Tessellation Trek: Integration and Collaboration by Design
Sharon Teabo and Frances Dolloph
West Virginia University
April 24, 2000

Introduction

As part of an "Instructional Technology Integration" course in the doctoral program in Technology at West Virginia University with Dr. John G. Wells and Dr. R. Neal Shambaugh, a unit, Tessellation Trek, was designed 1) for the integration of design across the curriculum; 2) as a way to introduce and practice computer programs with graphic arts software; and 3) to encourage collaborative work and self-directed learning. The unit has an overall space theme comprised of five independent modules. Names were chosen for appeal to students and to indicate that they are related but not linear. Lesson plans were grouped into modules that had names relating to a space theme and that reflected activities of the particular module. The names are Planet Earth, Paper Planet, Shape Shifters, Quilt Quasars, and Outer Limits. The modules can be completed linearly or independently of one another and are suitable for ages approximately ten through adult.

Pedagogy

The pedagogy for this course evolved as the modules were developed. A team of two people designed Tessellation Trek collaboratively. Each team member had her own philosophy of education and applied various theories of learning in different ways in her teaching. The challenge was to prepare an exciting, interesting, research-based course that would integrate these and new teaching styles. The modules use cognitive learning, Constructivist learning, Dewey’s theories, and Davis’ design-based learning. All but the last module have specified goals, performance objectives, activities, and a task review chart. The last module has goals and suggested activities for users to build their own class, group, and individual projects.

Cognitive Learning

Cognitive/learning styles refer to the way an individual thinks while processing information and problem solving. Individuals may take in information in different ways and process information in different ways (Learning Styles). Beyer (1987) wrote that the goal of cognition is to make specific meaning such as problem solution, truth finding, understanding, and judgment. As information, perception, and impressions are taken in, the individual manipulates and processes these things in different ways. All the information may be thought of inductively, deductively, analytically, metaphorically, analogically. This is used to create or discover connections, patterns, relationships, and emerging thoughts (Beyer). Knowing the many ways thinking contributes to learning can help in the development of educational strategies.

John Dewey

Dewey wrote of the importance of learning to think; to take something of which the meaning is known and apply it to new information to make sense out of it (1985/1910). He described the mind of a thinking student as that which would go out and seek new information and use it make judgments as to relevance and fit within a new situation. He professed the importance of students interacting with their environment and engaging in a project. Learning by doing was an important concept to the scientific method which Dewey advocated (1985/1910).

Directed Learning

Goals and performance objectives are part of the structure of the modules. Students are guided toward goals with specific steps should that direction be taken. Students may begin with simple steps, carefully guided with step-by-step directions. This provides structure for those that need it and a direct route to accomplishing the goals. Rubrics (check sheets) are provided in these instances to provide space to record those accomplishments. The software program, Instructional Performance Systems, Inc. (IPSI) was used to generate these goals, objectives, and activities. IPSI provides a structure, suggested verbs, and content analysis as part of a course summary. The Course Summary provides information on levels of difficulty, frequency of use, and purpose for inclusion in the course. The purpose is divided into foundation, crucial, remediation, and enrichment information. The domains addressed are cognitive, psychomotor, and affective. When specific competencies or mandated instructional goals are needed, this format provides assistance to the instructor.

Constructivism (Jerome Bruner)

Constructivism is based on the premise that learning occurs when students are actively engaged in their own activity or project. This learning is, as a rule, deeper and more extensive than that of a traditional classroom. Bruner (1966) wrote that learning should be an active process in which the learner chooses and transforms information, makes hypotheses, makes decisions using cognitive skills. Marlowe and Page (1998) reported on research, their own experiences, and reports from pre- and in-service teachers that the constructivist approach engaged students, promoted knowledge construction, encouraged student empowerment and independent thinking, and fostered longer-lasting learning.

Constructivism is learning that involves constructing, creating, inventing, developing, and searching for knowledge by the individual and in groups. It uses a variety of processes including questioning, interpreting, and analyzing information. Constructivism takes this information and uses it to construct new meaning in new context. It utilizes past experiences to make sense of current experiences and learning (Dewey, 1985/1910; Bruner, 1966; Marlowe and Page, 1998).

Design-based Learning, Meredith Davis

Design-based learning (Davis, Ed., 1998) as it suggests, centers on design as a mode of investigation. It extends previously established learning theories by seeking solutions that are not predetermined (behaviorist) or predictable (directed learning). Each solution is different based on how the student assesses and ranks variables during the problem-solving stage. Each student designs the route of investigation and evaluation, hence, the process is individualized and self-directed. Design combines both knowledge and skill and focuses on an agreeable compromise or "fit" between products and people. The design process, often referred to "designerly ways," involves identifying and researching a problem, determining performance criteria for solutions, implementing choices, and evaluating outcomes. The process often involves building a product, model, or constructing an object within an environment. Students learn what works well as well as what does not work. Design-based learning combines both scientific and artistic methods of inquiry. It involves analysis of a problem (scientific, analytical) and synthesis (artistic, intuitive) of multiple solutions and paths. Since deigned-based learning is an open-ended method of inquiry, it extends beyond a single subject by integrating multiple disciplines (Davis, et al., 1998).

Design of Modules

Planet Earth includes basic information and the definition of tessellations. This section includes reference to an interactive CD on the life and work of M. C. Escher, a videotape of M. C. Escher, and web-based links to additional information on tessellations. In Paper Planet, students work through exercises with traditional drawing tools such as paper and pencil. In Shape Shifters, students complete some of the hands-on activities of Paper Planet but with a focus on computer graphic arts tools. In this way students may learn to relate knowledge of traditional media to digital media. Students explore the tools of the graphics software by completing a series of exercises that not only increase in difficulty but also decrease in the number of detailed instructions toward the end of the module. Another module, Quilt Quasars uses computer graphics software for quilt design. Students design and color tessellation patterns, and complete a project with fabric that incorporates their final designs.

The Outer Limits provides several suggestions for many groups to work on a design-centered project. This module has broad goals, but is not intended t be complete with performance objectives. These objectives would need to be decided by the team whose responsibility it is to guide the organization and development of the design-centered project. An integral part of this module is to have the students form their own goals, performance objectives, and activities relative to the theme of the unit or suggested subjects. Students are encouraged to apply what they know by designing a module in a different subject or focus for other students. This module is designed to push students to their "outer limits."

Structure of the Site

While the content of the unit was being developed, preparing navigation in an HTML document became an additional focus. The site includes navigation buttons across the top and across the bottom of each major page. The modules have additional buttons across the bottom labeled "back" and "forward" which allows for quick navigation if the modules are explored linearly. Each module button changes color within a module and icons of the particular theme are consistently applied throughout. A click on any theme-related icon takes the user to that module. Navigation buttons are included for Home, Support, Table of Contents, Unit information, Resources, References, FAQs, and Site Map Index.

Each module, or area of interest, includes an opportunity for the user to begin with the goals and follow with either the performance objectives or activities. An option to "jump" directly (or "fly" directly) to the activities is included by hyper-linking an icon of a rocket ship that "flies" into position at the top of a module when the page opens directly to the activities. The students have the opportunity to review any of the modules as the need arises.

Technology

This site includes dynamic HTML, Java script, Flash sequences, a small Director clip, and still and animated graphics. A great deal of time was spent deciding what instructional technology software would be appropriate for specific sections of the unit. For the modules that involve graphics arts tools, instructions for Adobe Illustrator 8 are given with notes for software with similar tool bars such as AppleWorks. We selected Electric Quilt because it features the same tools as other graphics programs, but with an orientation and templates for the extensive quilt market. When we realized that the user-friendly program was able to do complicated high-end graphics, we wondered what other software is being developed for commercial use that might help the classroom educator. The Electric Quilt is a perfect example of software that can be used across the curriculum, genders, and market place. These programs need to be identified, available, and supported for classroom use.

Time and funding are still the villains for all educators: time to discover and learn new technologies and to apply them to learning situations; and funding to purchase high-end hardware and software.

Conclusion

Using a theme such as tessellations provides a structure and format for the study of many subjects including art, history, social studies, architecture, literature, and mathematics. Tessellations provides a hands-on, learning-by-doing method to develop skills in basic drawing, computer graphics, World Wide Web, writing, and color and design. The use of visual design as a central construct promotes and encourages an interesting and exciting way of learning.

References

 Developed April 2000

2000-2006
Act1Graphics
Last update: 09.18.2005