H.+Web-based+Spreadsheets



=Introduction=

In its simplest form, science is measurement. Human beings have an innate drive to figure out the workings of the world and our place within it. We question, measure, sort, judge, gauge, predict, calibrate, and measure more. We do this all the time. We seek understanding of our world and we engage in inquiry frequently as we traverse our daily dealings with the world. Our knowledge and appreciation of the world - of objectively observing and making sense of our observations - shall be the framework that guides our pursuit to explain the operations of the world, and our place within it. Understanding the "whys" of the world must first begin with understanding the "hows" of the world. For this reason, it is incumbent on teacher, that activities are created that engage learners in this endeavor - the pursuit of knowledge of the world through our interactions with it. This means that the learning environments we create should involve building models of real-world phenomena - the heart of scientific thinking. Such tasks requires diverse mental activities like planning, data collecting, accessing information, data visualizing, modeling, and reporting" (Jonassen, 1999).

When we consider the nature of learning and the assumption that we all create our own understanding of the workings of the world from our interactions with it, then the instruction that we design must too take into account this phenomena. When placing this notion in the context of the classroom, the instructor must think of the phenomena of the world that will be valuable to investigate in the classroom setting. Creating environments that provide learners opportunities to construct their own knowledge requires opportunities for learners to //observe//, //measure//, //gather information//, //organize information//, //analyze// and //interpret// information, and //describe our understanding//. This process is not not just in the context of science, but in a much broader context. Some of the tools we can make available to learners to assist in this process are found in spreadsheet and database applications.

== =Spreadsheets & Databases=

__Spreadsheets__ In its simplest form, a spreadsheet can be a table where information is placed within an organizational context. Spreadsheets can have single or multiple rows and columns. They provide the learner with a framework to organize information so that the information can be analyzed and interpreted. The role of the teacher is to design activities that engage learners in gathering and/or measuring information that can be placed in a logical organization within a table. The table can be provided or can be student-created.

//Examples//[| click here]

__Databases__ Databases are not much different than spreadsheets in that they represent a logical organization of some information under investigation. The elements of the database typically include: forms, fields, records, tables, sorts, queries, and reports. One common database application is Microsoft Access, which is widely available with most Microsoft Office packages. An open-source version of a database is [|OpenOffice.org Base].

//Examples// [|click here]

= = = = =Web-based Spreadsheets & Databases=

Web-based spreadsheet tools offers more than typical spreadsheet operations. They afford learners opportunities to collaborate and collect, in real-time, synchronously or asynchronously, in class or at home. Learners can engage in the process of data collection and interpretation that is centered on the investigation of complex phenomena. The spreadsheet space that writers engage in with web-based spreadsheet & database tools is dynamic and transforming. Web-based spreadsheet & database tools allow learners to be connected to a virtual, collaborative space. Edits by one member will be apparent to all other members in real time, making this a collaborative experience. Collaboration in this way requires learners to be organized in their thoughts and it requires them to be courageous in sharing in the process of data collection. Also, it allows other learners to engage in critical thinking as they analyze the writing of their peers. = = =**Engaging 21st Century Fluencies**=

The following fluencies can be engaged through writing activities which incorporate spreadsheet and database tools (web-based or otherwise): Information Skills, Technical skills, Media skills, Personal skills, Group/Team/Partner skills, Professional skills, Teacher skills

Of the examples presented here, and in consideration of the 21st Century fluencies presented below, what ideas do you have regarding the use of spreadsheets and databases integrated with the "learning space" for your classroom? How might spreadsheet and database applications be used in this endeavor? Use this brainstorm to guide you through your exploration of web-based spreadsheet and database applications today. How can web-based spreadsheet and database tools be used to create learning spaces that engage students in the following 21st Century Fluencies:

1. Demonstrate initiative by critically assessing problems & implementing creative solutions. 2. Behave cooperatively as a member of a team. 3. Read for information & application. 4. Calculate & measure for information & application. 5. Behave in a responsible manner without supervision. 6. Communicate verbally & in writing to evoke clear understanding. 7. Seek excellence in individual & group activities. 8. Locate and manage resources for problem solving.

= = =Pedagogy=

The theory of inquiry posited by John Dewey in his seminal work The Theory of Inquiry, 1938, described the way in which human beings investigate, interpret, reflect and understand the world. Dewey's theory of inquiry has influenced many of the succeeding constructivist learning models such as Problem Based Learning, Discovery Learning, Computer Supported Collaborative Learning (CSCL), and so forth. In fact, the elements of inquiry as Dewey proposed, namely that learning centers on questioning and measuring, can be found in many of the established constructivist models. While no model in and of itself should dictate all learning events that take place in one's classroom, certainly a good starting point for designing instruction would be to begin with activities that generate questions from students. There are many ways this can be accomplished. The constructivist models presented at [|CU Denver's Instructional Design Models] site represent a good starting point.

= = = = =Instructional Strategies=

The following list consists of strategies that can be utilized by the instructor to create learning activities which require learners to gather, collect, measure, analyze and interpret, reflect, and publish their understanding of complex phenomena. Spreadsheets and Databases can be utilized in these activities to assist learners in the data collection process. The activities do not have to be science-centric, and may be cross-curricular.
 * Activities that require building models of real-world phenomena**
 * 1) //ill-structured questions// - Think of creating learning activities which elicit questions from students. The answers to these questions may be multivariate and complex. This a good thing. If you are posing questions to students, think of using ill-structured questions. For instance, a recent example of an ill-structured question used for a fifth grade unit on Egypt was "What is the secret of the pyramids". Another example used for a fifth grade unit on the solar system was "Is Pluto a Planet?". Certainly, there are no "right" answers to these questions, that's the idea. There is, however, a general direction or path of research learners could follow to address the question.
 * 2) //Complex Problems to be solved// - Think of problems that learners are to address in your classroom. For instance: What causes civilizations to collapse?; What causes species to become extinct?; Does global warming really exist?;
 * 3) //Missions or Scenarios// - You may be familiar with the case-based approach to instruction. In essence, it involves creating a motivating context in the form of a mission or scenario into the activity.
 * 4) //Creative Controversy// - There may be no better way to motivate learners than by creating controversy in the learning process. Examples of creative controversy in the classroom would be: "Should wolves be reintroduced to the wild?"; In a flu epidemic, who should receive immunization first, second, and so on...?"; "Should we use nuclear energy as an alternative to fossil fuels?". You get the idea.
 * 5) //Roles// - You may also want to assign roles to the learners or let them select significant roles that are critical to a particular topic of study. For instance, you are investigating the impact that fertilizers have on the migration patterns of the monarch butterfly. The roles in this scenario might be local area farmers, scientists, reporters, and so on.
 * 6) //Debates// - Debates can be utilized in most if not all controversial topics of study. Debates require much preparation and knowledge about a particular subject on behalf of students.

= = = =

==

**Tools**
[|Zoho Sheet] [|Google Docs & Spreadsheets] [|ajaxwrite] [|NumSum] Numbler


 * **Web-based Spreadsheet & Database Tool** || **Description** || **Integration** || **Extendability** || **Examples** ||
 * [[image:sheet_logo.gif width="193" height="45" link="http://http://sheet.zoho.com/login.jsp?serviceurl=%2Fhome.do"]] || Secure collaborative writing space with high level of integration of other media elements and extendable across multiple web-based zoho platforms. Allows for creation of templates which can serve to standardize learning activities. Excellent template library. || Pictures, tables, tags, comments, Zoho tools (e.g., sheet, show, creator, notebook, wiki, planner, chat, meeting) || Blog posting, RSS feeds || [|click here] ||
 * [[image:https://www.google.com/accounts/writely/en/docsslogo.gif width="149" height="55" link="http://https://www.google.com/accounts/writely/en/docsslogo.gif"]] || Secure collaborative writing space which allows you to create, edit and upload documents quickly. Access and edit from anywhere. Save changes in real time. Also has an unpublish feature. || Docs, spreadsheets and presentations ||  || Webspace, blog, ||   ||   ||
 * [|Num Sum] || to be continued... ||  ||   ||   ||
 * Numbler || to be continued... ||  ||   ||   ||
 * Numbler || to be continued... ||  ||   ||   ||

=References=

Jonassen, D. (1999). Designing Constructivist Learning Environments. In C. Reigeluth (Ed.), //Instructional design theories and models// (pp. 215-237). Mahwah, NJ: Lawrence Erlbaum Associates.

[|Teachnology's Databases in the Classroom]