BrainPOP Vs.The Climate

GameObjectivist Constructivist

EDIT 7303/10/13

Michael MyersJay 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 LearnerThe 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

The TeacherThe 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

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 ContentLearning 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

Assessment There is one correct understanding of

any topic- one true and correct reality.

Drill Practice Test

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

The Climate Game BrainPOPCHARACTERISTIC SUPPORTED SUPPORTEDMultiple perspectives Yes NoStudent-directed goals Yes NoTeachers as coaches Yes No

Metacognition Yes NoLearner control Yes No

Authentic activities & contexts

Yes No

Knowledge construction Yes No

Knowledge collaboration Yes No

Previous knowledge constructions

No No

Problem solving Yes NoConsideration of errors Yes No

Exploration Yes YesApprenticeship learning No No

Conceptual interrelatedness

Yes No

Alternative viewpoints Yes NoScaffolding Yes No

Authentic assessment Yes NoPrimary sources of data Yes No

References BrainPOP, http://www.brainpopesl.com/support/about/ The Climate Game, http://games-ed.co.uk 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, 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