Design Document Ebel Pachon

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Educa t iona l Te chno logy 544 : I n s t ruc t iona l Des ign

Jessica Ebel & Trudy Pachn

Concrete Jungle: A game-based ecology program that immerses students into

real-world

science situations and challenges them to actively construct their own knowledge

about todays environmental issues.

Spring

10

Concrete Jungle: Urban Ecology Online


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Table of Contents

Scope and Sequence ..................................................................................................................... 5Concrete Jungle Prototype............................................................................................................ 6

Evaluation Question & Procedure Matrix ................................................................................. 16


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Executive Briefing

Throughout the last decade, there has been increasing debate over environmental issues and howhuman activities impact the world around us. The papers and the evening news are filled withstories on climate change, global population increase, resource consumption, and pollution. Some

scientists and researchers continue to gather evidence to support or debunk environmentalconcerns, while others search for the best solutions to environmental problems. With all of theconflicting information out there, those who are not scientist may find it overwhelming to siftthrough it all when trying to make the best ecological decisions in our everyday lives. To makematters worse, ecology is a field full of scientific principles and complex concepts that can bedifficult to explain and understand in depth. Nevertheless, these environmental problems will notgo away and it is critical that future generations develop the skills necessary to deal with what liesahead.

Unfortunately, in a world overflowing with evidence of scientific and technological advancement, itis difficult to believe that a majority of U.S. citizens are scientifically illiterate. However, it is also

hard to refute the data collected by researchers like Jon D. Miller, who has been studying whatAmericans know about science for the past thirty years. According to Miller, only 20 to 25 percentof Americans are scientifically savvy and alert when asked about current science issues (Dean,

2005). The statistics are quite embarrassing. When American adults are surveyed, fewer than athird can identify DNA as a key to heredity, only 10 percent know what radiation is, and one

adult American in five thinks the Sun revolves around the Earth, an idea science had abandonedby the 17thcentury (Dean, 2005).

One might question whether such knowledge is important. Why does it matter? These days, welive in a democracy where people vote on science-related matters whether they know anythingabout them or not. At some point, our country will need to make decisions about environmentaltopics such as global warming, stem cell research, oil drilling in Alaska, acid rain, and nuclearpower. Unfortunately for most American citizens, their inability to understand basic scientific

concepts undermines their ability to take part in the democratic process (Dean, 2005).

Clearly, it is crucial that people of any nation possess an understanding of basic science concepts,so that they can understand scientific debate and make sound decisions. What could possibly havecaused cause such a widespread knowledge deficit? It has been noted that for half of thepopulation, formal exposure to science will only take place in grades seven through twelve (Mayer,1990). Most Americans do not graduate from college, and it seems that high school sciencecourses are inadequate.

Concrete Jungle is a unique online product, designed to revitalize the tenth grade sciencecurriculum by inviting students to explore science concepts through real-world simulations andgame-based activities. In Concrete Jungle, the students take on the role of City Mayor. Afterlearning about the key aspects of environmental science during on-the-job training modules,studentswill attempt to solve some of San Diegos biggest environmental problems. Thesescenarios will address a wide variety of topics, from air pollution to energy policies. Althoughtextbooks and lectures can be helpful, students need opportunities to become actively engagedwhile learning about science, especially students who have already begun to lose interest in


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academics. Rather than take a passive backseat in the classroom, students will be immersed into acontent rich gaming environment, where they can confront problems as they exist in the real world.Instead of having to memorize facts, students will be able to use the tools and resources in thegame to help them make ecologically sound decisions, just like in real life.

Introduction

Through the use of game-based environments, instructional designers can bridge gaps between theclassroom and the world outside. That is exactly what Concrete Jungle is designed to do.Complex scenarios, environmental case studies, and realistic simulations will allow students tolearn science concepts in context. Students will be able to immediately apply new understandingswithin the educational environment. James Gee is a leader in the field of game-based learning.He believes that every game realizes that the words are best learned just in time and on demand.You should get verbal information close to when you are going to be able to see how it works inthe world, so that you have some experience to connect to give it real meaning. Colleges still giveinformation out of context of demand- big blocks of information that students cant tie to

experience, or when they get the experience, it is far detached from when they got the words(Foreman, 2004). This idea accurately pinpoints one of the major shortcomings of publiceducation. In todays world, students want to know WHY they need information, and they want tobe able to apply learning NOW, not five or ten years from now.

According to Patricia Deubel, another expert in the field, video game use is supported byconstructivist theory, which calls for active engagement and experiential learning (2006). ConcreteJungle provides an environment where students can learn through problem-based role playingscenarios, simulations, and project construction. These types of deeply engaging environments arewhere a player learns to think critically about the simulation while at the same time gainingembedded knowledge through interacting with the environment. This also allows them to takeon new identities, solve problems through trial and error, and gain expertise or literacy (Annetta,2008). Games provide learners the opportunity to learn by doing and experience situations firsthand.

This design document provides a overview of the Concrete Jungle product, beginning with adetailed analysis of out intended audience: continuation high school students. A framework of thecontent is provided in our content map and further details are clearly described in the objectivessection. Strategies for assessment, as well as evaluation are also outlined in this document.


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Audience Analysis

Continuation high schools serve students who are not able to graduate on time through a comprehensivehigh school program. Drop out rates in the United States have reached epidemic levels, so this problem isbecoming increasingly important.

Usually, students in continuation school programs are credit deficient, often accumulating only a few creditsafter years of high school. All continuation high school students are at-risk of dropping out of school

without a high school diploma. High school drop out and continuation school attendance can be tracedback to a many causes, but some of the more common are:

lack of tutoring/teacher help large noisy classes feeling that school is boring or irrelevant chronic absences undiagnosed learning disabilities low self esteem pregnancy/parental responsibilities/family responsibilities behavior and/or motivation problems drug use/incarceration lack of role models

Because these students have had little success in high school, their confidence and motivation are extremelylow, particularly for subjects they view as being hard. They generally do not enjoy school and have atendency to feel that school is not for me. However, they have not dropped out yet and have some desire

to graduate. The students have little tolerance for information presented in ways that they do not


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understand. They will very easily give up on content they feel is too hard. However, once they begin tofeel some success with content, many will become more enthusiastic about learning.

Continuation school students can become successful at learning if they are given learning opportunities thatconsider their abilities and interests. The majority of continuation students have characteristics which shouldbe considered when developing learning experiences for them. Some of the more significant are:

an interest in music a desire to express themselves artistically proficiency or interest in video games an interest in highly interactive learning materials with little text active social lives which may include dating

Also to consider, most of the students have little experience outside of their own neighborhoods, and donot have a concept of the world outside. They view environmental issues in terms of how they will affect

their neighborhoods and themselves, but can also be interested in certain global issues. Many of thestudents are interested in animal issues.

Most students who will be using Concrete Jungle (CJS) will be seeing the content for the first time, sincethey have taken only biology and did not receive credit for the class. The strengths of the CJS urban ecology

program are:

relevant, interesting content references to things that are familiar scaffolding and activities that reward students many opportunities for success confidence building opportunities art and music incorporation video game qualities highly visual content limited text

Environment Analysis

Performance and learning will occur in the same place. The classroom. The setting in thecontinuation high school is usually a maximum of twenty students in any one class. Some things toconsider about the classroom are:

students sporadically have access to computer carts, depending on teacher motivation andavailability of carts

twenty laptop computers are available at one time per cart, some will not work computers are connected through wireless internet battery life is often limited, so modules should be completed in a short time computers may be old models with slow connection speeds students may not have headphones to support audio content

Any consideration of technology is subject to change within a school. It may be upgraded ordeteriorate depending on the site, funding decisions and politics. Classrooms in San Diego City


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Schools are scheduled to have technology upgrades using funds from Proposition S. Scienceclassrooms may have access to more technology in some sites. And finally, students may haveaccess in public libraries, friends and relatives and other campus sites.

It is crucial to think about how students will use what they learn after they leave theaforementioned learning environment. In Concrete Jungle: Urban Ecology Online, students willexplore environmental issues and address how environmental concerns are directly linked tohuman population growth and activities. Students will be encouraged to develop informed

opinions based upon critical evaluation of multimedia materials, interaction within the modules, oftheir personal experiences, and of their vision of the world they would like to live in. Thisincreased understanding of the world around them will hopefully transfer from manipulating asimulated environment into students day to day lives. These daily personal choices, such as usingcloth grocery bags or recycling, may seem insignificant, but their importance multipliesexponentially when you think about our population as a whole. In turn, students will also be betterprepared to make thoughtful, informed decisions about the environment when they make biggerlife choices, such as selecting a hybrid car or high efficiency washing machine. Finally, it is ourhope that the Concrete Jungle program will make an even bigger impact when it comes to publicpolicy. The United States should be a leader, a shining example for the rest of the world to followwhen it comes to our environment. Right now, the statistics on our countrys scientific illiteracy

may seem very grim. It is our hope that high quality educational materials like Concrete Jungle willinspire the next generation of voters and leaders to promote lasting change in the way thatAmericans manage and protect our fragile environment.

Content Analysis

This course will be designed for students who have not found success in the typical science classroom. Atextbook and testing format will not grab the interest of these students or motivate them to care about theenvironment. Therefore, it is critical that the topics be relevant to the students and include ways in whichenvironmental problems can directly affect their lives. This course will zero in on life in the urbanenvironment, with a special emphasis on issues pertaining to Southern California. In addition, our uniqueapproach will focus on the bigger picture and include only the details that are crucial to understanding thebasic concepts, which allows students to focus on what really matters (Mayer, 1990). In understanding theseconcepts as a whole, students will be able to make every day decisions that are better for the environment.Students taking the course will relate what they learn in the modules to their own experiences and apply thatunderstanding when developing their own solutions to environmental issues.

The scope and sequence of the unit is described below. After that is a detailed breakdown of Unit 3, whichplaces special emphasis on urban ecology. The Concrete Jungle prototype will include lesson modulesfrom that section.

Scope and Sequence1. An Introduction to Urban Ecology: Welcome to the Concrete Jungle

Current issues overview: Problems and Solutions2. Our Atmosphere

Biogeochemical cycles (water, carbon, nitrogen, phosphorus, sulfur) Global Climate Change


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3. Sustaining Life

Energy and how it relates to food production and supply (vegetation- biomass, production, energy flow) Ecosystems (populations, communities, food chains, webs, pyramids, productivity, symbiosis, trophic levels) San Diegos Major Biomes

4. Crowded Planet

Human Population Dynamics (distribution, growth, demography, carrying capacity) Overpopulation and Urbanization

5. Energy

Sources of energy (renewable and nonrenewable) Consumption and conservation Advantages and disadvantages of fossil fuels, solar, hydro, wind, geothermal, biofuel, and solar-hydrogen)

6. Soil and Agriculture

Soil types and the demands of agriculture to create food Erosion Mining and mineral resources

7. Water

Importance of water, fresh/salt, water supply, consumption Flooding and drought Water pollution, wastewater treatment, quality control and purification

8. The Future

Endangered species and extinction (role of humans) Preservation of Land and Sea Sustainable Living as a reality: More Problems and Solutions, energy, recycling, technology

Concrete Jungle Prototype

Unit 3: Sustaining Life in San Diego

1.0 Energy Flow1.1 Types of Organisms in the Urban Environment

ProducersConsumersDecomposers

1.2 Trophic LevelsAutotrophs

Heterotrophs1.3 Urban Energy Pyramids

2.0 Ecosystems2.1 Overview

Classification2.2 Making Connections

Urban Food Chains


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Urban Food WebsSymbiosis in the City

2.3 Limiting Factors in an Urban EnvironmentBiotic and AbioticCarrying CapacityCompetition and Scarcity

3.0 San Diegos Major Biomes

3.1 Terrestrial BiomesUrban LifeDesertChapparal and ScrubTemperate Deciduous ForestTemperate Coniferous Forest

3.3 Aquatic BiomesFreshwater HabitatsTide PoolsMarine Habitats

4.0 ReferenceVocabulary

Content Map

The following content maps visually represent the core ecology concepts that will be covered in theConcrete Jungle coursework. Figure 1 illustrates the full scope and sequence of the project, whileFigure 2 zeroes in on Unit 3: Sustaining Life in San Diego. In selecting the content, the designersanalyzed the current science curriculum content of several local high schools. Researchers alsoconsulted the California State Science Standards, the Advanced Placement Environmental Scienceprogram, and several syllabi for introductory college courses in Environmental Studies. Afterreviewing the literature, the designers selected the material that would be most relevant tocontinuation high school students living in urban areas.

Concrete Jungle is designed to support independent learning through the use of a simulated

environment. The rationale for this design choice can be found in the Introduction on page one.The program is organized to accommodate learning, as the units are presented in order and eachnew topic builds upon prior learning. Each individual unit is comprised of one or more lessonswith accompanying practice activities and a mini-assessment in the form of a simulation. Eachlesson also has vocabulary attached to it, to allow the learners easy access to words they may not befamiliar with, but are needed to understand the unit. The lesson presentation and practice sessionswill serve as a briefing to prepare the learner for the assessment. After the student has mastered

the content at the factual and conceptual level, he or she will be ready to apply this knowledge to a


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new scenario in the assessment. The assessment comes in the form of a simulation and is thecommon thread which links all of the units together. At the end of each module, the student,acting as City Mayor, will be immersed into scenarios that represent real-life environmentalproblems associated with that unit. Students will be asked to make eco-friendly improvements toSan Diego based on what they have learned in each unit. Depending on performance, the learnermay be asked to review previous components of the lesson. However, students that master thesimulation will be rewarded when they get their own cities in the next level. Throughout thecourse of the unit, the assessments will continue to build on each other until the student has

created his or her own sustainable city, which can then be compared to a self-assessment rubric atthe end of the course.

As shown in Figure 2, the portion to be prototyped is Section 2.2: Making Connections.Instructional objectives and matched test items will ensure that students actually learn the contentand can apply what they have learned to new situations.


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Objectives & Test Items

Clear and measurable instructional objectives are a crucial element of the design process. The intended outcomes for Unit 3 of CJS and strategies for measuremenare outlined in the matrix below. Each terminal objective will be supported by a series of enabling objectives, which the learner must master first. In the matrix, theinstructional and practice methods are directly stated for each objective. Assessment strategies are also listed for each, setting up a framework that ensures successfuoutcomes by directly linking objectives with assessment. For our actual prototype, we created the content for lessons 2.21 and 2.22, which are highlighted in green.The modules will introduce several ecology concepts through an inquiry simulation on owl pellets and a food chain activity.

A key design feature is the use of simulation as assessment. While each objective will be assessed individually via a quiz with feedback or similar activity, there is alsa comprehensive Unit Assessment at the end of each major Unit. These assessments allow the learner to demonstrate learning in a role-playing situation. As Mayothe student will be given a real-life scenario that prompts them to solve problems, make improvements, or conduct investigations that directly deal with the

environmental issues in San Diego. The problems the students encounter will require them to apply each of the concepts addressed within the individual modulesthe unit in the context of a new situation.

Students that have difficulty during the simulation assessment may be directed back to a previous lesson to reinforce and reteach concepts. Those that are successfuwill be able to level-up. A major premise of the game is the idea that successful Mayors will be asked by the President of the United States to design their owngreen cities, using the EcoPoints they have earned throughout the game. Those that are ready will be able to apply what they have learned in a different way. Insteaof attempting to fix current environmental problems, the students will be encouraged to think outside of the box. This level of the simulation would guide them intcreating an urban environment from scratch: one that is more in tune with the natural environment. By removing the restrictions that already exist as a result ofhuman activity, students will be allowed to explore creative and innovative approaches to environmental city design, and perhaps develop future solutions toenvironmental problems.

In order to decrease cognitive load and make the task of designing a whole city less daunting, this assessment project will also be broken down into smaller parts orunits. The city design possibilities at the end of each unit will only relate to the most recent content covered. For example, at the end of the Unit 2: Our Atmosphestudents could be presented with the option to design a mass transit system to cut down on air pollution. In a simulation such as this, the designer would have theresources to invest in expensive infrastructure, such as a light rail from the very beginning. Here is another example from Unit 5: Energy. After learning about theadvantages and disadvantages of various energy sources, students would be given the necessary building tools to make adjustments to the city they are creating, say bselecting between coal and nuclear power plants or upgrading to solar panels. In this manner, the students will make design changes bit by bit, and by the end of thprogram will have created their own versions of what a green city could be.

This students will be assessed in a variety of ways. Concrete Jungle will evaluate and record scores for all responses on the multiple choice activities. However,although this project is designed as a stand alone program, it is still crucial to engage higher order thinking skills, especially synthesis and evaluation. The city buildisimulation prompts students to do just that by making design decisions and repackaging new knowledge in a different way. In addition to multiple choice response,students will also need to supply short answer responses from time to time. Although these answers may be difficult to evaluate without an instructor, they wouldallow the students to think critically about what they are doing. The most important piece would be a self-reflective evaluation at the end of the program, wherestudents compare their progress with a set of rubrics or criteria, to actively reflect on what they have accomplished: what they did well, what they would improve upor change, and their strengths and weaknesses as Mayor of San Diego.


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Objectives & Test Items Matrix for Unit Three


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2.11 From memory, the learner will be able to identify fiveorganisms that live in the San Diego area.

Recall

Facts

Interactive

Direct

Instruction

Examples andNon-Examples

Select all thatapply

2.12 When prompted with pictures of animals in urban andnatural settings, the learner will be able to click on theadaptations of five organisms that make them well-suitedfor the habitat in which they live.

Apply

Concept

Examples andNon-examples

Select all thatapply

Scenario

2.13 From a list of five possibilities, the learner will be able to

recognize the main fact that distinguishes a population froma community.

Apply

Concept

Interactive

DirectInstruction

Multiple

Choice withFeedback

Multiple

Choice

2.14 The learner will be able to give one example of acommunity in San Diego that includes at least three distinctpopulations.

Recall

Fact

Diagram MultipleChoice withFeedback

MultipleChoice

2.15 The learner will be able to identify the main differencebetween a community and an ecosystem.

Recall

Concept

Diagram MultipleChoice withFeedback

MultipleChoice

2.16 Given a map of San Diego, the learner will be able to locateat least three different biomes.

Recall

Fact

Map MultipleChoice withFeedback

MultipleChoice

2.21 Given the contents of a virtual owl pellet, the student will beable to dissect it, count the number of organismsconsumed, and identify them with a comparison chart.

Apply

Procedure

Demonstration Simulation Quiz

2.22 Given a concept map tool with a set of urban creaturepictures, the learner will create one urban food chain.

Apply

Principle

Interactive

Direct

Instruction

Scenarios Analogy

2.23 Given a series of three scenarios, the learner will correctlypredict what would happen if a given organism was

Apply

Process

Concept Map Concept Map Concept Map


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removed from a food chain.

2.24 The learner will be able to identify each of the followingsymbiotic relationships: mutualism, commensalism, andparasitism.

Apply

Concept

Interactive

Direct

Instruction

Drag andDrop

Analogy

2.25 The learner will identify two pros and two cons of sevenhuman activites that can effect urban wildlife.

Apply

Principle

Charts and Graphs ClickandLearn

True/False

2.31 Out of eight examples, the learner will be able to categorizebiotic and abiotic factors.

Recall

Concept

Interactive

Direct

Instruction

Sorting Matching

2.32 Given three mini-case studies, the learner will be able toselect five elements that urban creatures must compete forand how competition can directly effect population growth.

Apply

Concept

Video ScenarioPractice

Scenario

2.33 Given a series of charts, the learner will correctly enter dataon birth rates and death rates to decide whether or not apopulation has reached carrying capacity and select twopossible problem solutions from a list.

Apply

Process

Interactive

Direct

Instruction

Examples Scenario


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Implementation Guidance

The CJS program is a supplemental product to and can be integrated into several standards basedcore curricula in the high school science series. This program can be used to supplement biology,earth science, environmental science, or integrated science courses. It covers an ecology unit anddelivers the ecology standards to students in a fun, interactive way.

The CJS should be integrated into an environment where the students have access to a learningfacilitator to guide them and monitor progress on the material. We envision the CJS as being partof a multimedia science classroom in either a learning lab or a classroom equipped withcomputers. Self-motivated students may access the material from home as well. CJS containsapproximately 100 hours of instruction. Teachers will decide on which units fit into theirinstructional goals and time limitations. The CJS can be tailored to specific needs by turning on

and off units, simulations and assessments. The facilitator has access to each students progress andcan adjust the program for individual students, classes or for all students. Students should havetime set aside each day to work on the CJS, preferably one hour per day. Students will experiencebetter learning outcomes with consistent use of the program over a period of weeks.Although this product was designed to stand alone, teachers and learning facilitators using it maywish to create learning experiences outside the program to reinforce that material presented in theCJS. Independent projects, community projects and classroom experiments can all benefitstudents and should be considered, if time and resources allow. The simulation experiences builtinto the program can be expanded upon in real-life scenarios. The facilitator guide providesdetailed supplemental laboratory and classroom material

Evaluation Framework

The success of Concrete Jungle can be evaluated in several ways. At the lower level of evaluation,researchers can study the reactions and satisfaction of the students who participated in theprogram. One major benefit of computer-based instruction is the fact that the learningmanagement system can record and analyze data for each individual student. At the knowledgelevel, the Concrete Jungle database can collect results from the pretest, module quizzes, Unit tests,and posttest to help evaluators determine whether or not content was mastered. Concrete JunglesLMS can calculate scores, record which students needed extra review or challenge, and trackcompletion levels. The interactive simulations will provide data that will evaluate whether thisknowledge might be transferred to real-life situations. The only way for evaluators to assess thetrue and lasting effects of the program would be to conduct a longitudinal study of students whocompleted CJS in comparison with those who did not use this program. To measure long termimpact, evaluators would need to conduct research study to assess the overall affect of this programon environmental awareness.


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Key Evaluation Questions

The following six questions can help evaluators to assess the impact of Concrete Jungle:

1. Did the students enjoy the program, and were they motivated to learn about ecology?2. Have the students completed each module in the program?3. Have the students learned the content outlined in each of the objectives?4. How will students apply what they have learned about ecology to real-life situations?5. How will evaluators know that students can synthesize and transfer what they have learned

intodifferent contexts?

6. How can researchers determine the long term impact or return on investment when itcomes to the f

future decisions students will make about the environment?

Evaluation Instrumentation & Data CollectionThe table below outlines the methods evaluators will need to use when assessing the effectivenessof CJS.

Evaluation Question & Procedure Matrix

1. Did the studentsenjoy the program,and were theymotivated to learnabout ecology?

Feedback fromstudents on satisfactionlevels and motivation

Results from onlinestudent surveys

Extant data: As part ofthe program, studentswill be required toprovide feedback via aLikert-scale survey,with a place foradditional suggestionsfor improvement ofthe program

2. Have the studentscompleted eachmodule in theprogram?

Results from missionchecklist

Learning Managementsystem

Extant data: Databasecan track completionrates for each student

3. Have the studentslearned thecontent outlined ineach of the

Results from eachmodules mastery tests

Learning managementsystem

Extant data: Productdatabase of individuallearner results onmultiple choice


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objectives? quizzes, as well as ahigh level comparisonof pretest and posttest

scores

4. How will studentsapply what theyhave learned aboutecology to real-lifesituations?

Results from the end-of-unit simulations onSan Diegos

environmental issues

Learning managementsystem

Extant data: Resultswill show whether ornot students are ableto apply learning tonew case studies andscenarios that arepresented in thesimulations

5. How willevaluators knowthat students cansynthesize andtransfer what theyhave learned intodifferent contexts?

Results from

individual city-buildingprojects

Learning management

system

Extant data: The

design choices thatstudents make can beanalyzed to determinewhether students willchoose to makedecisions that arebeneficial to theenvironment

6. How canresearchersdetermine the longterm impact orreturn oninvestment when itcomes to thefuture decisionsstudents will makeabout theenvironment?

Exit data andinformation (gatheredon the consumerchoices, and votinghabits, and opinion onenvironmental issues

This data would needto be collected sometime after the studentscompleted ConcreteJungle to determinewhether or not theprogram had a lastingimpact.

A study could beconducted via surveyto compare the dailyenvironmental habitsof the students whocompleted CJS to agroup of students whowere not exposed tothe program.


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Prototype Design Specification

Opening Title Page


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Premise of the game


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This part of the game will provide a series of prompts to help students to create an avatar.


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A description of major characters


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The description of the interface. These arrows point to the information thatwill pop up whenthe student mouses over various hot spots on the page.


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Description of pretest- will not be included in actual prototype


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Slide 45:This slide puts students into context that they are going to learn about food chains in an urban

environment here in San Diego.


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Slide 46Diana Torres is the guide in this section of the program. She provides an advance organizer forstudents and lets them know what the learning objectives are. Hyperlinked words link to glossary.


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Slide 47Throughout the program colorful characters will guide students, giving directions, providingsupport and facilitating learning. Directions are clear and concise. Navigation is simple throughout;Back takes learner to previous lesson or chunk, and Home takes learner to home navigation

screen, with choices to navigate anywhere in the program from that screen. Hyperlinks go to unitsthat cover support material for this lesson.


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Slide 48Dr. Marcel Garcia will now guide students. He will guide them through learning exercises andprovide support for reaching objectives. He also provides a context for the learning and letsstudents know where they will be learning about food chains. Any potentially difficult words are

hyperlinked to glossary.


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Slide 49Learning material is presented here. One definition appears at a time to reduce cognitive load.


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Slide 50Now its your turn. Throughout the learning sessions, students have a chance to practice whatthey have just learned in the Now its your turn activities. This activity is completely interactive.

Students get positive feedback when they get it right.


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Slide 52Material appears in small chunks. Native species appears first, then non-native species. Thesupplemental material covers the learning chunk and gives more information about the concept.


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Slide 53Dr. Garcia informs students of where the learning activity will take place. Hyperlinks connect toglossary and give definitions for any words students may have trouble with.


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Slide 54Major learning chunk begins here. Students can see where organisms live in their community, andwill learn about each organism and its role in the ecosystem. Each image of organism links to a

page with interesting information and what it eats.


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Slides 55-67These slides all give image of organism and information about the organism. Clicking on the imageof the organism will take learner to a website with more information about each organism. The

Back button on each page will link back to slide 54, where they can choose a different organismto learn about.


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Slide 68Drag and drop food chain. Students will drag each organism to its proper place in the food chain.Students get positive feedback when correct. Geta reminder when incorrect. The Back button

goes back to slide 54.


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Slide 69Student feedback when incorrect. When students do not correctly pull the organisms into order onthe food chain they are reminded to try again.


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Slide 70Gives an animated learning experience to show what happens when the food chain is disturbed.The animations and text are synched up and play together.


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Slide 72Students will have another learning activity in the Chaparral Sage Scrub community. They will havethe same types of learning activities as in urban ecosystem, but in the chaparral context.


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Slide 73Students will have another learning activity in the Riparian community. They will have the sametypes of learning activities as urban ecosystem, but in the riparian context.


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Slide 74Glossary with vocabulary associated with the lesson. Hyperlinked words will link up with theglossary. When learner hits Back, they will be back on previous page.


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Sources

Annetta, L. (2008). Video games in education: Why they should be used and how they arebeing used. Theory Into Practice, 47, 229-239.

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Design Document Ebel Pachon

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