Stanford University, May 18, 2001 LDT Master’s Project ldt.stanford.edu/~amimehta All rights reserved to Ami Mehta by Ami Mehta May 18, 2001

Stanford University, May 18, 2001 LDT Master’s Project ldt.stanford.edu/~amimehta All rights reserved to Ami Mehta  Abstract  Vision  The Learning Problem  Design Goals  Physical Technology Tree House  Virtual Multimedia Experience  Physical World Meets Virtual World

Stanford University, May 18, 2001 LDT Master’s Project ldt.stanford.edu/~amimehta All rights reserved to Ami Mehta Children learning to write are faced with an intimidating process that requires a high degree of persistence and motivation. This project simulates an interactive, multimedia environment that motivates 3 rd graders to write and to unleash their creative and inventive spirit. The content focuses on two types of learning: 1) Creative writing techniques 2) Storytelling through the use of popular super heroes and mythology The 3-D virtual environment is used to evoke self-expression in children's writing by having them actually become the story. The program is designed for all 3 rd grade students, however it could especially benefit the students that are struggling with writing due to lack of motivation or understanding of writing frameworks. User testing has been conducted on 4 teachers, 1 students in an after school community center, and with 21 students in a 3 rd grade classroom. Abstract

Stanford University, May 18, 2001 LDT Master’s Project ldt.stanford.edu/~amimehta All rights reserved to Ami Mehta Vision Design a futuristic learning environment to teach literacy that: –motivates children to invent new concepts with words –bridges the literacy divide with the use of technology –explores the relationship between the virtual and physical worlds Audience 3rd Grade Learners Learning The Writing Process Design Spaces to teach Literacy Technology 3-D Multimedia & Adaptive Learning Guides

Stanford University, May 18, 2001 LDT Master’s Project ldt.stanford.edu/~amimehta All rights reserved to Ami Mehta The Learning Problem Learning to write is an intimidating process for children to acquire independently. –“ All higher mental functions are internalized social relationships.” (Vygotsky, 1979) –“The present motivated account [of teaching children literacy] is grounded in the challenge of the historical moment: Ours is an ever- smaller world of ever-increasing socio-cultural diversity, a world requiring a developed appreciation of the fragility of human life and the possibility of reinventing, rewriting ways to live together.” (Dyson, 1997) –“Learning to use language involves learning to interact with others in particular social situations and, at the same time, learning to be, so to speak, within the dominant ideologies or “truths” about human relationships.” (Bakhtin 1981, 1986)

Stanford University, May 18, 2001 LDT Master’s Project ldt.stanford.edu/~amimehta All rights reserved to Ami Mehta Design Goals –Create a social context for children to express and share their writing with one another (Dyson, 1997) –Unleash the child’s inventive spirit by leveraging their interest in play to teach writing skills (Pesce, 2000) –Motivate kids by having them actually “become” the story (Lepper & Malone, 1987) –Teach through the cognitive apprenticeship model using adaptive learning guides to model the writing process (Collins, Brown & Holum, 1991) –Create the curriculum, activities, and lesson plans based on universal standards, helping kids to become more proficient in school, and life in general (Wiggins & McTighe, 1998)

Stanford University, May 18, 2001 LDT Master’s Project ldt.stanford.edu/~amimehta All rights reserved to Ami Mehta –Build a literacy community clubhouse wired with technology –Teach creative writing concepts using both innovative and traditional methods –Create a space for kids to interact with one another sharing ideas about literacy. Physical Technology Tree House

Stanford University, May 18, 2001 LDT Master’s Project ldt.stanford.edu/~amimehta All rights reserved to Ami Mehta Virtual Multimedia Experience –Design a virtual experience that mimics the physical experience – Create new ways to engage in writing and adapt to learner’s level and pace –Make it game-like with adaptive learning guides interacting and guiding the children and through the writing process

Stanford University, May 18, 2001 LDT Master’s Project ldt.stanford.edu/~amimehta All rights reserved to Ami Mehta Physical World Meets Virtual World Literacy Community Clubhouse Online 3-D Experience Physical Labyrinth and tree house wired with technologies focused on: –Community Technology Center focused on literacy –Continual focus group for kids and technology literacy –Emphasizes the importance of blending nature and technology Virtual 3-D Labyrinth and tree house precisely replicating the physical model that: –Extends the physical experience into a continued learning framework –Reifies the writing creation process