Alien Rescue A Hypermedia Instructional Program designed for 6 th grade Problem-Based Learning (PBL)

Who Developed it? (Conceived in 1997, prototype in 1999) Dr. Min Liu at the University of Texas – Austin Dr. Min Liu at the University of Texas – Austin Dr. Doug Williams at the University of Louisiana - Lafayette Dr. Doug Williams at the University of Louisiana - Lafayette Dr. Susan Pedersen at Texas A & M Dr. Susan Pedersen at Texas A & M

Who funded it? The Center for Instructional Technology The Center for Instructional Technology The Charles A. Dana Center at the University of Texas at Austin The Charles A. Dana Center at the University of Texas at Austin The American Honda Foundation The American Honda Foundation The Dell Foundation The Dell Foundation The GTE Foundation The GTE Foundation The Motorola Foundation The Motorola Foundation NASA Space Telescope Science Institute NASA Space Telescope Science Institute The University of Louisiana at Lafayette The University of Louisiana at Lafayette

Theoretical Underpinnings Guided by theories and research on PBL Guided by theories and research on PBL PBL = An instructional approach that exemplifies authentic learning and emphasizes solving problems in rich contexts. PBL = An instructional approach that exemplifies authentic learning and emphasizes solving problems in rich contexts. Features: Complex, collaborative, have to define problem, reflect on own learning Features: Complex, collaborative, have to define problem, reflect on own learning Learning occurs as a direct result of students’ efforts to define and solve the problem. Learning occurs as a direct result of students’ efforts to define and solve the problem. Scaffolding and Cognitive Tools Scaffolding and Cognitive Tools

Stated Goals Sustained Student Inquiry Sustained Student Inquiry Robust Scientific Knowledge Robust Scientific Knowledge Integrated Curriculum Integrated Curriculum Real-life problem solving Real-life problem solving Self-directed Learning Self-directed Learning Motivation Motivation A Scientific Community within the Classroom A Scientific Community within the Classroom Heterogeneous Grouping Heterogeneous Grouping Designed in accordance with the National Science Education Standards and the Texas Essential Knowledge and Skills guidelines. Designed in accordance with the National Science Education Standards and the Texas Essential Knowledge and Skills guidelines.

Who is it for? Why create it? “Targeted towards 6 th graders – an age level for which there is little instructionally sound science software available.” “Targeted towards 6 th graders – an age level for which there is little instructionally sound science software available.” Saw PBL programs in medical field Saw PBL programs in medical field Lack of good programs commercially available Lack of good programs commercially available

Design 3D animation (Bryce) 3D animation (Bryce) Video modeling Video modeling Tools to support learning: Tools to support learning: Tools that share the cognitive load Tools that support cognitive processes Tools that support cognitive activities that would be out of reach otherwise Tools that allow hypotheses generation and testing.

Tools sharing cognitive overload Research Room: Houses the Alien database, containing information about the aliens, their physiology, technology, homeworlds, and history. Solar System Database: Contains information about our sun, the nine planets, and ten of the moons in our solar system. Mission Database: Has information on five landmark probe missions by NASA to show how scientists designed probes to collect specific types of data in the past. Concepts Database: Contains key scientific concepts useful for solving the problem. Periodic Table: For analyzing data students collect. Spectrogram: For analyzing data.

Tools Supporting Cognitive Process Notebook: For collecting and organizing information. It was deliberately designed without a cut-and-paste function. Students must think what is important enough to record. Bookmark: Part of the notebook, allowing students to drag still images from any part of the program to store in the notebook. These bookmarked images can be used for making PowerPoint® presentations later. Expert Modeling: Video clips in which expert scientists explain how they would address aspects of the problem and share stories about their experiences.

Tools supporting otherwise out-of-reach activities Probe Builder Room: Contains information on real scientific equipment used in both past and future probe missions. Students construct probes by deciding probe type, communication, power source, and instruments. It also contains experts’ stories, presented in digital video, on how they designed probes in the past. Launcher Room: Where students review the probes built in Probe Builder, and decide which probes to actually launch, considering the budget.

Tools supporting hypothesis testing Control Room: Raw data collected by the probes are displayed. Students must interpret this data in order to turn it into information that they can use in developing the solution. Malfunctions are possible, and poor planning can result in mission failure. Solution Form: An online form to provide a structure for students to submit their solution and rationale for each of the species.

Research findings In 2003, had been used by over 5000 sixth-graders. In 2003, had been used by over 5000 sixth-graders. Qualitative and Quantitative studies. Qualitative and Quantitative studies. Feedback from students and teachers has been enthusiastic. Feedback from students and teachers has been enthusiastic. Learning gains in all students, but most for gifted and standard (non- gifted) students. Learning gains in all students, but most for gifted and standard (non- gifted) students. No difference between girls and boys. No difference between girls and boys. Data Miner - Cognitive tools used at different times to support cognitive processes. Data Miner - Cognitive tools used at different times to support cognitive processes. Teacher’s beliefs about student-centered learning mattered. Teacher’s beliefs about student-centered learning mattered. Social interactions were spontaneous and valued. Social interactions were spontaneous and valued. Some parents didn’t understand learning – game association. Some parents didn’t understand learning – game association. LD students had a hard time with lots of text – perhaps more/different scaffolds would help. LD students had a hard time with lots of text – perhaps more/different scaffolds would help.

Personal Impressions Liked design of program – back story, presenting information for learning. Liked design of program – back story, presenting information for learning. Few usability issues Few usability issues For research, data logs are useful. For research, data logs are useful. Like immersive approach to learning: entertaining and engaging with a point to learning material. Like immersive approach to learning: entertaining and engaging with a point to learning material.