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Running head: INSTRUCTIONAL EXAMPLE OF PERKINSS FIVE FACETS OF LEARNING ENVIRONMENT 1

Instructional Example of Perkinss Five Facets of Learning Environment La Tonya D. Dyer, Ryan P. !ra"y, an" #uliet $uor To$son %niversity

INSTRUCTIONAL EXAMPLE OF PERKINSS FIVE FACETS OF LEARNING ENVIRONMENT 2

Instructional Example of Perkinss Five Facets of Learning Environment Overview of Five Facets of Learning Perkins $rote a&out t'e c'allenges t'at confront e"ucation an" e"ucators(retention, un"erstan"ing, an" active use of kno$le"ge an" skills )Perkins, *++,, p. -./. 0ccor"ing to 1lummer ),223/ Perkins also 4promote" t'e use of constructivism in con5unction $it' information processing tec'nologies6 in or"er to tackle t'e c'allenges 'e i"entifie" )p. *32/. To assist $it' t'is, Perkins "evelope" an organi7e" structure to t'ink a&out confronting t'ese c'allenges8 t'e five facets of learning environment. T'e "riving argument &e'in" t'is i"ea is t'at any learning environment can &e "ivi"e" into separate elements, or facets, $'ic' are8 information &anks, sym&ol pa"s, construction kits, p'enomenaria, an" task managers )Perkins, *++,, pp. -9:-3/. ;areful stu"y of any learning environment t'roug' t'e lens of t'e five facets reveals "eeper connections to teac'ing an" learning an" 'elps to overcome e"ucational c'allenges. Review of the Literature and Research 1lummer ),223/ propose" a plan for information literacy instruction $it'in a community college li&rary setting using Perkinss five facets of learning environment. <er proposal utili7e" all five of t'e facets $it' li&rarians as task managers, gaming soft$are as t'e p'enomenaria, &uil"ing a =e&>uest as a construction kit, use of $or" processing soft$are an" Po$erPoint as sym&ol pa"s, an" online tutorials as information &anks )1lummer, ,223, pp. *3*:*3?/. 1lummers proposal is truly tec'nologically &ase"(muc' of t'e $ork nee"s to &e complete" $it' t'e use of computers an" computer soft$are. T'e proposal is also &ase" in t'e t'eoretical frame$ork of constructivism@ 'er plan inclu"es 4various "egrees of constructivist approac'es t'roug' t'e utili7ation of tec'nologies t'at support real:$orl" applications in t'e instructional

INSTRUCTIONAL EXAMPLE OF PERKINSS FIVE FACETS OF LEARNING ENVIRONMENT

plan6 )1lummer, ,223, p. *./. Donnell an" Tangney ),22?/ also vie$ Perkinss five facets of learning environment t'roug' a prism of constructivism an" $rite a&out teac'ing "istri&ute" systems concepts. T'ey remark 4a s'ift in emp'asis is nee"e" a$ay from t'e information &anks an" more to$ar"s construction kits or p'enomenaria6 ) Donnell A Tangney, ,22?, para. -/. Furt'er literature reveals t'at ot'ers also situate Perkins five facets of learning environment into a constructivist setting. ;'en ),22?/ argues t'at 4t'e center of a constructivist: oriente" learning environment is a construction kit or a p'enomenarium, &ecause t'ese t$o provi"e tools for stu"ents to make sense of ne$ information6 )p. ,2/. ;'en conclu"es t'at constructivism is a compre'ensive t'eoretical foun"ation for teac'ing computer net$orking. Baragiorgi an" Cymeou ),22./ $rite t'at in a constructivist environment as envisione" &y Perkins 4in"ivi"uals &uil" a personal vie$ of reality &y trying to fin" or"er in t'e c'aos of signals t'at impinge on t'eir senses6 )p. *3/ an" t'at learners "o not 5ust store information, &ut t'ey experiment $it' it an" test it until a satisfactory structure emerges. It is in t'is context of constructivist learning $it' an emp'asis on p'enomenaria an" construction kits t'at $e propose t'e follo$ing instructional mo"el. Instructional Example: Managing a Retail Business in econd Life! Instructional "oals T'e instructional goal of t'e 4Danaging a Retail 1usiness in Cecon" Life6 pro5ect is to provi"e stu"ents $it' an aut'entic &ut lo$:risk opportunity to apply t'eir conceptual un"erstan"ing of retail management to a 4real6 virtual retail &usiness. T'e $orl" of Cecon" Life is t'e learning environment t'at $ill act as t'e p'enomenarium, 4an area for t'e specific purpose of presenting p'enomena an" making t'em accessi&le to scrutiny an" manipulation6 )Perkins,

INSTRUCTIONAL EXAMPLE OF PERKINSS FIVE FACETS OF LEARNING ENVIRONMENT !

*++,, p.-E/. Papert )*+32/ "iscusses a precursor to Cecon" Life calle" geometry Turtle, a computer program t'at 'elpe" stu"ents learn an" explore $it' mat'ematics. <e $rites8 0s in t'e case of t'e geometry Turtle, t'e p'ysics Turtle is an interactive &eing t'at can &e manipulate" &y t'e learner, provi"ing an environment for active learning. 1ut t'e learning is not Factive simply in t'e sense of interactive. Learners in a p'ysics micro$orl" are a&le to invent t'eir o$n personal sets of assumptions a&out t'e micro$orl" an" its la$s an" are a&le to make t'em come true. T'ey can s'ape t'e reality in $'ic' t'ey $ill $ork for t'e "ay, t'ey can mo"ify it an" &uil" alternatives. T'is is an effective $ay to learn, paralleling t'e $ay in $'ic' eac' of us once "i" some of our most effective learning. )p. *,9/ In t'is $ay, Cecon" Life $ill &e t'e micro$orl" in $'ic' t'e stu"ents $ill create, manipulate, an" experiment. Donnell an" Tangney ),22?/ furt'er eluci"ate t'is i"ea $'en t'ey $rite 4p'enomenaria &uil" conceptual un"erstan"ing t'roug' experimentation6 )para.3/. Ctu"ents $ill use Cecon" Life to &uil" upon previous kno$le"ge an" a"" to t'eir conceptual un"erstan"ing. Ctu"ents $ill apply $'at t'ey learn t'roug' "irect instruction, resource exploration, an" tra"itional researc' to t'e retail management of t'eir virtual &usiness $it'in Cecon" Life. In or"er to esta&lis' an" maintain t'eir &usiness, stu"ents $ill employ skills an" kno$le"ge gaine" from class instruction an" in"epen"ent researc' on t'e topics of retail marketing(inclu"ing &uying, merc'an"ising, selling, a"vertising, an" p'ysical operations(to operate t'eir Cecon" Life retail store )Cee 0ppen"ix 0/. Perkins )*++,/ $rites t'at an 4information &ank is any resource t'at, more t'an anyt'ing else, serves as a source of explicit information a&out topics6 )p.-E/. For t'e purposes of t'is instructional mo"el, t'e information &anks accesse" &y t'e

INSTRUCTIONAL EXAMPLE OF PERKINSS FIVE FACETS OF LEARNING ENVIRONMENT "

stu"ent consist of online tutorials, articles, text&ooks, vi"eos an" instructional gui"ance provi"e" &y t'e instructor. =orking in small groups of t'ree or four, stu"ents $ill "etermine $'at type of &usiness t'ey $ill esta&lis' an" 'o$ it is to &e manage". Eac' group $ill &e provi"e" start:up capital an" a"vise" to conceptuali7e t'eir i"eas &y creating a marketing plan. T'ey are t'en to translate t'is plan into a virtual &usiness using t'e p'enomenarium, Cecon" Life. Eac' group $ill &e responsi&le for selling t'eir pro"ucts or services to ot'er Cecon" Life resi"ents. tudent #udience T'e au"ience for t'is instructional example is 5unior an" senior marketing ma5ors at To$son %niversity enrolle" in t'e DBT! ?.. Retail Danagement course. In or"er to enroll, stu"ents must 'ave complete" t'e &asic reGuirements, Level I, to$ar"s t'eir Darketing "egree. u$%ect &ontent T'e su&5ect content of t'is course is &est expresse" using t'e course "escription itself from t'e To$son %niversity $e& site. T'e DBT! ?.. Retail Danagement course 4provi"es stu"ents $it' an in:"ept' kno$le"ge of marketing activities at t'e retail level in t'e &usiness environment. Different types of retail institutions are examine" as to t'e types of strategies employe" in t'e performance of ma5or functions, suc' as &uying, merc'an"ising, selling, a"vertising, an" p'ysical operation. Bey issues, suc' as market segmentation, geograp'ical location an" internal organi7ation, are analy7e".6 )Department of Darketing, n."./ 'echnolog( )sed Cecon" Life is an Internet:&ase" ?:D virtual $orl" )Dulti %ser Hirtual Environment/. Cecon" Life permits users to interact $it' eac' ot'er t'roug' t'eir avatars, or Cecon" Life resi"ents. In a""ition to sociali7ing, Cecon" Life resi"ents can explore an" "iscover t'e

INSTRUCTIONAL EXAMPLE OF PERKINSS FIVE FACETS OF LEARNING ENVIRONMENT #

community:create" Cecon" Life $orl" an" participate in commerce via virtual tra"e an" services. Cecon" Life 'as its o$n economy an" currency, t'e Lin"en "ollar, a&&reviate" as8 LI. Cecon" Life resi"ents can use or earn Lin"en "ollars &y &uying, selling, or renting goo"s an" services from ot'er resi"ents. Lin"en "ollars can &e purc'ase" $it' %C currency $it'in Cecon" Life or via t'e Lin"en La& Lin"eJ exc'ange. Role of the &omputer* tudent* and 'eacher Cecon" Life, a multi:user virtual environment, $ill &e use" as t'e p'enomenarium in or"er to provi"e stu"ents $it' an opportunity to o$n an" manage a virtual retail &usiness. Ctu"ents $ill &e assigne" to groups of t'ree or four. Eac' stu"ent $ill play an active role in "efining t'e reGuirements for t'eir retail &usiness. !roups may c'oose to assign specific roles or to "ivi"e t'e pro5ect responsi&ilities amongst t'e team mem&ers. T'e instructor $ill provi"e "irection t'roug' instruction an" act as a coac' to t'e groups. #ssessment +lan T'e 4Danaging a Retail 1usiness in Cecon" Life6 pro5ect $ill incorporate formative assessment in or"er to measure t'e 'ig'er:level t'inking skills of synt'esis, analysis, an" evaluation. !roups $ill "ocument an" explain t'e "ecisions ma"e regar"ing &uying, merc'an"ising, selling, a"vertising, an" p'ysical operations nee"e" to esta&lis' an" sustain t'eir &usiness $it' a $eekly 5ournal. T'e 5ournal $ill provi"e a mec'anism for t'e instructor to see t'e groups t'inking processes an" i"entify areas in nee" of clarity as $ell. T'e groups 'ave t'e option of using vi"eo, text, or au"io to "ocument t'eir experience. Lam&ert et al. stress learners active an" critical roles, an" at t'e conclusion of t'e semester, stu"ents $ill su&mit a report 4articulating $'at t'ey 'ave learne" an" 'o$ t'ey 'ave ma"e connections to t'eir previous experiences6 )as cite" in Baragiorgi A Cymeo, ,22., p. ,*/ in t'eir earlier marketing courses.

INSTRUCTIONAL EXAMPLE OF PERKINSS FIVE FACETS OF LEARNING ENVIRONMENT $

&onnection of 'heor( and +ractice ='ile t'e instructional example inclu"es all five facets of learning, it focuses on t'e Cecon" Life environment 'ig'lig'ting its connection to construction kits an" p'enomenaria )Cee 0ppen"ix 1/, &ecause 4t'ese t$o provi"e tools for stu"ents to make sense of ne$ information6 );'en, ,22?/. Perkins )*++,/ explains t'at all five facets taken toget'er offer a general structure of t'e learning environment, &ut 4not all environments "isplay all fiveKt'e typical classroom environment principally features information &anks, sym&ol pa"s, an" task managers6 )p. -3/. T'e stu"ents $ill utili7e text&ooks, vi"eos, online tutorials an" t'e instructor as t'e information &anks. peration of t'eir virtual retail store $ill reGuire t'e use of sym&ol pa"s, or

4surfaces for t'e construction an" manipulation of sym&ols6 )Perkins, *++,, p. -E/. Eac' group $ill nee" to use sym&ol pa"s suc' as electronic 5ournals, Dicrosoft =or" or ot'er $or" processing soft$are, an" presentation solutions, Po$erPoint or Pre7i, in or"er to "iscuss t'eir experiences intra:group, inter:group, an" $it' t'e instructor. T'ese sym&ol pa"s $ill serve to support groups s'ort term memories as t'ey esta&lis' i"eas, create marketing plan outlines, an" manipulate t'eir virtual stores )Perkins, *++,/. ='en t'e stu"ents $ork in groups to "etermine t'eir type of &usiness an" 'o$ it is going to &e manage", t'ey take responsi&ility for t'eir o$n learning as t'ey are assuming t'e role of task manager. Task managers are 4elements of t'e environment t'at set tasks to &e un"ertaken in t'e course of t'e learning, gui"eKan" provi"e fee"&ack regar"ing t'e process an"Lor pro"uct6 )Perkins, *++,, p. -3/. nce t'e groups propose t'eir activities, t'e teac'er, t'oug' still present, assumes t'e role of a coac' &y gui"ing t'e stu"ents. Perkins )*++,/ "escri&es construction kits as a collection of 4fa&ricate" parts an" processes $it' an emp'asis falling on molar t'ings an" actions6 )p.-E/(t'ey are p'ysical

INSTRUCTIONAL EXAMPLE OF PERKINSS FIVE FACETS OF LEARNING ENVIRONMENT %

articles for active learning an" exploration. Examples inclu"e not only Legos an" Tinkertoys, &ut also 4a&stract entities suc' as comman"s in a programming language an" creatures in a simulate" ecology6 )Perkins, *++,/. In managing a retail &usiness in Cecon" Life, stu"ents $ill &uil" t'eir o$n environments an" create inventory for t'eir &usiness using "ifferent &uil"ing an" o&5ect components "epen"ing on t'e nature of t'eir &usiness an" personal interests. In searc'ing an" locating resources in Cecon" Life "ata&ases, stu"ents $ill un"erstan" t'e mec'anics of information:retrieval processes, t'us 4offering various levels of constructivism "epen"ing on t'e stu"ents nee"s6 )1lummer, ,223, p. *3?/. T'is $ill c'allenge stu"ents to t'ink of issues like Guality assurance as t'ey &uil" t'eir pro"ucts for t'eir &usiness $it' t'e aim of attracting an" retaining customers $'ile simultaneously &oosting sales. P'enomenaria are areas 4for t'e specific purpose of presenting p'enomena an" making t'em accessi&le to scrutiny an" manipulation6 )Perkins, *++,, p. -E/, an" t'ey are also spaces "esigne" to 'elp users un"erstan" somet'ing as oppose" to teac'ing 'o$ to "o somet'ing );'en, ,22?/. T'e stu"ents in t'is course $ill utili7e Cecon" Life as t'e p'enomenarium8 it provi"es a p'ysical simulation of o$ning an" managing t'eir o$n &usiness in $'ic' t'ey &uil" conceptual un"erstan"ing t'roug' experimentation. 0s t'ey create an" tra"e virtual property $it' eac' ot'er using Lin"en "ollars, t'ey are actively making tentative interpretations of t'eir experience an" procee"ing to ela&orate an" test t'eir interpretations );'en, ,22?, p. ,2/. ;olla&oration is en'ance" t'roug' participation in group activities an" sociali7ing $it' ot'er resi"ent professionals. T'e aut'enticity of t'e environment provi"es an apprentices'ip setting for t'e stu"ents &y presenting t'em 4$it' t'e very p'enomena t'ey are learning a&out6 )Perkins, *++,, p.-+/. T'e teac'ers role as coac' reinforces t'e i"ea of stu"ents as task managers &ecause t'ey carry out aut'entic tasks in t'is learning environment. )Baragiorgi A Cymeou, ,22., p. ,2/.

INSTRUCTIONAL EXAMPLE OF PERKINSS FIVE FACETS OF LEARNING ENVIRONMENT &

References 1lummer, 1. ),223/. 0pplying PerkinsMs facets of a learning environment for information literacy instruction. Community & Junior College Libraries, 14)?/, *E+:*3+. "oi8*2.*232L2,E9?+*232,2?.*23 ;'en, ;. ),22?/. 0 constructivist approac' to teac'ing8 Implications in teac'ing computer net$orking. Information Technology, Learning, & Performance Journal, 21),/, *E:,E. Retrieve" from 'ttp8LL$$$.osra.orgL5ournal.'tml Department of Darketing. )n."./. Courses. Retrieve" from8 'ttp8LL$$$.to$son.e"uLc&eLmarketingLcourses.asp Baragiorgi, N., A Cymeou, L. ),22./. Translating constructivism into instructional "esign8 Potential an" limitations. Journal Of E ucational Technology & !ociety, ")*/, *E:,E. Retrieve" from 'ttp8LL$$$.ifets.info MDonnell, F. F., A Tangney, 1. 1. ),22?/. To$ar"s MP'enomenariaM in t'e teac'ing of "istri&ute" systems concepts. Procee ings #r IEEE International Conference On $ %ance Technologies, ,.9. "oi8*2.**2+LI;0LT.,22?.*,*.2E* Papert, C. )*+32/. &in storms ' Chil ren, com(uters, an (o)erful i eas. Oe$ Nork, ON 8 1asic 1ooks. Perkins, D. O. )*++,/. Tec'nology meets constructivism8 Do t'ey make a marriageP. In T. D. Duffy A D. <. #onassen )E"s./, Constructi%ism an the technology of instruction' $ con%ersation )pp. -.:../. <ills"ale, O#8 La$rence Erl&aum 0ssociates, Inc., Pu&lis'ers.

INSTRUCTIONAL EXAMPLE OF PERKINSS FIVE FACETS OF LEARNING ENVIRONMENT 1'

0ppen"ix 0 <an"out an" Instructions for Ctu"ents at ;ourse 1eginning M,'" -.. Retail Management: Managing a Retail Business in econd Life 0ssignment8 =orking in teams of t'ree or four you $ill &e responsi&le for esta&lis'ing an" managing a virtual retail &usiness in Cecon" Life. Cecon" Life is an Internet:&ase" ?:D virtual $orl" )Dulti %ser Hirtual Environment/. Cecon" Life permits users to interact $it' eac' ot'er t'roug' t'eir avatars, or Cecon" Life resi"ents. In a""ition to sociali7ing, Cecon" Life resi"ents can explore an" "iscover t'e community:create" Cecon" Life $orl" an" participate in commerce &y utili7ing virtual tra"e an" services. Cecon" Life 'as an internal economy an" internal currency, t'e Lin"en "ollar )LI/. Cecon" Life resi"ents can use or earn Lin"en "ollars &y &uying, selling, or renting goo"s an" services from ot'er resi"ents. T'e Lin"en "ollar can &e purc'ase" $it' %C currency $it'in Cecon" Life or via t'e Lin"en La& Lin"eJ exc'ange. =orking as a team you $ill create a retail &usiness $it'in Cecon" Life. Teams may c'oose to assign specific roles or to "ivi"e t'e pro5ect responsi&ilities amongst t'e team mem&ers. Nour team $ill $ork toget'er to "etermine $'at type of &usiness you $is' to esta&lis' an" 'o$ it is to &e manage". Teams $ill &e provi"e" start:up capital an" $ill &e responsi&le for conceptuali7ing t'eir i"eas &y creating a marketing plan. Teams s'oul" use t'eir marketing plan, content covere" "uring our in:class meetings, kno$le"ge from previous course $ork, an" information from a""itional researc' to gui"e t'eir "ecisions. Eac' team $ill maintain a $eekly 5ournal to "ocument an" explain t'e "ecisions ma"e regar"ing &uying, merc'an"ising, selling, a"vertising, an" p'ysical operations nee"e" to esta&lis' an" sustain t'e &usiness. T'e 5ournal s'oul" &e use" to "ocument your "ecisions an" i"entify areas in nee" of clarity as $ell. Nour team 'as t'e option of using vi"eo, text, an"Lor au"io for 5ournal entries. 0t t'e conclusion of t'e semester your team $ill also su&mit a report "ocumenting t'e marketing "ecisions ma"e an" 5ustification for t'ose "ecisions $'en esta&lis'ing your virtual &usiness. Delivera&les8 *. =eekly up"ates via 1lack&oar" 5ournals using vi"eo, text or au"io su&missions ,. Final report at t'e conclusion of t'e semester

INSTRUCTIONAL EXAMPLE OF PERKINSS FIVE FACETS OF LEARNING ENVIRONMENT 11

0ppen"ix 1 <o$ Elements of Perkinss Five Facets are 1eing %tili7e" in t'e Instructional Example Text&ooks Hi"eos nline tutorials 0rticles T'e instructor )instructional gui"ance/ ;omputers Electronic 5ournals Dicrosoft =or" or ot'er $or" processing soft$are Presentation solutions, suc' as Po$erPoint or Pre7i Ctu"ents $ill &uil" t'eir o$n environments an" create inventory for t'eir &usiness using "ifferent &uil"ing an" o&5ect components In searc'ing an" locating resources in Cecon" Life "ata&ases, stu"ents $ill un"erstan" t'e mec'anics of information:retrieval processes. T'is $ill c'allenge stu"ents to t'ink of issues like Guality assurance as t'ey &uil" t'eir pro"ucts for &usiness t'at $ill attract an" retain customers $'ile simultaneously &oosting sales. Cecon" Life, t'e online micro$orl" T'e Cecon" Life environment provi"es t'e p'ysical simulation of o$ning an" managing a &usiness. Ctu"ents $ill &uil" conceptual un"erstan"ing t'roug' experimentation. ;reation an" tra"e of virtual property $ill take place $it' Lin"en "ollars. Ctu"ents $ill ela&orate an" test t'eir interpretations t'roug' experimentation. !roups of ?:- stu"ents Cpecific roles for group mem&ers

Information 1anks

Cym&ol Pa"s

;onstruction Bits

P'enomenaria

Task Danagers

INSTRUCTIONAL EXAMPLE OF PERKINSS FIVE FACETS OF LEARNING ENVIRONMENT 12

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