Final Report
A. Desired Outcomes
A1. Specific Instructional Objective
From the National Science Education Standards, grades 5-8: Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria. Soils are often found in layers, with each having a different chemical composition and texture.
A2. Re-written Objective
With the aid of the “Soil Safari” website, learners will be able to identify common physical structures in soil at 0.003mm, 0.3mm, 3.0mm, and 300mm size scales.
B. General Product Description
B1. Product TitleThe Dirt on Soil: Soil Safari
B2. Product Developer(s)/Producer(s)/PublisherThe Dirt on Soil series was written and produced by Educational Web Adventures.
B3. Intended Learning EnvironmentThis product could be used by small groups in a classroom or by individuals. It shows students the importance of the organisms and physical structures in soil at different size scales.
B4. Media CharacteristicsThis program does not require a live instructor. The instructions on the first screen are written to create interest and tell the learner how to take the next step. At the bottom of the screen is a message directed at teachers, which provides instructions for downloading the full program to the desktop and avoiding the use of Flash, if required. There is also a link to “Teacher’s Tips.” Based on those items, the developers have intended this program to be useful as a supplemental activity in a larger lesson.
B5. Material OrganizationThis is an exploration-type of product with a set path for learners to follow. As the learners arrive at each size scale, they are free to utilize controls to scan the area. They are not able to move to the next size scale until all physical structures in the soil have been identified.
B6. Intended LearnersThe product documentation lists the intended learners as grade levels 5 through 8 with a curriculum focus of Soil Ecology, Earth Science, or Life Science.
C. Instructional Context Description and Evaluation
C1. Type(s) of Learning Context(s)The Soil Safari program utilizes the situation exploration, reference exploration, and game contexts. The program allows the learner to explore the simulated environment, but does not allow them to make decisions regarding the development of the environment. Students experience a fun game where they are searching for an organism that will digest a specific toxic chemical, therefore assisting with cleaning up a chemical spill. They encounter various other creatures and structures in the soil along the way. As creatures are discovered, learners are given the option of linking to a reference library to learn more about that specific organism.
C2. Functions of the Learning Context(s)The contexts are orienting and instructional. In the orienting context, the program introduction gains the learners’ attention by stating a problem that they are going to help solve, with the assistance of a unique looking EarthShip that will carry them through what the learner already knows as soil. Once the learner has selected to get in the EarthShip they find themselves at the control panel of the device. The text in the control panel directs the user’s attention to specific buttons, which become highlighted if they can be used at that moment. The learner is able to navigate without any assistance other than the text in the control panel. In the instructional context, the program presents the learner with the big picture task of saving the underground water supply from a toxic chemical. The control panel text clearly guides the learner through each of the sub-tasks that they are required to accomplish within the exploration. Minimal instructor intervention is required, as the program provides immediate feedback. However, I did notice that the ability to utilize the reference exploration tools is not specifically mentioned. As creatures are encountered and viewed, basic information displays with an additional link titled “Field Guide.” It is not explained that clicking on that link will bring up more information about the organism.
C3. Effective Context(s)Even with the lack of emphasis on the available reference exploration, the program does an effective job of orienting and instructing the learner. The learner is able to accomplish the objective stated above, however they would probably benefit from the instructor stating the objective prior to starting the program. Other than exploring the soil in an attempt to locate a way to stop a chemical spill, the learner does not know what to expect. Additionally, the instructor should mention that the learner can explore organism further, utilizing the Field Guide link.
C4. Motivational StrategiesThe program utilizes participation to motivate the learners to explore the soil. If the learner takes no action, the program does not advance. It also invokes experience for motivation through the use of analogies pertaining to the size of various structures. For instance, it describes 3mm as the size of a pin head. Attribution is used when the student is praised for the hard work when organisms are located. I feel that the appropriate level of motivation is used in the program.
C5. Context Evaluation SummaryIn summary, this program is primarily effective in its context, however there are some minor changes that could be made to improve the effectiveness. The instructional objective could be explained to the learner prior to the start of the program and the ability to exercise reference exploration could be highlighted. These changes would enhance the program’s context and effectiveness. Additionally, the program does not address the Satisfaction category within the ARCS strategies. Inclusion of additional surprise discoveries within the soil, such as the ability to collect the worms that are encountered, would assist with that motivational category.
D. Instructional Components and Conditions Descriptions and Evaluation
D1. Instructional Design ComponentsThis program introduces the instruction supporting the learning outcomes with an initial page that describes the activity that will follow. It succeeds in gaining the learners’ attention and describing the big picture with this component. It utilizes the instruction/activity component of instructional design through the opportunities provided for learners to explore the learning environment with minimal instructor guidance and intervention. Feedback is immediately provided as the learner manipulates the control panel of the EarthShip. Review, assessment, and transfer are not used.
D2. Conditions AddressedIn addition to the specific component elements detailed in section D1 of this evaluation, the following conditions (from Appendix D) are addressed:
· Verbal information – all information is relayed in simple terms, with the fewest number of terms required.
· Verbal information - information is readily accessible to learners, and opportunities for them to explore further are provided through the hyperlinks to the Field Guide.
· Intellectual skills – The bulk of the program provides learners with opportunities to encounter organisms within a simulated environments, identifying and selecting their own examples and non-examples of the sought organism
D3. FeedbackElaborative feedback is provided whenever the learner encounters an organism in the soil. When the organism is not the sought creature, the learner is told that they have not yet reached their goal and information is provided about what they have clicked on. This is done in a positive manner as not to frustrate the learner. The correct organism will not be encountered until the end of the program, so the learner will be incorrect until that point.
D4. Components Not AddressedThe review, assessment, and transfer components are not addressed in this program. While the assessment and transfer components are not essential, the review component would benefit the learner greatly in this situation. If the end of the program reviewed all of the physical structures that were discovered in the soil, then the learner would be more likely to retain the information.
D5. Conditions Not AddressedMotor skills and attitudes are not addressed by this program, however I do not feel that they are necessary.
D6. Level of FeedbackI feel that there is an adequate level of feedback in this program. The learner receives an informative response at every step.
E. Instructional Message Display Description and Evaluation
E1. General Message Display DescriptionThe introductory page for this program is organized in a logical horizontal-vertical and left-right fashion. The button to enter the interactive portion of the program is located in the lower right, influencing students to read the text on the rest of the page prior to clicking the button. All buttons are outlined by a beveled edge, easily denoting them as buttons to be clicked.Once the student has entered into the interactive portion of the program, they are presented with a screen that is built entirely of graphics. The images used are simplistic, yet interesting. They are not textured do not detract from the bright green instructions in the control panel section of the screen. Buttons that are not currently available appear to be muted, while buttons that are available for use are brighter, drawing the student’s attention.While “navigating through the soil” I did notice that the right and left arrows do not become muted when you reach the far right or far left of the area you are able to explore. The buttons no longer function, but they should also become dim. On a positive note, the developers did a wonderful job at making the creatures and organisms encountered in the soil very obvious. The shapes and colors are contrasted very well compared to the soil so that they stand out. The control panel changes to inform the student about the creature or organism. However, the student must recall from the first set of instructions that they must click the “Scan” button to gather more information about the organism. That element could be overlooked if the student was not paying close attention to the details at the beginning. Once the creature has been scanned, additional information will display and the student will be informed about whether or not this creature is indeed the type that will assist by digesting the spilled chemical. At this point, the student has the option to click on the “field guide” button to learn more. Unfortunately, the field guide button does not visually stand out from the rest of the text.
E2. General Message Display Evaluation SummaryThe general message display is done very well. Attention is drawn to the appropriate area of the screen through use of color, which is very effective. When attention is required, elements become brighter. When attention is no longer required, they become dim. The background is interesting, but not distracting. The teacher may want to direct attention to the optional links for resource exploration.
E3. Text use and display descriptionThis program uses a minimal amount of text to deliver instructions and inform the user about findings in the soil. Line breaks are dictated by the text content and text and background contrast are clear. Standard text formatting is used throughout the directions in program, but only capital letters are used in the labels for buttons.
E4. Text Use and Display Evaluation SummaryThe program utilizes is an example of good text usage for the directions and messages to the students. The labels above the controls in the EarthShip could be improved by use of standard text formatting, but this weakness does not prevent the program from being utilized effectively. The instructor should point out that the text stating “field guide” will lead the student to additional information.
E5. Pictures and Illustrations Use and Display DescriptionAll functional items in the program are clearly labeled and the directions within the control panel refer to the items by their labeled names. Representational pictures of the organisms and creatures found within the soil closely resemble their referent and are easily distinguishable from the soil itself. When diving into the soil, the animation replicates the view that an actual explorer would experience.
E6. Pictures and Illustrations Use and Display Evaluation SummaryThe pictures and illustrations used through out the program are very clear and understandable, with the assistance of labels and explicit instructions contained within the control panel.
E7. Diagrams, Charts and Graphs Use and Display DescriptionN/A
E8. Diagrams, Charts and Graphs Use and Display Evaluation SummaryN/A
E9. Audio Use DescriptionThe only audio in the program is sound effects that are heard whenever a button on the control panel is used or a creature is examined. The sound effects mimic a noise that one might imagine the space ship would make and will appeal to the targeted age group.
E10. Audio Use Evaluation SummaryThe audio is very effective at making it “fun” to use the buttons on the control panel. It adds interest without detracting from the action on within the program. The lack of narration does limit the age group that this program could be used with. If audio narration were added, students with lower levels of reading comprehension would also be able to participate. The instructor may be able to supplement the lack of audio narration by reading the text out loud for those students.
E11. Navigation DescriptionThe navigation tools within the EarthShip are clearly labeled and the control panel text directs the student to utilize certain buttons at the appropriate time. When the text in the control panel is too long for a single screen, a green arrow appears underneath the text. It is not obvious that the student needs to click that arrow to continue reading. The path through the program is rather linear, with a few chances for exploration, so extensive menus are not utilized nor are they necessary. Learners have a good deal of control over what soil depth they are examining and which direction the EarthShip is looking.