The POE strategy involves 3 steps: 1) Students predict the outcome of a demonstration, 2) They observe the actual outcome, and 3) They explain any differences between their predictions and observations. This strategy is used to uncover students' initial ideas and generate discussion. It can also motivate students to explore concepts and generate investigations. The document provides examples of how POE has been implemented using discussion forums and wikis in online science courses.

1. Predict
Observe
Explain
Gráinne Conole,
University of Leicester
Learning Design Workshop,
Online Educa, 30/11/11
http://ecx.images-amazon.com/images/I/5121Cl3IRRL._SL500_AA300_.jpg

2. Background
• POE strategy used to uncover individual students’ predictions, and
their reasons for making these, about a specific event (White and
Gunstone, 1992)
• Uses:
• find students' initial ideas
• provide teachers with information about students’ thinking
• generate discussion
• motivate students to want to explore the concept
• generate investigations.

3. Steps
Step 1: Demonstrate
• Set up a demonstration of an event, related to the focus topic, that may
surprise students, and which can be observed.
• Tell the students what you are going to be doing.
Step 2: Predict
• Ask the students to independently write their prediction of what will
happen.
• Ask them what they think they will see and why they think this.
Step 3: Observe
• Carry out the demonstration.
• Allow time to focus on observation.
• Ask students to write down what they do observe.
Step 4: Explain
• Ask students to amend or add to their explanation to take account of the
observation.
• After students have committed their explanations to paper, discuss their
ideas together.
Via: http://arb.nzcer.org.nz/strategies/poe.php

4. AUTC Learning Designs
Oliver and Herrington, 1999

5. http://www.learningdesigns.uow.edu.au/exemplars/info/LD44/index.html

6. Dalziel, LAMS sequence
http://lamscommunity.org/seqs/svg/1118334.png

7. POE using a discussion forum and a wiki
http://lamscommunity.org/lamscentral/sequence?seq_id=1334409

8. Outcomes
• Informed by social contructivism
• The collaborative use of the POE computer tasks is
designed to facilitate peer discussions and promote
conceptual development and consensual meaning-
making in the domain of science:
• Articulation and justification of a student’s own ideas
• Reflection on the viability of other students’ ideas.
• Critical reflection on a student’s own ideas.
• Construction and negotiation of new ideas.

9. References
• Oliver, R., and Herrington, J. (2001). Teaching and learning online: a
beginners guide to e-learning and e-teaching in Higher Education. Perth:
Edith Cowan University.
• White, R. T., & Gunstone, R. F. (1992). Probing Understanding. Great
Britain: Falmer Press.
http://www.ascilite.org.au/conferences/perth04/procs/siviter4.gif