Transcript MUSHI-Life - University of Bath

MUSHI-Life
Presenter Richard Joiner
Designer : Chris Quintana
MUSHI-Life
• MUSHI-Life is a multi-user simulation with
integrated handheld devices
• Groups of students assume roles as
environmental entomologists.
• A tablet computer shows a simulation
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MUSHI-Life
• The simulation contains different insectlike “bugs” with different physical
characteristics
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MUSHI-Life
• A set of rules describes how the bugs
reproduce, feed, and interact with other
bugs in the environment.
• The survival ability of a given bug is
governed
– its phenotype,
– different characteristics of the environment,
– characteristics of other bugs it may encounter
in the simulation.
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MUSHI-Life
• Students can view the overall simulation
on the tablet computer
• Use individual PDAs to "capture" and
"release" individual bugs
• Use them to view magnified, detailed
portions of the global environment, such
as the interaction of a given set of bugs or
the characteristics of a given bug.
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MUSHI-Life
• MUSHI-Life is designed to support
students' explorations of questions
surrounding natural selection and
adaptability.
• It may be used in an observational
investigation to identify behavioral patterns
related to survival within native contexts.
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MUSHI-Life
• It can be used to directly observe the
effects of moving a bug to a non-native
environment
• Users can explicitly manipulate bug
characteristics to experimentally determine
their relationship to adaptation and
survival.
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MUSHI-Life
• MUSHI-Life provides a framework to give
learners multiple linked representations of
a simulation
• They can explore and manipulate a
scientific simulation
• See different aspects of the simulation at
different levels of granularity.
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MUSHI-Life
• See that there are different levels to
understanding in complex simulations
• Understand how local interactions can
impact the global behavior of the
simulation.
• Engage in more reflective thinking
• Engage in the types of social interactions
that can positively impact learning.
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MUSHI-Life
• The first prototype of MUSHI-Life was
completed in June 2005.
• Initial focus group testing with students
ranging from sixth to eight grade will begin
in the late 2005,
• classroom-based research studies
scheduled for early 2006.
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MUSHI-Lenses
• Representation of phenomena
• MUSHI use multiple and linked
representations.
• Bug eyed representation through the hand
held computer
• Overall view with the tablet computer.
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MUSHI-Lenses
• Design of activity structure for
investigating these phenomena
• The learners engage in systematic
observation for the purpose of discovery
and or problem solving.
• The activity is an inquiry learning activity
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MUSHI-Lenses
1. students assigned a bug and asked to
record the preferred food sources
2. survey the food sources
3. survey for a second time but the sources
had been changed
4. predict which bugs would survive in the
new conditions
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MUSHI-Lenses
• Incorporate instructional scaffolds to
support learning
• MUSHI scaffolds the learner in a number
of ways
• Roy Pea’s (2004) framework
• What and Why of Scaffolding
– Fading
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MUSHI-Lenses
• How of Scaffolding
• Channelling
– Recruitment – Getting the students interest
– Reduction in the degrees of freedom – This involves
simplifying the task
– Direction maintenance – Keeping them in pursuit of a
particular objective
– Marking critical features – marking certain features of
the task that are relevant
– Frustration control – Making the activity less stressful
• Modelling solutions of a task
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MUSHI-Lenses
• How of Scaffolding
• Channelling
– Recruitment – Getting the students interest
– Reduction in the degrees of freedom – This involves
simplifying the task
– Direction maintenance – Keeping them in pursuit of a
particular objective
– Marking critical features – marking certain features of
the task that are relevant
– Frustration control – Making the activity less stressful
• Modelling solutions of a task
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