Choosing & using educational software: A teachers' guide

Squires, D., & McDougall, A. (1994). Choosing & using educational software: A teachers' guide. London: Falmer.

Chapter 6. Frameworks for studying educational software

1. Categorization (Classification by Application Type)

Two types

• Content-free (generic): in terms of the tasks it can perform (e.g. word, spreadsheets)
• Subject-specific: used in the teaching and learning of specific topics (e.g., science simulations, foreign language practice programs, arithmetic drill programs)

Problems

• criteria implicit, no clear rationale
• sensitive (increasing range requires constant revision & updating)
• some integrated software don't fall neatly into any one classification

2. Role (Classification by Educational Role)

Three modes

• Tutor: a surrogate teacher (e.g., drill & practice exercises, adaptive tutorial programs)
• Tool: useful capability programed into the computer (e.g., statistical analysis, word, graphics packages, data logging, info handling)
• Tutee: learners "teach" the computer through expressing their ideas and solutions to problems (e.g., Logo)

Problems

• Founded on the premise that the scope and nature of the software environment defines educational possibilities
• Focus on the software rather than the teacher and learner
• Ignoring important issues of teaching and learning

3. Rationale (Classification by Educational Rationale)

Four paradigms

• Instructional: mastery of content (sequencing, presentation, feedback reinforcement)
  
• Revelatory: learning by discovery & developing an intuitive feel for the field of study. student is the prime focus (e.g., simulation)
  
• Conjectural: the articulation and manipulation of ideas and hypothesis testing. Emphasis: development of understanding through the active construction of knowledge (e.g., Logo)
• Emancipatory: exploits the capacity of the computer to process large amounts of data dand perform many operations very quickly, to save students from spending time on laborious tasks that are necessary but incidental to their learning

Problems

• Tendency to regard software as belonging exclusively to one paradigm
• No consideration of the learning process

Chapter 7-10. A Perspectives Interactions Paradigm for studying Educational Software

The focus shall shift from attributes of the software itself (e.g., what does this package do? How does this program run?) to the use of software to enhance teaching and learning (e.g., what kinds of learning experiences might be set up or assisted by this package? What approaches to teaching fit this package?)

Three major "actors": the student(s), the teacher, and the designer

• Teacher-student link: direct 2-way physical and social interactions initiated or sponsored by the software; students more actively engaged in thinking and learning; teacher roles - Resource provider, manager, coach, researcher, facilitator
  
• Designer-student link: how student relate to and use software (cognitive development and human-computer interaction); learning theories: behaviorism (stimulus-response mechanism, e.g., Skinner, 1938) vs constructivism (learning as a process of accommodation and assimilation in which learners modify their internal cognitive structures through experience, e.g., Piaget); Three aspects of software design: learner control, complexity, challenge
  
  • What are the levels of learner control, task complexity, and challenge offered by the package?
  • How effective is the design in affording learners the intended level of control/
  • How are learners helped to cope with the complexity of the software?
  • What methods and approaches are used to provide learners with a challenge?
    
• Designer-teacher link: curriculum and associated pedagogies (curriculum development and approaches to teaching); relationship of the software to the curriculum (implicit, explicit, absent)
  
  • Identify implicit curriculum aims
  • Match explicit and implicit curriculum aims to perceived specific curriculum requirements
  • Realize the possibilities of 'subverting' explicit and implicit curriculum aims to specific curriculum requirements
  • Realize the educational possibilities of the use of software which initially has no explicit or implicit curriculum aims (e.g., The Geometric Supposer shifts from seeking answers to encouraging inquiry and investigation)

Chapter 11. Choosing and Using Educational Software

• Teacher/student
  
  • Selection
    
    • Implied role(s) of the teacher in the classroom
    • Expectations of the nature of classroom interactions
    • Customization: pedagogy
  • Evaluation
    
    • Actual role(s) of the teacher in the classroom
    • Observed nature of classroom interactions
    • Customization: pedagogy
      
• Designer/student
  
  • Selection
    
    • Implicit/explicit/absent theories of learning
    • User (student) access features
      
  • Evaluation
    
    • Appropriateness and effectiveness of theories of learning
    • Ease and extent of user (student) access
      
• Designer/teacher
  
  • Selection
    
    • Implicit/explicit/absent curriculum aims: content and process
    • Customization: content
      
  • Evaluation
    
    • Customization: content

Augmented Reality (AR) Game: Tech Review #4

According to wikipedia, AR is a field of computer research which deals with the combination of real world and computer generated data. At present, most AR research is concerned with the use of live video imagery which is digitally processed and "augmented" by the addition of computer generated graphics. Advanced research includes the use of motion tracking data, fiducial marker recognition using machine vision, and the construction of controlled environments containing any number of sensors and actuators.

Ronald Azuma's definition of AR is one of the more focused descriptions. It covers a subset of AR's original goal, but it has come to be understood as representing the whole domain of AR: Augmented reality is an environment that includes both virtual reality and real-world elements. For instance, an AR user might wear translucent goggles; through these, he could see the real world, as well as computer-generated images projected on top of that world. Azuma defines an augmented reality system as one that

• combines real and virtual
• is interactive in real time
• is registered in 3D

The following site includes eight different types of augmented reality (AR) games. Some of these games were discussed in Chapter 11 in detail, some were just mentioned.

http://lgl.gameslearningsociety.org/games.php

1. AR games provide learners with immersive learning environments as AR technology adds graphics, sounds, haptics, and even smell to the natural world as it exists. My favorite one among the eight games listed on the site above is Hip Hop Tycoon, which involve students in meaningful, problem-solving tasks related to reading and math. I really liked the way it embed effective reading and math strategies in activities aligned to the state standards. The unit plan is very well-organized and the deliverables package is thoughtfully prepared.

2. The AR technology is really changing the way we view the world, using sense enhancements over real-world environment in real-time. Although AR systems employ some of the same hardware technologies used in virtual-reality research, but there's a crucial difference: whereas virtual reality basically aims to replace the real world, AR supplementsit. Therefore, I think AR games would engage student in more immersive learning. However, challenges to integrate those games into curriculum would be the cost, time, and teachers' ability to deploy the technology that support the AR environments and sense enhancements.

3. I like Amy's idea of integrating Hip Hop Tycoon into her entrepreneurship class. It's a very thoughtful plan she presented in terms of how to help students build on their previous experiences and develop more defined roles related to the real world occupations using the problem-based activities in the game. I also agree with her that the availability of the hand-held devices might be the major detriment to the integration of the game.

Area Adventure (SLP): Tech Review 2

http://jjones.iweb.bsu.edu/
http://www.bsu.edu/slp

Area Adventure is a web-based game that helps high school students practice the calculation of perimeter and area. The player is asked to complete a journey around the world, following a route from New York City, Paris, Hong Kong, Cairo, Taipei, to London. When in one city, he or she will have to select the flashing geometric shapes that appear on the landscape and solve the provided math problem by clicking on the correct answers. Such efforts will bring them to the next city until they complete the journey.

The Challenge of the game is based on a clear goal of traveling around the world through recall of math concept and formulas and calculation of perimeter and area of various geometric shapes. The Proclivity can be found in player's motif of successfully advancing to the next destination through his or her effort. The Uncertainty of the game is not obvious, basically because the repetition of similar calculation steps and the easy access to the formulas. However, the game's presentation of spectacular landscapes around the world and the player's curiosity of knowing the next destination help keep the player to continue the journey. In addition, there is little social interaction required in this game.

The following is a further analysis of Area Adventure using the 10-point essential criteria from Shelton:

1. Learning Issue (complex; intentional). Area Adventure features more like a directed instruction aimed at identified problems than a complex game.

2. Learning objectives and goals (explicit or implicit). The learning objectives of this game are explicit - to master the concept and calulation of perimeter and area of geometric shapes.

3. Constraints (interaction, rules). The game includes an environment with constraints (rules) and follow a certain pattern: Travel to a city - Find Shapes - Solve Problems (with help of the notes and grid tool) - Move to the next city.

4. The game kind of mimic real-world process: While traveling along a certain route around the world calculating perimeter and area of the world-famous achitecture, the player becomes a traveler, mathmatician, and architect.

5. This game is a web-based application that requires computer hardware and software. It also askes the player to prepare paper and pencil for calculation. (it might be helpful if it could embed a calculator and scratch sheet in its interface. Just a thought.)

6. Activity (Interactive; Autonomous). Area Adventure is an autonomous game with embedded information.

7. Non-Random (outcomes tied to learning goals, even with some random qualities). The outcomes are based on the player's attempts, not on performance because it still allows you to move on even you give wrong answers. I'd like to suggest the game designer to incorporate some punishment/improvement into the calculation steps.

8. The activity of the game is not repeatable because the process is somewhat linear and the outcome is not associated with the performance, which likely compromises its original learning goals.

9. Scalable (Internal; External). Area Adventure is not internally scalable. However, it has the potential to be developed to include multiple scenarios based on similar instructional objectives.

10. The game contains representations (traveling around the world) not quite affordable in real-world.

11. Cost effective. This is a free web-based game that can be integrated into high school geometry class.

Dr. Stuve Feedback:

Area adventures sure is a pretty game. It is a very positive experience, aestheically. I'm wondering if it's a bit too contrived. It is quite drill and practice, which is good for practice and mastery of discrete concepts, like area and perimeter. But, do you think kids will bore easily calculating the use of shapes on buildings? I don't know, but I was hoping for more challenging problems. Since the shapes are projected on the objects, even when they were actually caused by perspective, I felt a bit cheated. Might the contrived nature of the game negatively effect kids motivation, or it is just me? I would want to do simple practice calculations in a more simpler form of engagement. But, I would want to see kids reactions first.

But, even a simple tasks can be helpful and lead to better, more confident proplem solving later. If the slick imagery of Area Adventures motivates them to practice, as opposed to just giving then I'm all for it.

What are your thoughts on the contrived nature of Area Adventure?

Wei's response:

I agree Area Adventure is very much of a highly contrived design, with its drill-and-practice nature under the camouflage of "traveling around the world." I admit that initially I was it was attracted by its pretty graphic design and the appealing theme of world journey. However, as I kept moving on in the game I started to feel bored by its repeatedly used drills without any real challenge. Everything followes the same pattern. The sequences produce a predictale outcome. The only interactive activity (if it counts) is the feedback (correct/incorrect) to your multiple choice answer. The player is not allowed to choose his/her own route or learning skill level. In general, no "real" real-world problem-solving senario is introduced in the game. And the kids' motivation will likely get affected in a negative way.

Based on what I observed from playing the game, I would suggest the designers of this game increase the interactivity/interaction (more feedbacks, customizing choices) and raise the challenge/complexity level. In addition, a brief introduction to each landscape and a 3-D 360 degree view of it might be helpful to eliminate the view error caused by perspective.

Overall I would like to rate this game a 3 out of 5.

MUDs: Tech Review 3

As early gaming environments, MUDs have been studied by media researchers and social psychologists since the 1980s. However, as the dungeons and forests of the MUDs were translated from words into 3-D images, such text-based fantasy games were rarely mentioned with their value in education.

The following is my review of this game using three criteria: Teacher Preparation, Class Size, Learner Engagement, and Infrastructure.

1. Teacher Preparation: MUDs were originally designed as a kind of "adult narrative pleasure that involves the sustained collaborative writing of stories that are mixtures of the narrated and the dramatized and that are not meant to be watched or listened to but shared by the players as an alternate reality they all live in together." It's not hard for teachers themselves to get used to such games. However, they may need to figure out how to convert this "adult narrative pleasure" into "kids' narrative pleasure." MUDs used to be considered as intensely "evocative" environments for fantasy play that allow people to create and sustain elaborate fictional personas over long periods of time. But does this remain the same as of today? If not, how can teachers be prepared to engage their students in such "old" environments?

2. Class Size: There should be no class size limits since MUDs support multi-user domains. The only possible constraint might be students' access to computers with Internet connection.

3. Learner Engagement: As text-based fantasy games, playing MUDs requires a comparatively high level of reading and writing skills. So this game genre would be more suitable for high school English class.

4. Infrastructure: MUDs are highly expandable.

Education in Second Life - Mini Tech Review 1

Second Life has recently become one of the cutting-edge virtual classrooms for higher education. It fosters a welcoming atmosphere for administrators to host lectures and projects online, selling more than 100 islands for educational purposes. Students can be engaged in social learning activities and find it enjoyable to interact with other avatars while learning in this space. Among the more active educators in Second Life are librarians. There are numerous libraries within what is referred to as the Info Islands. A virtual reference desk in SL is staffed by real life volunteer librarians for many hours every week. They also teach workshops there to help librarians and educators learn more about Second Life.

Late in 2006, a trend emerged whereby large consortia purchased several islands comprising an archipelago of education-focused land. The land is then subdivided into smaller parcels and rented to colleges, universities, and educational projects. Typically, land is rented for as little as $200 per year and comes with permission to use some common space for larger events. The consortial model has allowed for many more institutions to offer participation to students and faculty within a learning-centered environment. There are now many universities, colleges, schools and other educational institutions researching the use of Second Life as an environment for teaching and learning which offers a community of practice and situated constructivist learning.

Ball State-related Second Life resources links:

CMD in Second Life

Going Virtual: Libraries in Second Life

Tech Review #1: WebQuest

http://webquest.org

A WebQuest is a inquiry-oriented research activity in which students read, analyze, and synthesize information using the Internet. Valued as a highly constructivist teaching method, the WebQuest allows students to build their own understanding of a topic, research real-world questions, and work cooperatively to find solutions. Instructors can create a task around Bloom's Taxonomy by varying the level of abstraction of questions. They then direct student to relevant Internet-based resources to complete the task.

Usally the Quest is divided into the following sections: Introduction, Task, Process, Resources, Evalution, and Conclusion Page. Introduction sets the stage and provides some background information of the topic to be explored. Task includes research questions, student's role assignments, and collaborative activities. Process includes a description of what the learners should go through in accomplishing the task with step by step guidance. Resources refers to relevant information and tools needed to complete the task, embedded in the WebQuest as anchors pointing to information on the Internet. Evaluation includes clear grading criteria for both individual and collaborative work. Conclusion brings closure to the Quest, reminds the learners about what they've learned, and encourages them to extend the experience into other domains.

This learning approch almost covers every category of NETS-S. It's a powerful inquiry tool for both teachers and students.

Click here to see a sample of WebQuest.