They did not use the assessment framework for enquiry and digital portfolios. | ||
| Line 135: | Line 135: | ||
Although pupils were asked to reflect on their use of the habits of mind (Costa and Kallick, 2000) and metacognitive skills and knowledge, during and after their enquiries, they also completed a short questionnaire designed to formalise their experiences of Teen Second Life in relation to interaction and enquiry. | Although pupils were asked to reflect on their use of the habits of mind (Costa and Kallick, 2000) and metacognitive skills and knowledge, during and after their enquiries, they also completed a short questionnaire designed to formalise their experiences of Teen Second Life in relation to interaction and enquiry. | ||
The questionnaire contained twelve questions. The first four questions required a simple | The questionnaire contained twelve questions. The first four questions required a simple ‘yes’ or ‘no’ answer. The remaining eight questions were given in the form of a Lichert scale. Pupils were asked to circle the statement which best represented their opinions | ||
# Had you heard of Second Life prior to our visit to Middlesbrough City Learning Centre? | # Had you heard of Second Life prior to our visit to Middlesbrough City Learning Centre? | ||
# Had you been on it? | # Had you been on it? | ||
| Line 186: | Line 186: | ||
Figure 5: Most pupils stated that the in-world learning environment of Teen Second Life has helped them to become more independent learners (n=7) | Figure 5: Most pupils stated that the in-world learning environment of Teen Second Life has helped them to become more independent learners (n=7) | ||
An analysis of the qualitative data reveals further insights into these initial findings. For example, pupils gave a number of reasons for their lack of previous knowledge of either Teen Second Life or Second Life ranging from lack of personal interest to preconceptions that it cost money (they | An analysis of the qualitative data reveals further insights into these initial findings. For example, pupils gave a number of reasons for their lack of previous knowledge of either Teen Second Life or Second Life ranging from lack of personal interest to preconceptions that it cost money (they didn’t have) to register. Reasons for preferring to work in Teen Second Life included; | ||
“It’s a different way of communicating with others and learning in a virtual world environment used the habits of mind and metacognitive skills.”(Laura) | |||
“You get to work on a computer and control a virtual person.”(Liam) | |||
“It is something I like doing and I like using the PC.”(Carly) | |||
Laura’s comment (above) highlights that pupils could recognise that they has used enquiry skills in-world. Indeed, she takes the next step and identifies examples of how she might collect evidence and upload it to her digital self-assessment portfolio; | |||
“We could use the website that allows you to upload images, videos, vice recordings, etc. to see what parts of the assessment framework we need to work on.”(Laura) | |||
In addition, much of the in-world | In addition, much of the in-world ‘chat’ contains examples of pupils asking each other questions, particularly when they have asked a teacher, only to be given no response! Enquiry 2 contains one final example of the pupils working independently. It appeared that the pupils’ avatars had ceased to function in-world. They were not communicating or travelling around. After a short time, it became apparent that the pupils had arranged at school to conduct their enquiry using the instant messaging function which did not include the teacher facilitating the in-world activity. She was most surprised at the end of the session when the pupils could answer all of the questions from the hoardings with apparent signs of doing no work! | ||
Finally, most pupils mentioned the collaborative work with Middlesbrough City Learning Centre as a major factor in their success. Indeed, the Centre Assistant Manager made all the necessary administrative arrangements for the research study to take place, and took a lead in the induction and orientation day. This must be recognised here. | Finally, most pupils mentioned the collaborative work with Middlesbrough City Learning Centre as a major factor in their success. Indeed, the Centre Assistant Manager made all the necessary administrative arrangements for the research study to take place, and took a lead in the induction and orientation day. This must be recognised here. | ||
| Line 215: | Line 215: | ||
Issues related to connectivity include internet e-safety and parental consent. In addition to the clearance required from the owners of Teen Second Life, it is vital that any parental concerns are dealt with from the very beginning of and then throughout the project. A drop in session for parents after school was an ideal way to quash any fears and give reassurances where necessary. Furthermore, one parent kept in touch with the lead researcher during the course of the project. Not only did this provide the advice and support needed by the parent, it also gave another insight into the research study. | Issues related to connectivity include internet e-safety and parental consent. In addition to the clearance required from the owners of Teen Second Life, it is vital that any parental concerns are dealt with from the very beginning of and then throughout the project. A drop in session for parents after school was an ideal way to quash any fears and give reassurances where necessary. Furthermore, one parent kept in touch with the lead researcher during the course of the project. Not only did this provide the advice and support needed by the parent, it also gave another insight into the research study. | ||
Parental concerns related mostly to connectivity rather than e-safety. A major finding relates to the speed of | Parental concerns related mostly to connectivity rather than e-safety. A major finding relates to the speed of pupils’ home computers and size of memory and graphics cards. On a number of occasions, some pupils either could not join in an in-world enquiry or their presence was sporadic because their home PC could not cope with the requirements of the Teen Second Life program. This was particularly frustrating for one pupil who left the research study. | ||
There are also issues related to teachers and pupils. It might be argued that one reason for the success of this research study is its novelty: most students had not heard of or been on either Second Life or Teen Second Life. It was new to them and therefore held their interest. This same issue might prevent a number of teachers from being involved in similar work in the future. Indeed, the project researchers found that there were significant gaps in their knowledge and understanding of in-world functionality and behaviour. This was relieved by the enquiry based learning approach both my teachers and pupils: they were all learning together, with each other and from each other. | There are also issues related to teachers and pupils. It might be argued that one reason for the success of this research study is its novelty: most students had not heard of or been on either Second Life or Teen Second Life. It was new to them and therefore held their interest. This same issue might prevent a number of teachers from being involved in similar work in the future. Indeed, the project researchers found that there were significant gaps in their knowledge and understanding of in-world functionality and behaviour. This was relieved by the enquiry based learning approach both my teachers and pupils: they were all learning together, with each other and from each other. | ||
| Line 248: | Line 248: | ||
* Including in-world collaborative home learning tasks in departmental lesson planning and schemes of work | * Including in-world collaborative home learning tasks in departmental lesson planning and schemes of work | ||
* Developing professional development opportunities, leadership capacity and school culture by creating and participating in in-world training tasks | * Developing professional development opportunities, leadership capacity and school culture by creating and participating in in-world training tasks | ||
* Building on the pupil ownership of Smart Island and using it as a forum for their | * Building on the pupil ownership of Smart Island and using it as a forum for their ‘voice’ | ||
* Developing the collaborative partnership with Middlesbrough City Learning Centre with a research study focus | * Developing the collaborative partnership with Middlesbrough City Learning Centre with a research study focus | ||
| Line 261: | Line 261: | ||
Costa, A. and Callick, B. (2000) Habits of Mind: A Developmental Series, Alexandria, Association for Supervision and Curriuclum Development | Costa, A. and Callick, B. (2000) Habits of Mind: A Developmental Series, Alexandria, Association for Supervision and Curriuclum Development | ||
DfES (2005) Harnessing Technology: Transforming Learning and | DfES (2005) Harnessing Technology: Transforming Learning and Children’s Services, Nottingham, DfES. Available online at www.dfes.gov.uk/publications/e-strategy | ||
