The Big Idea

1. The Big Idea A review of a learning design project Andrea Kulkarni Muki Hansteen-Izora Stanford University, Summer 2001 Ed 229A “Learning Design and Technology Seminar” http://panfora.stanford.edu/ed229a

2. The Big Idea Brief Summary Through a combination of collaborative classroom interactions, use of computer applications, and in the field production, students build a mural in which they apply mathematical concepts of ratio, scale, and proportion as well as artistic concepts of color and composition. Goal of the project To address the need for students to have more problem solving activities on which to apply skills learned in the classroom with a specific emphasis on mathematical concepts. Stanford University, Summer 2001 Ed 229A “Learning Design and Technology Seminar” http://panfora.stanford.edu/ed229a

3. Learning problem Learning Problem 1: Lack of Math Application and Collaborative Activities Math performance and interest declines by the time students enter middle school. Many concepts are taught without an attempt to ground them to everyday situations and problems. Collaboration among students is rare. As a consequence students often miss the link between learned skill and application. Proposed solution: By providing students with an applied, problem solving activity we believe that students’ performance in math will increase. Also, by demonstrating that these math concepts are relevant and applicable to their lives, students’ interest can be sustained, especially for girls whose interest typically declines at this time in their lives. Learning Problem 2: Museums Lack Children Museums are learning environments within a community to which children often do not feel a personal connection. Schools have not traditionally been successful in collaborating with museums. Proposed solution: The BIG Idea Mural-making Project allows students the experience of building something and contributing to a museum environment. Stanford University, Summer 2001 Ed 229A “Learning Design and Technology Seminar” http://panfora.stanford.edu/ed229a

4. User Description Target Audience Students in grades 4 through 8. The actual project was implemented with a group of 5th graders from an elementary school in Orinda, Ca. Stanford University, Summer 2001 Ed 229A “Learning Design and Technology Seminar” http://panfora.stanford.edu/ed229a

5. Big Idea – Mural Making Project Kids create individual drawings in KidPix. Kids review types of murals on website. Discussion about murals and website materials Sample pictures created by some of the kids. Scale model of the exhibit space. The iRoom at Stanford. Stanford University, Summer 2001 Ed 229A “Learning Design and Technology Seminar” http://panfora.stanford.edu/ed229a

6. Big Idea – Mural Making Project Design on table at iRoom. Students combining materials in the iRoom. More compositions are explored. The final mural design. Stanford University, Summer 2001 Ed 229A “Learning Design and Technology Seminar” http://panfora.stanford.edu/ed229a

7. Conceptual Framework The designers of The BIG Idea have developed their project from primarily situative and cognitive perspectives. Some of the theoretical frameworks that influenced their design are listed below. Constructivism The notion that "understanding is gained by an active process of construction rather than by passive assimilation of information or rote memorization.” (Confrey, 1990 as cited in Handbook of Educational Psychology, Berliner and Calfee, editors, 1996) is cited by the learning designers as a key influence. They also mention that they are” influenced by the theories that view learning as a transformational process.” Zone of Proximal Development Vygotsky’s notion that individual cognition develops as a result of social interactions and collaborative construction also guided the thinking of the designers of the BIG Idea. They refer Vygotsky's premise that “children's learning takes place within the zone of proximal development.” The learning design of the BIG Idea Mural-making project “embraces this approach.” Stanford University, Summer 2001 Ed 229A “Learning Design and Technology Seminar” http://panfora.stanford.edu/ed229a

8. Design Ideas • Interdisciplinary learning across academic subjects • Writing • Math • Technology • Art • Interdisciplinary learning across learning environments • Classroom • Museum • Community • Authentic Constructivist Activities– an authentic problem-solving activity • Collaborative Problem Solving– students using problem solving activities to apply skills learned in the classroom in a collaborative manner • Emphasis on Process- emphasis on the process of learning vs. products of learning” Stanford University, Summer 2001 Ed 229A “Learning Design and Technology Seminar” http://panfora.stanford.edu/ed229a

9. Design Process • The creators of the BIG Idea use the Informant Design process to guide their thinking about the design. • The process advocates for gathering design input from various participants and various phases of the project. • They divided their use of Informant Design into 4 phases. • 1: Define the Domain and Problems, 2: Translation of specification, 3: Design and rough testing of prototype, and 4: Refine and test with high-level technology Sample framework for design: Stanford University, Summer 2001 Ed 229A “Learning Design and Technology Seminar” http://panfora.stanford.edu/ed229a

10. Features/Functionality • Collaborative Students worked together to integrate their designs into a cohesive mural. • Interdisciplinary Activities included subject matter related to math, art history and composition, and technology, • Project/Problem Based Students used their learning to address an authentic problem in terms of planning and constructing a mural. • Engages multiple mental faculties Students conceptualized, drew, discussed, built models, and applied a variety of mental and physical abilities to the implementation of the project. Stanford University, Summer 2001 Ed 229A “Learning Design and Technology Seminar” http://panfora.stanford.edu/ed229a

11. Design Studies The designers of The BIG Idea tested their design ideas by actually implementing the entire project with a class of 5th grade students. Assessment They assessed the success of the project through conducting surveys and questionnaires with the class of 5th graders that they worked with, a class that they had not worked with as a control group, and a 7th grade class as a benchmark group. The designers assessed the following areas. • Attitudes toward math and museums • Graphical Math problems • Algorithmic Math problems • Knowledge of visual composition and artistic qualities of mural making. [ Findings The Designers found the user group outperformed the control group on and compared well to the benchmark group on the both Math assessments. A second important finding was that the user groups attitudes toward math and museums were significantly higher than the control and benchmark groups. Stanford University, Summer 2001 Ed 229A “Learning Design and Technology Seminar” http://panfora.stanford.edu/ed229a

12. Strengths of Design • Collaboration– working together allows the children to learn from each other and agree on what makes a strong design as supported by Vygotsky’s emphasis on collaboration while working on construction activities. • Real-World Application– Placing the mural in a public space gives the project more significance than it would if merely used in the classroom. The children are working with authentic artifacts as described by Vygotsky in that they are actually creating a mural for public display as an adult muralist would. • Website with Mural Modules – Reviewing existing murals over the ages functions to allow the students to understand the significance of mural making. This is a cognitive activity in order to create a conceptual framework for engaging in the mural-making process. Stanford University, Summer 2001 Ed 229A “Learning Design and Technology Seminar” http://panfora.stanford.edu/ed229a

13. Shortcomings of Design and Next Steps Lack of Strong Mathematical Component. No clear illustration of the usage of math in the mural examples on the website to establish a framework for use in their activity. Adding diagrams and overlays that illustrate mathematical concepts such as proportion, scale, and ratios. Lack of emphasis on compositional understanding. Assessments refer to evaluating the ability to recognize successful compositions, yet this did not seem to improved through the current set of activities. In order to improve compositional understanding perhaps the project to provide greater focus on the elements of successful composition. For example, an activity could be included where students deconstruct an existing composition and rearrange the pieces to gain a better understanding of why the original was successful. Lack of guidelines for mural subject matter that best support the learning goals. Mural subject matter often has deep cultural or artistic meaning. Perhaps linking this project to content that has a rich catalog of visual imagery and meaning would more effectively promote the learning goals outlined by the designers. The designers could include guidelines for the types of content best adapted to this project. Stanford University, Summer 2001 Ed 229A “Learning Design and Technology Seminar” http://panfora.stanford.edu/ed229a

14. A Vision for Continuing The BIG Idea Expand Curriculum and Associated Materials The designers could include our suggestions regarding expanded mathematics curriculum, expanded curriculum related to composition, and guidelines for subject matter. Also we would encourage the designers to take on the development of a complete curriculum guide for teachers that would like to implement the project on their own. This would include lesson plans, unit suggestions, teachers guides, student worksheets, etc…. These materials could be included on the website for easy access by teachers. Redesign Website We would suggest that the designers redesign the website to be a more complete tool and guide for teachers. Perhaps with separate websites for teachers and students. We believe the web has great potential to be used as a powerful component of this project. Prototype with other classes After making revisions the designers could prototype their project with another class of the same grade level to see if student learning improves. The designers would act as observers, allowing an instructor to lead the class through the project. Stanford University, Summer 2001 Ed 229A “Learning Design and Technology Seminar” http://panfora.stanford.edu/ed229a

15. Teamwork As a team we shared ideas, collaborated on content creation, and editing, as well as debated the design quality of The BIG Idea. We began by setting time aside to look over the project together, but on separate computers so that as we discovered particular areas of interest we could share that information. In another meeting we began to discuss the details of the design of the project and our understanding of its success. We next input these ideas into the Review template and included illustrations and diagrams. Overall we believe our partnership was successful in sharing the workload, meeting the project objectives, and finishing on time. Stanford University, Summer 2001 Ed 229A “Learning Design and Technology Seminar” http://panfora.stanford.edu/ed229a