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Exploring MUSHI-Life: A Multi-User Simulation for Environmental Entomology Learning

MUSHI-Life is an innovative multi-user simulation designed for students to assume roles as environmental entomologists. Using integrated handheld devices, students interact with various insect-like "bugs" displaying unique characteristics. The simulation enables them to explore natural selection and adaptability by experimenting with bug characteristics and environmental factors. Students capture and examine bugs to uncover behavioral patterns related to survival, while also engaging in reflective thinking and social interactions that enhance learning. This initiative supports inquiry-based investigations in a classroom setting.

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Exploring MUSHI-Life: A Multi-User Simulation for Environmental Entomology Learning

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Presentation Transcript

  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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