Gazi Garib
Learning, Design & Technology
Master’s Project Proposal
Due June 14, 2006
1). Abstract
Territory and Species is futuristic educational software (hybrid between digital encyclopedia and a video game), that permits users (teachers, students and the public) learn about animals, plants, and plant like species, discovering its habitat, behavior, physical characteristics, feeding, lifespan, range, frequency, interdependence, conservation, and importance for humans, in order to understand, appreciate, and preserve the diversity of life on earth. The software allows integrated curricula (Ecology + Botany + Zoology + Geography + Navigation), development of multiple intelligences (spatial, naturalistic, logical, verbal-linguistic, intrapersonal, interpersonal, existential), and open ended, directed, individual, and collaborative learning.
2). Body
There are several learning problems associated with the project:
-T + S supports learning about ecology, geography, navigation, zoology and botany. It also helps its users to understand the relationships among them and helps people to learn in a more integrated, real environment than when they study these sciences in a classical setting. The environment is based on a constructivist perspective on learning. Each expedition that a person takes allows him/her to be creating meaning. As explorers add multiple explorations, they build upon previous knowledge. Finally, it helps people to build knowledge and then develop stewardship attitudes through interaction with the territories, species and ecologies. T+S is designed to fulfill the learning needs of every user from novice to experts, from 1st grade to advanced research.
-People need development of multiple intelligences. This is based on Howard Gardners’ theory. For example, a person who needs more spatial intelligence development can do so through interaction with the program, which will practice him on that. The project develops seven of the nine multiple intelligences. It develops spatial, naturalistic, logical, verbal/linguistic, intrapersonal, interpersonal and existential intelligences. It does not cover musical and kinesthetic intelligences. The program can be used to develop and promote the kinds of intelligences that would benefit individual users.
- There are situative, behavioral, and cognitive dimensions to the project. People learn in a situative fashion from the people and the social context, in the behavioral how to operate tools (in this case tools that are extensions of your body, learning how to move through the space and the use of tools such as the GPS), and in the cognitive area, happen at the level of layers of information, experiences and representations being added and how people are making meaning and sense of them.
• What have others done about this problem?
I examined Wikipedia and Google Earth, sinceGoogle Maps and Earth arethe most popular sources to explore earth and Wikipedia one of the most popular sources to learn about species. So T+S is a hybrid between a GISgame and a digital encyclopedia. T +S is not going to have editing by users except to allow researchers to add latest research. In Google earth I examined aspects of the interface that are important and have been through user-studies. I am taking elements from actual interfaces as MSN, digital cameras, GPS, etc. I am borrowing everything that is already mature concerning visual information standards in the industry such as searching bars, navigations and using them in this product.
Technology questions: Why this technology for this problem?
I’m including all the technologies that are available for ease of use and user preferences such as touching screen, voice recognition, and visual communication icons that are already used in the most popular interfaces. Also I put rich media in the product, high definition videos, photos and sounds, give a strong sense of exploration. Storage technologies also permits record every exploration and generate learning data.
- Goals of your design:
Learners become explorers. I want user to feel that they are traveling and doing explorations. It should not feel like they are doing a bio-quiz. It is a personal choice where an explorer travels to and how they structure their explorations, they can join expeditions, or they have specific missions.
- Description of the anticipated "product"
T+S is futuristic educational software that permit users navigate the earth and discovering life of animals, plants, and plant species of the world.
- User Scenario
Nine year old students in school have to study the chain of life, prays and predators. The teacher divided the class in 5 groups of 5 students. Each group goes to a different continent and they have to figure out a chain of life. Then each group will share with the rest of the class their findings. Finally the teacher point out that in every chain of life are Apex predators and the children finally will compare the life of each Apex predator they found in their explorations.
- Assessment plans and procedures
- In the first stage of assessment I showed the prototype to 30 experts in the field of education, design, and biology. I incorporated several advices they gave me.
- In the second stage I will make users to choose a place in the planet and read information about a species they like. Then I’ll ask about its habitat, behavior, physical characteristics, feeding, lifespan, range, frequency, interdependence, conservation, and importance for humans.
References
Gardner. (1999). Intelligence Reframed. New York: Basic Books.
Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds.). Handbook of educational psychology (pp. 15-46). New York: Macmillan.
3). Milestones and deliverables
1. Relevant knowledge and experience.
I have been doing explorations of nature and natural habitats since I was five years old, so I have knowledge about what aspects of the explorations are developmentally relevant. I spent Fall, Winter, Spring quarter doing expeditions in California. In average I spent more than one third of my life in the natural world. I took expeditions in nature using photographic cameras, field guides, notebooks, GPS systems. These tools allowed me to explore nature, discover different species, geography and landscapes and the relationships between the animals and other natural entities. Finally T+S is geared to an expedition that allows a person many more features than a natural expedition. The design challenge was to figure out an enhanced exploration in virtual conditions.
2. The Concept work.
In my masters project I wanted to develop a tool for the future. I didn’t want to solve one particular problem, but wanted to explore a “Super Tool” that is much more powerful than traditional media and the already existing software in the market. With digital technologies, it is possible, in one interface, to have different user expertise (from novice to expert). That led me to design the first page because it was an expression of the concept of this product. I also started designing the futures, designing ten or so screen shots and showing them to people for feedback. I showed to approximately 30 people in the field: master’s, PhD candidates and faculty members. I was seeking feedback from all of these people.
3. Cognitive Research Phase.
My first experience was with books of native flowers. I designed a book of flowers and observed children 8-10 years of age using the book under field conditions. This experience helped me to understand how well-designed media can help children.
This winter, at BingNursery School at Stanford, I had the opportunity to research wildlife cognition in young children of four years old. From that work, I realized what children of this age know and used this as the starting point for my project.
I also joined field trips directed by Stanford researchers to see what happened with graduate students out in the field. I was watching for how they learn from ecology and the environment.
These three experienceswith very young children, children, and graduate studentshelped me to know the kinds of learning experiences that would need to be part of the environment.
4. Final Prototype.
The third stage is the development of the final prototype. This is the version that will be submitted for the master’s project.
4). TimeBudget
- I spent 300 hours on the project from concept development through prototyping.
- I had to spend 50 hours time taking photographs for the project and doing research to find images of the species and environments I was unable to photograph personally.
- I spent 50 hours in field trips with scientists and watching young children discovering nature
- I also took 100 hours showing the screens and prototypes to various potential users and experts in the field
In total I invested in my project approximately 500 hours.
5). Supporters. The following persons gave me advices for my project:
Pamela Matson / Dean Earth Sciences Faculty, SU
Jeffrey Koseff / Director Woods Institute, SU
Walter Reid / Director Millenium Project, United Nations
Philippe Cohen / Director Jasper Ridge Reserve, SU
Shelley Goldman / Director, LDT program, SU
Jennifer Winters / Executive director, BingNursery School, SU
Decker Walker / Professor, SUSE, SU
Roy Pea / Professor SUSE, SU
Terry Winograd / Professor Computer Sciences, SU
Rodolfo Dirzo / Professor Biological Sciences, SU
Katherine Preston / Professor, Biological Sciences, SU
Harold Mooney / Professor Earth Sciences, SU
Rachel Rothbaum / Toy designer
Nancy Howe / Teacher, Bing nursery school, SU
Kirk Bergstrom / Educational Media producer
Susie Wise / PhD student / Education, SU
Renae Skarin / PhD student / Education, SU
Noah Feinstein / PhD student / Education, SU
Daniel Steinbock / PhD student / Education, SU
Lori Takuichi / PhD student / Education, SU
Hillary Young / PhD student / Biology, SU
Rachel Adams / PhD student / Biology, SU
Maria Spletter / PhD student / Biology, SU
Scott Doorley / Masters student / Education, SU
Angel Inokon / Masters student / Education, SU
James Scalborough / Masters student / Education, SU
Carola Fuentes / Knight fellow / Communications, SU
6). C.V./Resume
Updated 1/10/19