Participatory learning environment: Difference between revisions
(using an external editor) |
(using an external editor) |
||
Line 3: | Line 3: | ||
The '''Participatory learning environment''' can refer | The '''Participatory learning environment''' can refer | ||
* to any sort of environment where users can co-construct or at least communicate through some form of [[computer-mediated communication]]. This definition includes most modern educational technologies. | * to any sort of environment where users can co-construct or at least communicate through some form of [[computer-mediated communication]]. This definition includes most modern educational technologies. | ||
* to specific forms of advanced learning environments that are based on both [[situated | | * to specific forms of advanced learning environments that are based on both [[situated | Situated learning]] and [[constructionism | constructionist principles]]. ''Networked'' [[microworld]]s might be an appropriate description. | ||
== Barab et al.'s definition == | == Barab et al.'s definition == | ||
; The constructionist connection | |||
Barab et al. (2001) define participatory learning environments (PLEs) as systems that {{quotation | engage students in the construction of products requiring practices that embody complex concepts, necessitate collaboration, and contextualize learning within contexts in which problem solving and inquiry are fundamental aspects of the learning process (Barab, Hay, Barnett,&Keating, 2000; Barab, Hay, Squire, et al., 2000).}} (Barab et al. 2001:48) | |||
embody complex concepts, necessitate collaboration, and contextualize learning | |||
within contexts in which problem solving and inquiry are fundamental aspects of | |||
the learning process (Barab, Hay, Barnett,&Keating, 2000; Barab, Hay, Squire, et al., 2000). | |||
{{quotation | Consistent with Papert's (1991) constructionist pedagogical framework, PLEs frequently involve learners building understanding through the collaborative construction of an artifact or shareable product. Rather than presenting instructional treatments, the goal from this perspective is to establish rich environments that encourage explanation and discovery, nurture reflection, and support students in the carrying out of practices that embody personally meaningful and practically functional representations.}} (Barab et al. 2001:48) | |||
framework, PLEs frequently involve learners building understanding through the | |||
collaborative construction of an artifact or shareable product. Rather than presenting instructional treatments, the goal from this perspective is to establish rich environments that encourage explanation and discovery, nurture reflection, and support students in the carrying out of practices that embody personally meaningful and practically functional representations. | |||
The | ; The situated learning connection | ||
{{quotation | The focal point of PLE s is the learners' emergent practices in relation to the need at hand; it is a move from a 'teacher curriculum' to a 'learner curriculum' (Lave & Wenger, 1991), or from an acquisition metaphor to a participatory metaphor (Sfard, 1998). Such an emphasis shifts the focus from the individual as a 'person to be changed' to how to facilitate the emergent practices of learners working collaboratively, with particular emphasis on the learners' reasons for carrying out the activities and the context in which they are nested (Lave & Wenger, 1991; Roth, 1996, 1998). Learning is conceived of as a 'social process in which meaning is negotiated, goals emerge from social processes, and success is taken within context' (Young, Barab, & Garrett, 2000, p. 160). Learning, from this perspective, is not the acquisition of facts and skills, but an activity involving the appropriation and construction of socially negotiated practices, understanding, and meanings through participation in a trajectory of experience.}} (Barab et al. 2001:48) | |||
( | |||
; Activity groups | |||
Are technology-rich-integrating technology as a tool for facilitating inquiry, | In the design described in Barab et al. (2001), learners work in ''activity group''s, a temporary coming together of people around a particular task | ||
other forms of authentic practice, or both. | (Barab & Duffy, 2000). When working as part of our activity groups, learners are frequently given a general description of a task (e.g., construct a virtual reality [VR] play or solar system) and expected to work collaboratively in determining how to best complete the shared task. Various activity groups might share a common goal and even participate under a common pedagogical framework but construct different final products, as well as procedures for getting there, and, reciprocally, have different group dynamics.. | ||
; Learning environments | |||
According to (Barab et al. 2001:50), PLE environments: | |||
* Are technology-rich-integrating technology as a tool for facilitating inquiry, other forms of authentic practice, or both. | |||
* Provide opportunities for students to inquire into the phenomena they are | * Provide opportunities for students to inquire into the phenomena they are | ||
learning and not simply receive information about the phenomena. | learning and not simply receive information about the phenomena. | ||
Line 44: | Line 34: | ||
* Establish rich environments (studios, workshops, and construction spaces) | * Establish rich environments (studios, workshops, and construction spaces) | ||
where students work collaboratively. | where students work collaboratively. | ||
* Immerse students in a context that grounds their understanding to local environmental | * Immerse students in a context that grounds their understanding to local environmental particulars. | ||
particulars. | |||
emerging technologies that function | The authors also provide a description that typically could be be found in the [[microworld]] literature. PLEs are {{quotation | emerging technologies that function less like books, films, journals, and broadcasts and more like laboratories, workshops, offices, and studios in which students immerse themselves within contexts that challenge and extend their understanding}} | ||
less like books, films, journals, and broadcasts and more like laboratories, workshops, | |||
offices, and studios in which students immerse themselves within contexts | |||
that challenge and extend their understanding | |||
== Technology == | == Technology == | ||
* A lot ! (needs some expanding) | * A lot, e.g. see [[microworld]]s ! (needs some expanding) | ||
* Barab et al. worked (among others kinds) with some [[3D interactive environment]] | * Barab et al. worked (among others kinds) with some [[3D interactive environment]] | ||
== References == | == References == | ||
Barab, Sasha A. ,Kenneth E. Hay, Michael Barnett and Kurt Squire (2001). Constructing Virtual Worlds: Tracing the Historical Development of Learner Practices, Cognition And Instruction, 19(1), 47-94. [http://inkido.indiana.edu/research/onlinemanu/papers/cogin.pdf PDF] | * Barab, Sasha A. ,Kenneth E. Hay, Michael Barnett and Kurt Squire (2001). Constructing Virtual Worlds: Tracing the Historical Development of Learner Practices, Cognition And Instruction, 19(1), 47-94. [http://inkido.indiana.edu/research/onlinemanu/papers/cogin.pdf PDF] | ||
[[Category: Educational technologies]] | [[Category: Educational technologies]] | ||
[[Category: Project-oriented instructional design models]] |
Revision as of 16:23, 20 September 2006
Definition
The Participatory learning environment can refer
- to any sort of environment where users can co-construct or at least communicate through some form of computer-mediated communication. This definition includes most modern educational technologies.
- to specific forms of advanced learning environments that are based on both Situated learning and constructionist principles. Networked microworlds might be an appropriate description.
Barab et al.'s definition
- The constructionist connection
Barab et al. (2001) define participatory learning environments (PLEs) as systems that “engage students in the construction of products requiring practices that embody complex concepts, necessitate collaboration, and contextualize learning within contexts in which problem solving and inquiry are fundamental aspects of the learning process (Barab, Hay, Barnett,&Keating, 2000; Barab, Hay, Squire, et al., 2000).” (Barab et al. 2001:48)
“Consistent with Papert's (1991) constructionist pedagogical framework, PLEs frequently involve learners building understanding through the collaborative construction of an artifact or shareable product. Rather than presenting instructional treatments, the goal from this perspective is to establish rich environments that encourage explanation and discovery, nurture reflection, and support students in the carrying out of practices that embody personally meaningful and practically functional representations.” (Barab et al. 2001:48)
- The situated learning connection
“The focal point of PLE s is the learners' emergent practices in relation to the need at hand; it is a move from a 'teacher curriculum' to a 'learner curriculum' (Lave & Wenger, 1991), or from an acquisition metaphor to a participatory metaphor (Sfard, 1998). Such an emphasis shifts the focus from the individual as a 'person to be changed' to how to facilitate the emergent practices of learners working collaboratively, with particular emphasis on the learners' reasons for carrying out the activities and the context in which they are nested (Lave & Wenger, 1991; Roth, 1996, 1998). Learning is conceived of as a 'social process in which meaning is negotiated, goals emerge from social processes, and success is taken within context' (Young, Barab, & Garrett, 2000, p. 160). Learning, from this perspective, is not the acquisition of facts and skills, but an activity involving the appropriation and construction of socially negotiated practices, understanding, and meanings through participation in a trajectory of experience.” (Barab et al. 2001:48)
- Activity groups
In the design described in Barab et al. (2001), learners work in activity groups, a temporary coming together of people around a particular task (Barab & Duffy, 2000). When working as part of our activity groups, learners are frequently given a general description of a task (e.g., construct a virtual reality [VR] play or solar system) and expected to work collaboratively in determining how to best complete the shared task. Various activity groups might share a common goal and even participate under a common pedagogical framework but construct different final products, as well as procedures for getting there, and, reciprocally, have different group dynamics..
- Learning environments
According to (Barab et al. 2001:50), PLE environments:
- Are technology-rich-integrating technology as a tool for facilitating inquiry, other forms of authentic practice, or both.
- Provide opportunities for students to inquire into the phenomena they are
learning and not simply receive information about the phenomena.
- Support students in participating in, not didactically hearing about, domain-
related practices.
- Are designed to support the process of learning.
- Establish rich environments (studios, workshops, and construction spaces)
where students work collaboratively.
- Immerse students in a context that grounds their understanding to local environmental particulars.
The authors also provide a description that typically could be be found in the microworld literature. PLEs are “emerging technologies that function less like books, films, journals, and broadcasts and more like laboratories, workshops, offices, and studios in which students immerse themselves within contexts that challenge and extend their understanding”
Technology
- A lot, e.g. see microworlds ! (needs some expanding)
- Barab et al. worked (among others kinds) with some 3D interactive environment
References
- Barab, Sasha A. ,Kenneth E. Hay, Michael Barnett and Kurt Squire (2001). Constructing Virtual Worlds: Tracing the Historical Development of Learner Practices, Cognition And Instruction, 19(1), 47-94. PDF