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Learning through Experience: Using Web-Based Learning Interactions to Teach American Government
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Learning through Experience: Using Web-based Learning Interactions to Teach American Government Jocelyn Jones Evans, University of West Florida David Lindrum, Shadowbox, Inc. Abstract Bringing to bear a variety of theories of pedagogy, we develop a multi-media resource for use in the American Government classroom. The result is a unit-based ancillary through which students can work in preparation for class discussion. An initial pilot tested on students revealed three distinct advantages to this resource, including: increased interest in the subject matter, enhanced student preparedness, and excitement over harnessing new media. The following pages review the tenants of constructivism, Bloom et al.’s (1956) taxonomy of types of learning, and learning through narrative, explain our web-based tool, and present the pedagogical and practical applications and advantages of using this resource.
Introduction
As teachers, how do we increase fundamental student interest in the resource material?
How do we increase student preparedness for class discussion? Employing the fundamental principles of constructivist learning theory, we develop a web-based curriculum that integrates online teaching tools such as: simulations, photo galleries, interactive timelines, and automated testing, with innovative pedagogical tools such as: the use of narrative, experiential learning, different learning styles, and civic education. The result is a unique web-based resource through which students can work in preparation for class discussion.
In the following pages, we establish constructivism as our model of learning acquisition,
present our learning objectives structured by Bloom’s taxonomy of learning objectives in the cognitive and affective domains, and describe our pedagogical approach of first person accounts from people actively involved in parties and elections. We engage in a thorough description of the resource we have developed, entitled Americans Governing. To conclude we present the results and implications of a trial run using this resource in the classroom.
In brief, the pilot revealed distinct advantages to this resource. The first concerns
increased interest. Student feedback suggests that not only does the material spur basic interest in the subject matter; it actually spurs interest beyond the subject matter. Students want to know more than what is provided by the sometimes lengthy video footage. They want to hear even more questions answered by these political elite. They have probing questions for the “experts” investigated on the site. Second, this tool greatly enhances student preparedness. After administering the pilot, I asked students in the class for initial reactions, and they launched into rather sophisticated dialogue on the subject matter. Finally, and importantly, students are impressed and excited about the potential of using an online resource instead of or in conjunction with traditional print media.
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| | Authors: Evans, Jocelyn. and Lindrum, David. |
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Learning through Experience: Using Web-based Learning Interactions to Teach American
Government
Jocelyn Jones Evans, University of West Florida
David Lindrum, Shadowbox, Inc.
Abstract
Bringing to bear a variety of theories of pedagogy, we develop a multi-media resource for use in
the American Government classroom. The result is a unit-based ancillary through which students
can work in preparation for class discussion. An initial pilot tested on students revealed three
distinct advantages to this resource, including: increased interest in the subject matter, enhanced
student preparedness, and excitement over harnessing new media. The following pages review
the tenants of constructivism, Bloom et al.’s (1956) taxonomy of types of learning, and learning
through narrative, explain our web-based tool, and present the pedagogical and practical
applications and advantages of using this resource.
Introduction
As teachers, how do we increase fundamental student interest in the resource material?
How do we increase student preparedness for class discussion? Employing the fundamental
principles of constructivist learning theory, we develop a web-based curriculum that integrates
online teaching tools such as: simulations, photo galleries, interactive timelines, and automated
testing, with innovative pedagogical tools such as: the use of narrative, experiential learning,
different learning styles, and civic education. The result is a unique web-based resource through
which students can work in preparation for class discussion.
In the following pages, we establish constructivism as our model of learning acquisition,
present our learning objectives structured by Bloom’s taxonomy of learning objectives in the
cognitive and affective domains, and describe our pedagogical approach of first person accounts
from people actively involved in parties and elections. We engage in a thorough description of
the resource we have developed, entitled Americans Governing. To conclude we present the
results and implications of a trial run using this resource in the classroom.
In brief, the pilot revealed distinct advantages to this resource. The first concerns
increased interest. Student feedback suggests that not only does the material spur basic interest in
the subject matter; it actually spurs interest beyond the subject matter. Students want to know
more than what is provided by the sometimes lengthy video footage. They want to hear even
more questions answered by these political elite. They have probing questions for the “experts”
investigated on the site. Second, this tool greatly enhances student preparedness. After
administering the pilot, I asked students in the class for initial reactions, and they launched into
rather sophisticated dialogue on the subject matter. Finally, and importantly, students are
impressed and excited about the potential of using an online resource instead of or in conjunction
with traditional print media.
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