Unit 2: Learning Affordances of Simulations and BIOinteractive

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Went too far ahead? Click on the link to navigate back to the Unit 1: Introduction to Simulations and BIOinteractive

What Will I Learn in Unit 2?

In Unit 2, learners will gain insight into the many learning affordances that the BIOinteractive website has. This unit will combine research with guided-inquiry based learning theory to explain how scientific understandings can be furthered by using multimedia simulations. Thus, this unit provides a overview of why technology is an asset to use in a secondary biology classroom.

If you need a refresher on simulations and the BIOinteractive website, click here Unit 1: Introduction to Simulations and BIOinteractive to navigate back to Unit 1 to revisit the introductory content.

Unit 2 Learning Objectives

Learners will be able to describe the benefits of the BIOinteractive website
Learners will be able to understand the importance of technology and multimedia simulations and explain the connection to guided-inquiry based learning
Learners will be able to assess the effectiveness of a BIOinteractive interactive simulation by reflecting on the experience and measure student understanding utilizing the formative assessment results from within the simulation

Learning Affordances of Simulations

As mentioned in Unit 1, there are many learning affordances of multimedia simulations that help support student learning. Many of these affordances can be seen with the BIOinteractive website. For example, this website offers various forms of interactive media that teachers can use with their students to aid in inquiry based learning. Inquiry based learning is an approach to learning that emphasizes the student's role in the learning process where students are encouraged to explore materials and questions on their own. Interactive media can support this process by providing students with a unique opportunity to explore concepts. Additionally, "the effect of understanding and experience with the topic learned can stimulate the approach change used in problem-solving,"(Yuliati et al., 2018, p. 134). This conceptual change allows the students to develop deeper connections and find new approaches to solve questions by interacting with the interactive media and simulations. The available interactive media on the BIOinteractive website include "click & learn" modules, "interactive videos", "3D models", and "virtual Labs". The learning affordances of each type of interactive media can be found summarized below:

Click & Learn- This type of interactive media is very broad but breaks down complex or abstract ideas into more concrete ones. Students are able to identify key details that support their understanding in larger ones. "Students understand what activities must be carried out because in the module explained in detail what will be achieved by students, what to do, how to do it, how to know its success, and so forth," (Rahmawati et al., 2019, p. 235). Additionally, click and learns are learning activities where students can learn at their own pace and revisit essential ideas. This is the type of interactive media that relates to simulations and learning modules. Thus, students are able to develop self-regulation and autonomy skills that students will develop as they engage in click and learn.

Interactive Videos- According to research, interactive video "increases learner-content interactivity, thus potentially motivating students and improving learning effectiveness," (Zhang et al., 2006, p. 17). This means that students are more motivated to learn the content than in if they were to engage in a traditional setting. Interactive videos also allow for increased visualization that gets students to make deeper meaning for the content. Lastly, interactive video increases learner-content interactivity, thus potentially motivating students and improving learning effectiveness," (Zhang et al., 2006, p. 24).

An image of a 3D model virus on the BIOinteractive website that students can explore by manipulating the model.

3D Models- This type of interactive media allows students to explore concepts in a visual format which furthers student understanding and enables students to grasp the specifics of a natural phenomena. Research indicates that teaching with 3D models gives student a better spatial understanding of what they are learning about. For example, However, "3D models potentially can lead to problems of cognitive overloading, especially in environments of high level learning," (Korakakis et al., 2009, p. 399). This means that they should only be used with students who possess a high spatial ability. Additionally, "multimedia applications with interactive 3D animation as well as, with 3D animation do indeed increase the interest of students, and make such applications more attractive," (Korakakis et al., 2009, p. 399). This shows how students can benefit from 3D models while learning.

Virtual Lab- This type of interactive media allows students to engage in a laboratory experiment that may be too dangerous, unethical or too expensive to explore in the real world. This alternative gives students a simulated experience that mimics the laboratory outcomes that would occur in the real world. According to research, when "properly planned and executed virtual labs have been found to increase students’ knowledge, skills and performance in examinations, while reducing limitations by geography, health and safety, cost and availability,"(Lynch & Ghergulescu, 2017, p. 1). Also, they can "be repeated multiple times, providing students with the chance to change the parameters of their experiment," (Lynch & Ghergulescu, 2017, p. 2). This saves schools on the cost and resources that would be consumed in the real world. It also ensures that students are able to fully connect and apply their understanding to a natural phenomena through engaging in the virtual labs multiple times. Thus, without these virtual experiments, those struggling students would not gain the necessary reinforcement to be successful and learn key ideas for a particular topic.

Unit 2 Learning Activity 1

1. Click on the following link to navigate to the BIOinteractive Module that will be used in this unit. https://www.biointeractive.org/classroom-resources/interactive-assessment-origin-birds

2. Launch the interactive, watch the video and answer the questions embedded within the film about how birds orginated.

Keep in mind how this interactive simulation may help students further their understanding of evolution and homologous structures.

3. Once you complete the Interactive Assessment for The Origin of Birds, answer the following prompts:

What did I learn from the Interactive Assessment for the Origin of Birds?
How can I plan to use this website in my classroom?
How might my students benefit from using BIOinteractive?

You will record your answer at the following link. https://forms.gle/EANrhhLCWqSAspge6

Unit 2 Learning Activity 2

1. Now that you have learned about the learning affordances of simulations and BIOinteractive, take this mini quiz to document what you have learned in unit 2. The quiz can be found at the following link: https://forms.gle/Q9P8hCcahhhmZRQv5

2. After you have completed this learning activity, click below to navigate to the final unit of this mini-course.

Click here Unit 3: Applying BIOinteractive to my own classroom to navigate to the next section of this course.

Resources

Korakakis, G., Pavlatou, E. A., Palyvos, J. A., & Spyrellis, N. (2009). 3D visualization types in multimedia applications for science learning: A case study for 8th grade students in Greece. Computers & Education, 52(2), 390-401.

Lynch, T., & Ghergulescu, I. (2017, March). Review of virtual labs as the emerging technologies for teaching STEM subjects. In INTED2017 Proc. 11th Int. Technol. Educ. Dev. Conf. 6-8 March Valencia Spain (pp. 6082-6091).

Rahmawati, R., Lestari, F., & Umam, R. (2019). Analysis of the effectiveness of learning in the use of learning modules against student learning outcomes. Desimal: Jurnal Matematika, 2(3), 233-240.

Yuliati, L., Riantoni, C., & Mufti, N. (2018). Problem Solving Skills on Direct Current Electricity through Inquiry-Based Learning with PhET Simulations. International Journal of Instruction, 11(4), 123-138.

Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker Jr, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & management, 43(1), 15-27.