Alien RescueAlien RescueA Hypermedia Instructional A Hypermedia Instructional

Program designed for 6Program designed for 6thth grade grade Problem-Based Learning (PBL)Problem-Based Learning (PBL)

Who Developed it?Who Developed it?

(Conceived in 1997, prototype in 1999)(Conceived in 1997, prototype in 1999)

Dr. Min LiuDr. Min Liu at the University of Texas – at the University of Texas – AustinAustin

Dr. Doug WilliamsDr. Doug Williams at the University of at the University of Louisiana - LafayetteLouisiana - Lafayette

Dr. Susan PedersenDr. Susan Pedersen at Texas A & M at Texas A & M

Who funded it?Who funded it?

The Center for Instructional TechnologyThe Center for Instructional Technology The Charles A. Dana Center at the University of The Charles A. Dana Center at the University of

Texas at AustinTexas at Austin The American Honda FoundationThe American Honda Foundation The Dell FoundationThe Dell Foundation The GTE FoundationThe GTE Foundation The Motorola FoundationThe Motorola Foundation NASA Space Telescope Science InstituteNASA Space Telescope Science Institute The University of Louisiana at LafayetteThe University of Louisiana at Lafayette

Theoretical UnderpinningsTheoretical Underpinnings

Guided by theories and research on PBLGuided by theories and research on PBL PBL = An instructional approach that exemplifies PBL = An instructional approach that exemplifies

authentic learning and emphasizes solving authentic learning and emphasizes solving problems in rich contexts. problems in rich contexts.

Features: Complex, collaborative, have to define Features: Complex, collaborative, have to define problem, reflect on own learningproblem, reflect on own learning

Learning occurs as a direct result of students’ Learning occurs as a direct result of students’ efforts to define and solve the problem.efforts to define and solve the problem.

Scaffolding and Cognitive ToolsScaffolding and Cognitive Tools

Stated GoalsStated Goals Sustained Student InquirySustained Student Inquiry Robust Scientific KnowledgeRobust Scientific Knowledge Integrated CurriculumIntegrated Curriculum Real-life problem solvingReal-life problem solving Self-directed LearningSelf-directed Learning MotivationMotivation A Scientific Community within the ClassroomA Scientific Community within the Classroom Heterogeneous GroupingHeterogeneous Grouping Designed in accordance with the National Science Designed in accordance with the National Science

Education Standards and the Texas Essential Education Standards and the Texas Essential Knowledge and Skills guidelines.Knowledge and Skills guidelines.

Who is it for? Why create it?Who is it for? Why create it?

““Targeted towards 6Targeted towards 6thth graders – an age graders – an age level for which there is little instructionally level for which there is little instructionally sound science software available.”sound science software available.”

Saw PBL programs in medical fieldSaw PBL programs in medical fieldLack of good programs commercially Lack of good programs commercially

availableavailable

DesignDesign

3D animation (Bryce)3D animation (Bryce)Video modelingVideo modelingTools to support learning:Tools to support learning:

Tools that share the cognitive loadTools that support cognitive processesTools that support cognitive activities that

would be out of reach otherwiseTools that allow hypotheses generation and

testing.

Tools sharing cognitive overload

Research Room: Houses the Alien database, containing information about the aliens, their physiology, technology, homeworlds, and history.

Solar System Database: Contains information about our sun, the nine planets, and ten of the moons in our solar system.

Mission Database: Has information on five landmark probe missions by NASA to show how scientists designed probes to collect specific types of data in the past.

Concepts Database: Contains key scientific concepts useful for solving the problem.

Periodic Table: For analyzing data students collect. Spectrogram: For analyzing data.

Tools Supporting Cognitive Tools Supporting Cognitive ProcessProcess

Notebook: For collecting and organizing information. It was deliberately designed without a cut-and-paste function. Students must think what is important enough to record.

Bookmark: Part of the notebook, allowing students to drag still images from any part of the program to store in the notebook. These bookmarked images can be used for making PowerPoint® presentations later.

Expert Modeling: Video clips in which expert scientists explain how they would address aspects of the problem and share stories about their experiences.

Tools supporting otherwise Tools supporting otherwise out-of-reach activitiesout-of-reach activities

Probe Builder Room: Contains information on real scientific equipment used in both past and future probe missions. Students construct probes by deciding probe type, communication, power source, and instruments. It also contains experts’ stories, presented in digital video, on how they designed probes in the past.

Launcher Room: Where students review the probes built in Probe Builder, and decide which probes to actually launch, considering the budget.

Tools supporting hypothesis testingTools supporting hypothesis testing

Control Room: Raw data collected by the probes are displayed. Students must interpret this data in order to turn it into information that they can use in developing the solution. Malfunctions are possible, and poor planning can result in mission failure.

Solution Form: An online form to provide a structure for students to submit their solution and rationale for each of the species.

Research findingsResearch findings In 2003, had been used by over 5000 sixth-graders.In 2003, had been used by over 5000 sixth-graders. Qualitative and Quantitative studies.Qualitative and Quantitative studies. Feedback from students and teachers has been enthusiastic.Feedback from students and teachers has been enthusiastic. Learning gains in all students, but most for gifted and standard (non-Learning gains in all students, but most for gifted and standard (non-

gifted) students.gifted) students. No difference between girls and boys.No difference between girls and boys. Data Miner - Cognitive tools used at different times to support Data Miner - Cognitive tools used at different times to support

cognitive processes.cognitive processes. Teacher’s beliefs about student-centered learning mattered.Teacher’s beliefs about student-centered learning mattered. Social interactions were spontaneous and valued. Social interactions were spontaneous and valued. Some parents didn’t understand learning – game association.Some parents didn’t understand learning – game association. LD students had a hard time with lots of text – perhaps LD students had a hard time with lots of text – perhaps

more/different scaffolds would help.more/different scaffolds would help.

Personal ImpressionsPersonal Impressions

Liked design of program – back story, Liked design of program – back story, presenting information for learning.presenting information for learning.

Few usability issuesFew usability issuesFor research, data logs are useful.For research, data logs are useful.Like immersive approach to learning: Like immersive approach to learning:

entertaining and engaging with a point to entertaining and engaging with a point to learning material.learning material.