|WGLN III Projects 2009 - 2012
LETS GO: Learning Ecology with Technologies from Science for Global Outcomes
Marcelo Milrad, Växjö University and Roy Pea, School of Education, Stanford University
Växjö Katedralskola and Kronoberg School, Sweden and Redwood High School, U.S.
Learning ecological science content & inquiry strategies should increasingly use new tools from science-sensors for data capture, information visualization for data-analysis, low-cost mobile computers & mobiles for field-based science. WeIll advance the sciences, technologies & practices of education via collaboration of Stanford &Vaxjo faculty, along with Vaxjo & N. California educators & students - to develop, implement, research, and sustainably scale a new paradigm for fostering high school student learning in teams for ecological sciences. Our "open inquiry" vision uses mobile computing to provide open software tools/resources, participation frameworks for learner project collaboration, mobile media/data capture, analysis, reflection & publishing. We integrate geo-positional data sensing, multimedia communication, information visualization & Web 2.0 tools to create science learning collaboratories, using co-design methods with teachers, learners, developers, learning & domain scientists. WeIll develop an innovative environment to engage learners in exploring & experimenting with multiple representations of causal interactions and functional relationships typical in science, to promote inquiry methods &deeper domain understanding. Some tools to realize our vision are here but not integrated into one system: our integration, solid pedagogical foundation, & methodologically sound evaluation will be our contributions. For project assessment we'll carry out a Iifecycle evaluation of the envisioned system & activities, with formative testing & exploration of breakdowns/breakthroughs at each developmental stage. Our project leverages many PI years of related scientific, technical and educational expertise, and influential studies of mobile learning. Following the current pilot year, two new project phases will be completed with open environment development partners-Intel (donating Classmate PC2s), the pre-eminent National Geographic Society, & Pasco Scientific.
Talking and Seeing Math in Games
Talking and Seeing Math in Games Lena Pareto, University West, Agneta Gulz, Lund University and Dan Schwartz, School of Education, Stanford University
Uddevalla primary and Secondary School, Sweden, Backaskolan and Lovisaskolan, Sweden and Hawes Elementary School, U.S
The overall project aims to develop successful models for fun educational games that incorporate artificial intelligence, and that help all students learn, make teachers' lives easier, and provide alternatives for learning where traditional classroom activities have not worked for children. We propose to continue for year 2 and 3 the refinement, testing, and dissemination of a new type of ref that integrates the best of learning theory and game design so that it (a) targets essential "gate-keeping" mathematical concepts and skills; (b) works at home or school; and, (c) includes teacher tools that help improve classroom-level integration and instruction. The ref address the base-iO system, all arithmetic; negative numbers; strategic thinking, estimation and pattern finding; and reflection and reasoning. Our learning model contains a graphical model of arithmetic, explorative game play, a learn-by-teaching an agent play. The core system will be extended to prOVide a front-of-the-c1ass display, provide automated scoring, and include social features to the agent. Several partner schools participate in both nations. Expected results include: learning effect on mathematical comprehension and motivation; teaching models integrating games in class room instruction; teacher and student support; and three models of diffusion. These models are the school-only model (diffusion through teacher and school networks), the home-only model (out-of-school uptake), and the hybrid-model (game-playing at home is leveraged back at school). Expected deliverables of the projects include freely available web-based software and support materials, a dissemination model, a strong tie between Stanford and Swedish educational efforts, and multiple papers and conclusions from learning outcome studies. We are creating a new model for curricular development, and our contribution to going to scale is the development of a strong instance that includes software techniques that others can borrow.
Inquiry to Insight: Investigating Environmental Problems (I2I)
Michael Thorndyke, Kristineberg Marine Research Station and David Epel, Hopkins Marine Station, Stanford University
Valentinsson Gullmarsgymnasiet Lysekil, Sweden and Seaside High, U.S.
Most students' views are insular and parochial, derived from the lens of their familiar community. Enlargement of this view, as by the increased educational opportunities of student exchange, is limited. Our approach provides an alternative for such student exchanges using the new tools of internet communication technologies. We combine virtual labs and social networking in an international collaboration that we hypothesize will motivate and broaden student perspectives and enhance understanding of complex scientific issues. In this project, students in sister schools in Sweden and the US learn the science behind shared environmental problems and through social networking become engaged in an international dialogue on how their respective countries deal with these common issues. The science will be initially introduced by working scientists via brief streaming interactive videos. Deeper understanding will come from virtual laboratories using actual data from these scientists' labs. More meaningful understanding of environmental policies will come from the students own in depth examination of how these problems are viewed in their respective countries. We posit that two new learning
experiences will come from this international focus. The first is greater student interest in these environmental problems. The second is that students acquire both a scientific and international perspective on these problems. This project will provide a model/template that could transform education as well as influence international consensus on common problems.
Wii Science: Teaching the Laws of Nature with Physically Engaging Video Game Technologies
Lars Erik Holmquist, Södertörn University and Terry Winograd, Stanford University
Årstadalsskolan, Årsta, Sweden, Nueva School, Hillsborough, USA
In the Wii Science project, we will leverage a familiar technology - physical video game controllers - to introduce physical exploration as a means to engage in learning about phenomena from natural science. The students will get real-time feedback about how different actions taken with the Wii controller affect various physical measurements. In addition, we can help familiarize students with the practice of scientific experimentation
by enabling the use of Wii controllers in students' open-ended exercises. Our goal is to develop robust and deployable materials that will enable educators in a variety of settings to incorporate our system into school programs and curricula, and to continue using it after the project is over. The project is well aligned with the partner schools' pedagogical approach, which includes social and physical exploration as well as working actively with concepts such as learning styles and tactile and kinesthetic learning. The theoretical foundation draws on current trends in human-computer interaction, where embodiment and physical engagement are becoming a key issue. The research partners include groups at Stanford and Sbdertbrn University with extensive and complementary experience in physical interaction, user studies and human factors research.