Experimenting+with+Technologies

=Experimenting with Technologies =

What is causal reasoning and how does it relate to learning?
Causal reasoning is applying an understanding of the cause-effect relationships. Causal reasoning is the idea that any cause leads to a certain effect, and is an example of inductive reasoning. It is an important cognitive processes that required higher order thinking skills. Causal reasoning supports three different kinds of thinking by students including predicting,drawing implications, and inferencing. Students usually are required to think casually when making hypothesises, conjectures, and speculations. This is used in the classroom because students can use it while they are researching information or using strategies such as the scientific method.

Causal reasoning is important to incorporate into the learning process because it requires the students to use higher levels of thinking such as analyzing, hypothesizing, and experimenting.These types of higher levels of thinking are important to the students ability to not simply memorize information for a test (knowledge) but also learn to apply the information and how they can use it (higher levels application). Microworlds, virtual laboratories, virtual worlds, simulations, and games are examples of technologies that require students to think apply causally reasoning.

**Causal reasoning relates to learning because it** **encompasses** **many learning strategies. Strategies such as process of elimination and case studies are part of causal reasoning. Causal reasoning skills can be learned using technology when students research information on the Internet to come up with a hypothesis.**

Microworlds are explained as "constrained problem spaces that resemble existing problems in the real world" (p. 45). The term Microworlds was introduced by Papert in 1980 to describe an explorational learning environment in which he introduced the use of  //Logo// turtles to teach principles of geometry. //Logo// is a simple computer programming language that was used to computerize the turtles. Students were able to create their own worlds.They allow students to represent their own thinking as well as explore within the program. Microworlds can be an environment where students can come up with new ideas and test them.

 Microworlds relate to learning because they are exploratory learning environments that allow learners to manipulate and create objects and test their effects on one another. Microworlds are very specific in topics. This can be especially useful for students in mathematics and science. //Interactive Physics// and //SimCalc// are examples of Microworld learning. //Interactive Physics// allows for exploration of topics such as force, momentum, and acceleration. Students are able to manipulate attributes of the world, such as gravity, air resistance, elasticity of bodies and surface parameters. Furthermore, students can design their own Newtonian phenomena by using the various tools and objectives that the program provides. //SimCalc// can be used by elementary students to learn calculus concepts.

 for example SimCalc is only used for math and Interactive Physics is useful only for concepts in physics. However, microworlds are highly engaging, therefore the students generally learn a sufficient amount when using these applications.

How can //simulations// be used in an educational environment?
Simulations are **imitations** of some real thing, state of affairs, or process. Simulations allow learners to manipulate key characteristics or variables within a physical or abstract system. Computers allow for computational capabilities which enable simulations of real-life situations to be built. **Simulations can be used as an educational environment because it creates a grounds for hands-on learning.**

<span style="background-color: transparent; color: #1f8237; font-family: Arial; font-size: 13pt; font-style: normal; text-decoration: none; vertical-align: baseline;"> **Students can learn how to handle real situations without actually suffering any of the consequences. This type of indirect instruction can help students to learn more effectively. Simulations are good for hands on learning. It allows the learner to observe that they are learning on the computer. It also allows the child to build models of their simulations to get a better feel for the program.**

====<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">﻿ An example of a simulation <span style="background-color: #ffffff; color: #000000; font-size: 13pt; font-style: normal; font-weight: normal; vertical-align: baseline;">would be a virtual dissection of a frog <span style="background-color: #ffffff; color: #cf1717; font-size: 13pt; font-style: normal; font-weight: normal; vertical-align: baseline;">. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> A SmartBoard is an example of a tool that allows students to dissect a frog. The students are required to do all of the same things they would do in a real life dissection however they do not actually have to put their hands in formaldehyde. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Another example of simulations is a popular computer game known as SimCity. SimCity allows for students to build houses, allot for land and create people, who then can interact with others. SimCity is also a great way for students to learn to manage money, as well as the value of money. ====

==Paul Gee identified a number of principles found in the design of modern games that can help us to understand how games can foster learning. What are they and why do they hold potential for teaching and learning? ==

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Games, especially complex, interactive games can engage learners in very meaningful learning. Paul Gee has identified a number of principles that underlie modern game design that can teach us a lot about learning. (The principles are listed below)

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> 1. Active, Critical Learning Principle <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> The active, critical learning principal refers to all aspects of the learning environment are set up to encourage active and critical learning. An example of using the active, critical learning principle is the "One Minute Paper". This is a highly effective technique for checking student progress, both in understanding the material and in reacting to course material. Ask students to take out a blank sheet of paper, pose a question, and give them one minute to respond. A good use of the minute paper is to ask questions like "What was the main point of today’s class material?" This tells you whether or not the students are viewing the material in the way you envisioned.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> 2. Semiotic Domain Principle <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Semiotic can be defined as the study of the sign processes (semiosis), or signification and communication. The Semiotic Domain Principle is learning that involves mastering, at some level, semiotic domains, and being able to participate, at some level, in the affinity group or groups connected to them.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> 3. Psychosocial Moratorium Principle <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Psychosocial Moratorium Principle is for learners that can take risks in a space where real-world consequences are lowered.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> //4. Committed Learning Principle// //<span style="background-color: transparent; color: #2f813d; font-family: Arial; font-size: 13pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**Learners participate in an extended engagement (lots of effort and practice) as an extension of their real-world identities in relation to a virtual identity to which they feel some commitment and a virtual world that they find compelling.** //

//<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">5. Identity Principle // //<span style="background-color: transparent; color: #1d791e; font-family: Arial; font-size: 13pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**Learning involves taking on and playing with identities in such a a way that the learner has real choices (in developing the virtual identity) and ample opportunity to meditate on the relationship between new identities and old ones. There is a** <span style="background-color: transparent; color: #274e13; font-family: Arial; font-size: 13pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">tripartite <span style="background-color: transparent; color: #1d791e; font-family: Arial; font-size: 13pt; font-style: normal; text-decoration: none; vertical-align: baseline;"> **play of identities. Tripartite refers to the three ways in which learners relate and reflect on, their multiple real-world identities, a virtual identity, and a projective identity. Tripartite refers to the three ways in which learners relate.** //

//<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">6. Practice Principle // //<span style="background-color: transparent; color: #1b8b3d; font-family: Arial; font-size: 13pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**Learners get lots and lots of practice in a context where the practice is not boring (i.e. in a virtual world that is compelling to learners on their own terms and where the learners experience ongoing success). They spend lots of time on task.** //

//<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">7. Probing Principle // //<span style="background-color: transparent; color: #24723d; font-family: Arial; font-size: 13pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**Learning is a cycle of probing the world (doing something); reflecting in and on this action and, on this basis, forming a hypothesis; re-probing the world to test this hypothesis; and then accepting or rethinking the hypothesis.Doing something and then reflecting on it. Students often rethink about the topic and then rethink a new hypothesis.** //

//<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">8. Situated Meaning Principle // //<span style="background-color: transparent; color: #227f3d; font-family: Arial; font-size: 13pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**The meanings of signs (words, actions, objects, artifacts, symbols, texts, etc.) are situated in** <span style="background-color: transparent; color: #cf1717; font-family: Arial; font-size: 13pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">embodied <span style="background-color: transparent; color: #227f3d; font-family: Arial; font-size: 13pt; font-style: normal; text-decoration: none; vertical-align: baseline;"> **experience. Meanings are not general or decontextualized.** //

//<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">9. Multi-modal Principle // //<span style="background-color: transparent; color: #23783c; font-family: Arial; font-size: 13pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**Meaning and knowledge** <span style="background-color: transparent; color: #274e13; font-family: Arial; font-size: 13pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">are <span style="background-color: transparent; color: #23783c; font-family: Arial; font-size: 13pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**built up through various modalities (images, texts, symbols, interactions, abstract design, sound, etc.), not just words.** //

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> 10. Discovery Principle <span style="background-color: transparent; color: #38761d; font-family: Arial; font-size: 13pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**Overt** <span style="background-color: transparent; color: #339747; font-family: Arial; font-size: 13pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**or open telling, is kept to a well-thought-out minimum, allowing ample opportunities for the learner to experiment and make discoveries.**

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> These elements are beneficial for teaching and learning because they help students to grasp concepts, learn new material, or practice skills that they have already been taught. Although educational games are great for learning,there are also cons.“The degree of meaningfulness of the learning from these games depends on the nature of the responses that are required. More often than not, quiz games require only memorization performance” (53). Although memorization is important in learning, it is on the lower end of the domain of learning. In order to really engage students in higher order skills, trying using application and synthesis activities such as Sid Meier’s Civilization where students engage in complex problem solving while trying to manage a civilization.