MINDTOOLS

MindTools Elizabeth Angeloff February 2, 2014 TLED 530 Old Dominion University

MINDTOOLS A microworld is a MindTool students can work with that allows them to play within a digital environment to explore and discover facts to refine their knowledge. The best microworlds have an easy-to-understand set of operations

that students can use to engage tasks of value to them, and in doing so, they come to understanding powerful underlying principles (diSessa, 2000, p.47). Microworlds can be found online or purchased as software for computers and tablets. Microworlds work by offering students a way to learn by exploration in a virtual recreation of a specific environment. They are usually built around the idea of debugging or presenting errors within the environment that require students to use problem solving skills. Students are given a set of activities that are inherent or preprogrammed in the microworld; the student is challenged to solve problems and to reach goals (Reiber, 1996). The purpose of a microworld is knowledge construction. Students are given a programmed environment where they can actively construct their own knowledge by being engaged in interpreting, exploring and problem solving within the environment (Jonassen, 2000). An example of how a microworld can help students to construct their own knowledge can be seen in BioLogicas Dragon Genetics. In Dragon Genetics, students can create changes in the dragons physical appearance by manipulating different alleles on a chromosome. The relationship between genotypes (alleles) and phenotypes (physical characteristics) is not explained prior to beginning the microworld. The students build their knowledge of the relationships while exploring and problem solving. This MindTool can have multiple educational purposes. Teachers can use it to give students a new way to learn a concept different from the method of reading out of a textbook. This allows a lesson to be more individualized to each student because each student can approach this microworld differently. It can also be used as a way to evaluate the progress of students by observing them. A third example of how this MindTool can be used is by creating a group activity involving the microwold for students to work out. It will give them a chance to not only work together to solve problems but to help each other learn from the environment.

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Biologicas Dragon Genetics meets all of the criteria for being a MindTool. It is available online and can be accessed from computers and tablets. It is affordable because it is absolutely free. It encourages knowledge construction because it offers students an environment where they can build their own knowledge by exploring, problem solving and interpreting. Although Dragon Genetics itself is not very generalizable, Biologica offers a variety of free microworlds that are. Because of this, I feel that Biologica meets the requirement of generalizable. It engages students in critical thinking by giving them tasks to complete without giving them specific instructions on how to. It is transferable between different subjects. For example, the change of certain physical characteristics appearing can be carried over into statistics. It has simple, powerful formalism because it offers an easy way for students to build their knowledge on a complex topic. And finally it is easily learnable as long as students can long onto a website and follow a few simple directions.

MINDTOOLS References diSessa, A. (2000). Changing minds: Computers, learning, and literacy. Cambridge, MA: MIT Press.

Jonassen, D. H. (2000). Computers as mindtools for schools, engaging critical thinking. Prentice Hall. Retrieved from https://www.blackboard.odu.edu/bbcswebdav/pid-3653569-dt- contentrid2274217_2/courses/201310_FALL_TLED530_18136/201220_SPRING_TLED 533_ImportedContent_20130110105452/201210_FALL_TLED430_15593_I mportedConte nt_20120827110407/mindtools.pdf

Rieber, L. P. (1996) Microworlds, in Jonassen, David, H. (ed.) Handbook of research on educational communications and technology. Handbook of Research for Educational Communications and Technology. Second edition. Simon and Schuster, 583-603