Tech-Infused Earth Science Activity

This tech-infused instructional activity for college students was an opportunity to flesh out a concept I had initially developed while teaching 8th grade Earth Science during the COVID-19 pandemic. Born out of a need to engage remote students in rocks and minerals without the sample kits that were available in-person, I developed the initial idea on-the-spot and implemented requirements while my students were busy searching their backyards. The initial implementation was a surprising success, and I have been eager to flesh out the concept more fully, to engage students in more active learning, and to use digital resources for self-directed searches rather than lecturing on rocks from a slideshow. 

Research into problem-based learning (PBL) and connectivism guided the development of a more mature form of this rock identification activity. Scaffolded learning, in the form of a scavenger hunt, supports students in the first stages of their active learning experience while allowing room for learners to make choices and take responsibility for their own learning.  (For more on learning theory, see the "Applying Learning Theory" on the College Astronomy page.)

However, giving 100+ students timely feedback about their initial identification is difficult for one person. Principles of connectivism rely on a diversity of perspectives and on acknowledging that the ability to find information is a key skill in today's digital world. Thus, I aimed to connect students with each other and to give them practice sourcing information from reputable online resources well before they begin their final report. The group concept map and the peer support through the discussion board should both connect students with their resources and off-load some of the burden from a single instructor.