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Presenter: Mie Thur. , September 28 , 2006

Environmental Detectives：. PDAs as a Window into a Virtual Simulated World. Presenter: Mie Thur. , September 28 , 2006. MIT, E. Klopfer & K. Squire & H. Jenkins. (^O^)/. * 教 師 節 快 樂 * …^3^…. *Outline*. Background Proof of Concept ： Environmental detectives

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Presenter: Mie Thur. , September 28 , 2006

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  1. Environmental Detectives： PDAs as a Window into a Virtual Simulated World Presenter: Mie Thur., September 28, 2006 MIT, E. Klopfer & K. Squire & H. Jenkins

  2. \(^O^)/ * 教 師 節 快 樂 * …^3^…

  3. *Outline* • Background • Proof of Concept：Environmental detectives • Watching the Detectives • Current State of Development • Next Steps –Tools for Development

  4. *Background* • The use of computer simulations is changing – the nature of scientific investigation – providing us unique insight into the way the world works. • Computer Simulation：Desktop → Handheld

  5. *Background* • The features of Handhelds – Portability – Social interactivity – Context sensitivity – Connectivity – Individuality • Provide a window into the virtual context that is sensitive to information being supplied to it by the real world.

  6. *Proof of Concept:Environmental Detectives* • design an augmented reality simulation to create a prototype module that as a proof of concept. • participatory simulation where group of students participate in a simulation. • They must combine real-world and virtual world data to get to the bottom of the problem.

  7. *Use Scenario* • A team of environmental scientists • Location：watershed • illness occurring • The team divides up to take some initial • They specify rendezvous coordinates at which they will meet in one hours • Share datas ：electronically 、visualization • Spots a trend which indicate some source of pollution • Again the team divides up • Some of incriminating evidence – Documents

  8. *Inquiry-based Learning in Virtual Simulation Worlds* • Inquiry activities • Goal-based Scenarios. • Problem-based learning. • Anchored instruction. • We use problems to provoke students’ curiosity, provide a context for student inquiry and activity. • All of the scenarios require students to hypothesize, plan, analyze, and reflect in collaborative context.

  9. *Watching the Detectives* • VR (Virtual Reality) → AR (Augmented Reality) • We are testing the design of our situation and using that feedback to create a situation that is engaging, understandable, and easy to use.

  10. *Current State of Development* • At the International Workshop, we will demonstrate the prototype of our Environmental Detective.

  11. *Next Steps – tools for development* • We will develop and test this concept produce a suite of authoring tools that students and teachers can use to design their own augmented reality simulations. • Environmental detectives may providing teachers tools to design scenarios • take advantage of their own unique local affordances • meet particular local curricular constraints • We hope that our tools are flexible and supportive. • empower students and educators to create augmented reality simulations.

  12. *ENDING 哩耶~* 感謝收看!! ^_____________________^

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