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Design for Learning: Empowering Students with Ubiquitous Computing

Explore the evolving framework of design for learning through innovative K-12 scenarios using pocket computers and real-time data collection. Enhance student inquiry skills and link classroom knowledge with the real world. Engage in field studies, case studies, and lesson plans to promote interactive learning environments with user-centered design approaches. Connect with mentors and access rich content online for a transformative educational experience.

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Design for Learning: Empowering Students with Ubiquitous Computing

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  1. Research Sponsors ImagiWorks Palm Computing

  2. Innovative K-12 Learning Scenario Knowledge Network: NetCourses, Modeling tools, Case studies Lesson Plans Data sets Field notes Virtual teachers Internet Image sensors Real-time data collection Students at Remote Schools Home

  3. Research Trajectories • Design • New pocket computers, hardware • Interactions, UI to support learning • Informal, formal learning environments • Learning • Promote inquiry around rich content • Linking classroom knowledge with real world knowledge • On-line guidance, scaffolds • Embedded assessments • Remote mentoring • New framework for “design for learning”

  4. Evolving framework of “design for learning” User-centered design Learner-centered design Learner and Social context design ??

  5. Hypothesis for Ubiquitous Computers • Low cost • Ubiquitous access • Good activities • Good curricula • Good teaching will reform education.

  6. Study #1:Alameda Creek Project

  7. Instructional Goals • Improve student understanding of ecosystems, biology, links to other discipline • Improve students inquiry skills • Linking students’ classroom knowledge with out of classroom learning • Capitalize on technology for multiple learning context (formal and informal) • Build students understanding of the nature of science (theory-building, using evidence)

  8. Powered by WISE http://wise.berkeley.edu/WISE/demos/alameda/

  9. Building Models of Water Quality

  10. Classroom Lab Activities with Palms

  11. Field Trip with Palms

  12. Preliminary Results • Students improve their understanding of acquatic ecology concepts • Students have a more complex understanding of ecosystems • Need more field support and guidance • Link between web and probes • Need holistic view into student work • Need more education applications for Palms

  13. Contact Information Sherry Hsi hsi@socrates.berkeley.edu Pocket computers research: www.concord.org/~sherry/cilt/index.html Center for Innovative Learning Technologies: www.cilt.org

  14. Pre-post Subject Matter Test

  15. Pre- Concept Map

  16. Post- Concept Map

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