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MUSHI-Life

MUSHI-Life. Presenter Richard Joiner Designer : Chris Quintana. MUSHI-Life. MUSHI-Life is a multi-user simulation with integrated handheld devices Groups of students assume roles as environmental entomologists. A tablet computer shows a simulation. MUSHI-Life.

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MUSHI-Life

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  1. MUSHI-Life Presenter Richard Joiner Designer : Chris Quintana

  2. MUSHI-Life • MUSHI-Life is a multi-user simulation with integrated handheld devices • Groups of students assume roles as environmental entomologists. • A tablet computer shows a simulation AERA – San Francisco 2006

  3. MUSHI-Life • The simulation contains different insect-like “bugs” with different physical characteristics AERA – San Francisco 2006

  4. MUSHI-Life • A set of rules describes how the bugs reproduce, feed, and interact with other bugs in the environment. • The survival ability of a given bug is governed • its phenotype, • different characteristics of the environment, • characteristics of other bugs it may encounter in the simulation. AERA – San Francisco 2006

  5. MUSHI-Life • Students can view the overall simulation on the tablet computer • Use individual PDAs to "capture" and "release" individual bugs • Use them to view magnified, detailed portions of the global environment, such as the interaction of a given set of bugs or the characteristics of a given bug. AERA – San Francisco 2006

  6. MUSHI-Life • MUSHI-Life is designed to support students' explorations of questions surrounding natural selection and adaptability. • It may be used in an observational investigation to identify behavioral patterns related to survival within native contexts. AERA – San Francisco 2006

  7. MUSHI-Life • It can be used to directly observe the effects of moving a bug to a non-native environment • Users can explicitly manipulate bug characteristics to experimentally determine their relationship to adaptation and survival. AERA – San Francisco 2006

  8. MUSHI-Life • MUSHI-Life provides a framework to give learners multiple linked representations of a simulation • They can explore and manipulate a scientific simulation • See different aspects of the simulation at different levels of granularity. AERA – San Francisco 2006

  9. MUSHI-Life • See that there are different levels to understanding in complex simulations • Understand how local interactions can impact the global behavior of the simulation. • Engage in more reflective thinking • Engage in the types of social interactions that can positively impact learning. AERA – San Francisco 2006

  10. MUSHI-Life • The first prototype of MUSHI-Life was completed in June 2005. • Initial focus group testing with students ranging from sixth to eight grade will begin in the late 2005, • classroom-based research studies scheduled for early 2006. AERA – San Francisco 2006

  11. MUSHI-Lenses • Representation of phenomena • MUSHI use multiple and linked representations. • Bug eyed representation through the hand held computer • Overall view with the tablet computer. AERA – San Francisco 2006

  12. MUSHI-Lenses • Design of activity structure for investigating these phenomena • The learners engage in systematic observation for the purpose of discovery and or problem solving. • The activity is an inquiry learning activity AERA – San Francisco 2006

  13. MUSHI-Lenses • students assigned a bug and asked to record the preferred food sources • survey the food sources • survey for a second time but the sources had been changed • predict which bugs would survive in the new conditions AERA – San Francisco 2006

  14. MUSHI-Lenses • Incorporate instructional scaffolds to support learning • MUSHI scaffolds the learner in a number of ways • Roy Pea’s (2004) framework • What and Why of Scaffolding • Fading AERA – San Francisco 2006

  15. MUSHI-Lenses • How of Scaffolding • Channelling • Recruitment – Getting the students interest • Reduction in the degrees of freedom – This involves simplifying the task • Direction maintenance – Keeping them in pursuit of a particular objective • Marking critical features – marking certain features of the task that are relevant • Frustration control – Making the activity less stressful • Modelling solutions of a task AERA – San Francisco 2006

  16. MUSHI-Lenses • How of Scaffolding • Channelling • Recruitment – Getting the students interest • Reduction in the degrees of freedom – This involves simplifying the task • Direction maintenance – Keeping them in pursuit of a particular objective • Marking critical features – marking certain features of the task that are relevant • Frustration control – Making the activity less stressful • Modelling solutions of a task AERA – San Francisco 2006

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