GMU Fall 2010 Cognitive Affordances of a Technology Supported Learning Environment Presented by: Susan Dass 802 EDIT Cognition and Technology: A Multidisciplinary Approach

GMU Fall 2010 Describe ECON 496 Define technologies used Review the course structure Describe observational process Summarize findings Conclusions Recommendations Agenda

GMU Fall 2010 Audience: undergraduate, upper level, elective Prerequisites: micro and macroeconomics Course objective: Course: Economics of a Metaverse “This course is focused on not simply conveying the theoretical foundations of these [six economic] topics, but on illustrating their applied and behavioral aspects through the unique features of a virtual classroom.”

GMU Fall 2010 Technology Description Simulations: –Multiple types of 2D games –Simple interface –Customize to number of participants / groups

GMU Fall 2010 Technology Description Second Life –Public, 3D, virtual world –Field trips

GMU Fall 2010 Technology Description TerraEconomicus –Private, 3D, virtual world, Second Life platform –Experiments and lecture

GMU Fall 2010 Technology Description

GMU Fall 2010 Six Economic Concepts Instructional Activities per Concept (in general) –Powerpt. in TerraEconomicus –Simulation –Experiment in TerraEconomicus –Field trip in Second Life –Class discussion Course Structure –Independent, group –Done in classroom –Independent, group –Done in classroom

GMU Fall 2010 Attended six classroom sessions –Virtual world orientation class –Two TerraEconomicus experiments: Tiki Island and Hurricane Island –One simulation on auctions –Two class discussions Completed four virtual world activities –Finished orientation –Reviewed two skybox lectures –Completed a field trip on auctions Observation Process

GMU Fall 2010 Experiential Learning –Used extensively through simulation and experiments –Experiments scenario-based –Role play as auction bidder, business and home owner –Cyclic nature supported hypothesis testing –Perhaps exploration as part of final paper Observation Results Refer to CATS TSLE Results Handout

GMU Fall 2010 Discourse / Dialogic –Simulation and experiments did not support at all –Virtual world field trip assumed supported –Classroom supported –Cannot transition to distance education format without addressing Observation Results Refer to CATS TSLE Results Handout

GMU Fall 2010 Supportive Learning –Simulation and experiments, feedback insufficient –Experiments models of economic concepts –Skybox lectures provided explaining and imagery –Classroom instructor provided supportive learning Observation Results Refer to CATS TSLE Results Handout

GMU Fall 2010 Learning by Doing –Simulation and experiments supported –Personal relevancy difficult to assess –Experiment simplified model –Classroom did not support (except for technologies) –Lacked building artifacts Observation Results Refer to CATS TSLE Results Handout

GMU Fall 2010 Critical Thinking –Simulation and experiments supported decision making and analysis –Classroom discussion and papers supported analysis, synthesis, critique, and argumentation –Consider addressing if transitioning to distance education format Observation Results Refer to CATS TSLE Results Handout

GMU Fall 2010 Conceptual Change –Pre-course survey unknown –Simulation and experiments provided anchoring experiences –Classroom discussion for bridging to normative and for verbal transfer opportunities –Skybox lectures used pivotal cases Observation Results Refer to CATS TSLE Results Handout

GMU Fall 2010 Self-Regulated Learning –Extrinsic Motivation: earnings and grade –Intrinsic Motivation: instructor noted –Instructor provided time-management support (in-class announcements and s) –Limited support –Cannot transition to distance education format without addressing Observation Results Refer to CATS TSLE Results Handout

GMU Fall 2010 Provided multiple affordances for cognition 29 of 41 indicators used (2 used but not observed) Unused indicators may reflect content, outcomes Simulations afford limited cognition Self-regulated learning lacks support Address discourse / dialogic if going distance ed. Conclusions CATS Review of TSLE: ECON 496

GMU Fall 2010 Discourse / dialogic –make reflection more prominent Learn by doing –build artifacts Conceptual change –add more opportunity for transfer Self-regulated learning –Add other extrinsic motivation –Time management, goal setting Recommendations CATS Review of TSLE: ECON 496

GMU Fall 2010 Course Structure Address student comments: –lack of time in experiments and simulations –Linden dollars not a strong motivation –lack of individual accountability Consider pedagogical improvement –objectivist to constructivist design basis –attain complex, ill-structured realism –combine experiments, add auction –conduct longer experiments Recommendations CATS Review of TSLE: ECON 496