Design
Design Ideation
Design #01: Flood Busters: Augmented Reality Learning Game
Learning Design Plan
Learning Design and Goals
The AR game/app will play realistic scenarios of urban flooding, where learners will "stop the flooding" to save lives. It consists of a simulated area prone to flooding identical to the Gowanus Canal. The game will be played collectively. Students will receive a mission with instructions of their specific role, and will receive a scenario where they will be using the information provided to prepare for a flood. The scenarios contain specific information about their local community. The interface of the game will provide ways to access the provided information (in case they need to return to it for reference).
In the game, students will have to think about how flooding disrupts the community and its infrastructure as well as the impact that it causes in individuals. The first part of the mission will be accomplished when they use the provided information from the "strategic points", where the data sensors could be placed, to determine whether they must create additional infrastructure, remove current buildings or abandon the area. Once they make the decision, they will "Start the Flood" to see how the decision they made for the area will test-out during a flood.
The second part of the mission of the game is to have a virtual simulation of the sensors that will introduce them to how the sensors are built and implemented. The virtual assembly and installation of the sensors will serve as an introduction to the hands-on workshop (to be designed). They will identify the different components of the sensors. In the mission, they will receive a guided simulation where they will be introduced to the components and their function in relation to the sensors, and will receive guidance to virtually build a sensor.
In the third part of the mission they will virtually place the sensors in the strategic locations that they found in the first part. They will "read data" from the virtual sensors and decide if changes are needed to better prevent flood. They will then "Start the Flood" a second time to study the impact of the sensors and compare the information obtained with the information of the first flood.
Learning Design and Objectives
Objectives:
Explain how flooding disrupts infrastructure and adversely impacts individuals
Identify environmental sources that may influence the accuracy of the flood data
Determine the optimal locations for mounting the sensors based on environmental criteria
Recognize critical data points to determine when tides have risen
Identify each physical component of the sensor and its purpose
Determine the optimal locations for mounting the sensors based on environmental criteria
Install sensors based on the selected location and conditions
Configure sensors' software settings for data collection and optimal energy consumption
Extract sensor data and produce a report for analysis
Assessment: Pre and post assessment via a facilitated discussion or reflection exercise (could also be online) about the effects of flooding in the area, about the importance of collecting flood information, and the sensor data improves flood data collection.
Resources:
App developer/programmer
Designed game
Mobile devices for students (properly set for the game)
Lesson plans for teachers to implement and manage the game within a learning setting
Activities:
Self-check pre-assessment or facilitated introductory discussion
Rules of the game
Role play game
Field trip (for "Pokemon Go" version of the game)
Facilitated discussion about the decisions made before and after placing the sensors
Self-check post-assessment or facilitated discussion for evaluation
Required Technology:
Simulated sensor data (learners will later build and place the sensors)
(Optional, for social media) Media equipment for recording events
Smart phones or tablets
Learning Theories
Constructionism - Students are learning through doing in this design; in this case, doing is determining where to place flood sensors and what values sensor variables should be set to in order to ensure that sensors are effectively sensing flooding.
Social-Constructivism - Students discuss and determine optimal sensor placement and software variable values based on social interactions they have with each other.
Behaviorism - Some intern learning will occur in response to how the "Start the Flood" section of the game occurs. Depending on how effectively students placed sensors, sensors would sense well, ok, or poorly. Interns would adjust their sensor placement and software variables based on the feedback they receive during the "Start the Flood" section, which simulates flooding and how well students' sensors detects them.
Understanding Success...
We envision this game will foster discovery learning, with apprentices exploring the virtual environment to discover clues and apply this knowledge to complete their mission.
The first indicator of success is if they are able to determine all the strategic points that contain the information needed for decision making.
The second indicator of success is apprentices' ability to identify sensor parts & purposes, and how accurately/efficiently they are able to build the sensors.
The third indicator of success is where the apprentices place their sensors, in order to obtain the correct data during the flood simulation (mission goal).
The fourth indicator for success is during the post-event discussion/reflection. During this activity apprentices would be able to provide a rationale for where they put their sensor, including the infrastructure and environment considerations that were accounted for. If the flood scenario does not play out well they should be able to articulate why, and what modifications need to be made for it to be successful.
The game is designed in segments - each segment with learning-specific goals. Apprentices would not be able to move onto the next segment without completion of these goals.
Completion of the goals provides a means for evaluating learners' mastery of the segment: i.e. an apprentice could not place the virtual sensor if the virtual sensor has not been built properly.
Design #02 Building, Testing and Installing the Sensors
Learning Design Plan
Learning Design and Goals
In this hands-on workshop, Green Team apprentices will build, implement and test flood sensors, and gather data in order to understand the impact of flooding and support ways to mitigate them. Under the guidance of an instructor and a proctor, apprentices will be paired, and each pair will receive the materials and tools required to build FloodSense sensors. They will build on the knowledge that they acquire about the sensors through the game.
After building the sensors, apprentices will test their functionality. First, they will perform in-lab tests under the guidance of the instructor by collecting data from the sensors (the collected data is only for the purposes of testing that the sensors work). Then they will fix any problems with non-functioning sensor.
Once the sensors are ready and functioning, apprentices will participate in a field trip. Students will test their sensors in the field before mounting them by collecting data readings and verifying that they are functioning.
During the field trip, apprentices explore the Gowanus Canal history and its ecology. They will have first-hand experience of the effects of floods in their own community, and will become aware of the importance of advocating for environmental change socially and politically. The field trips will also serve as a way of learning the strategic points of location for the sensors to collect data safely and reliably. Additionally, the field trip may include access to exclusive areas of the community not open to the public (e.g. government spaces) and opportunities to interact/network with the local environmental & government leaders. Apprentices will also explore how the sensors collect data in the field.
After the field trip, apprentices will participate in the process of data collection using Arduino IDE software and their FloodSense Libraries. Apprentices will test the sensors data collection by ensuring that sensors detect no change in distance when placed over a flat surface, and detect a change distance when placed over a tank of water being filled at various speeds.
They will report on their findings and discuss ways of using the data to make decisions about protecting the area.
Learning Design and Objectives
Objectives:
Identify each physical component of the sensor and its purpose
Build the sensors
Carry out basic engineering techniques, including soldering and drilling
Apply best practices related to those techniques
Integrate safety measures when assembling sensor parts
Install sensors based on the selected location and conditions
Configure sensors' software settings for data collection and optimal energy consumption
Extract Floodsense data and produce a report for analysis
Identify sources of "noise" that may influence the accuracy of the flood data
Recognize critical data points to determine when tides have risen
Assessment: Apprentices will be evaluated on whether they have successfully built, configured, and installed a functional sensor in a selected location, and were able to use relevant software to read sensor data. After extracting and studying data from the sensors, there will be group discussions in which learners will be asked to reflect on the process of building the sensors. They will be asked to identify specific components of the sensors and their purpose, the required steps to build a sensor, identify the consequence of a specific step, and identify how a change in a specific step can have a consequence for the functioning of the sensors. A final discussion and reflection on this activity will emphasize the use of the sensors in helping their community, and ways in which they can share what was learned to their peers and others in the community.
Resources:
Space and Workstations:
Workbench
Chairs
Storage space for tools and materials
Materials for Sensors:
Feather M0 microcontrollers
2200mAh batteries
Connector boards
RTC batteries
SD feather wings
Duponts (40 Pin Breakaway Headers)
Voltaic 1.2W solar panels
Solar boards
Ultrasonic sensor
Mounting headers
Panel mount (Corner Joint Connectors)
Junction Box With Mounting Plate (Housing - 5.1"x3.1"x2.8")
16GB SD cards
Flat Straight Brace Brackets (Mounting plates)
Spacer NPT Lock nut
Tools for Building the Sensors:
Electronic Tool Kits
Technology Resources for Sensors:
Computers or mobile devices
Arduino IDE software
FloodSense Libraries
Instructional Resources:
Lesson plans for teachers to implement and manage the building of the sensors within a learning setting
Clipboards, notebooks or tablets
Activities:
Building the Sensors:
Presentation:
Presentation of the sensors: Instructor will introduce the sensors and will relate the sensors used in the game with the ones that learners will build in the apprenticeship.
Presentation of the functional process: Instructor will present the steps to build and install the sensors.
Presentation of the sensor building process: Instructor will present the rules to ensure safe use of the tools to build the sensors.
Presentation of the parts: Instructor will introduce the parts needed to build the sensors in the parts' required order.
Demonstration:
Demonstration of the sensors: Instructor will show a functioning sensor to apprentices.
Demonstration of the functional process: For every instance of the building process, instructor will show the execution of the steps to build the sensors.
Application:
Learners will follow the instructor's steps and will repeat back the steps, and then will proceed to follow each step as instructed when they are building the sensors.
During the process of building the sensors, learners will identify specific steps, and sequence each step in the necessary order to build a functioning sensor.
Testing the Sensors:
Demonstration:
Instructor will demonstrate how to ensure that a sensor is functioning (in-lab) by showing how it collects data, and retrieving and displaying the collected data.
Application:
Apprentices will test the sensors' ability to detect changes in distance based on whether they are suspended over an initial dry surface and then over varying levels of liquid.
Under the guidance of the instructor, apprentices will fix any functionality problems with their sensors.
Installing the Sensors:
Presentation:
Facilitated introductory discussion about the field trip to install the sensors
Reflection activity - "What is different about this area? What do I know about this area?"
Discussion of rules and safety
Demonstration:
Field trip
Demonstration of the installation of the sensors on site
Application:
Apprentices will install the sensors in their chosen location
Extracting and Studying Data from the Sensors:
Presentation:
Instructor will introduce Arduino IDE software and FloodSense Libraries to read sensor data. The instructor will explain what the basic states and measurements that are locally logged onto the SD Card.
Demonstration:
Instructor will show measurements throughout a longitudinal test period using the FloodSense library, pointing out the peaks around a given time period.
Instructor will demonstrate how to interpret and test the integrity of the obtained data from the demonstration.
Application:
Learners will extract data from their sensor SD cards and will use Arduino IDE software and FloodSense Libraries to read sensor data from their own sensors.
Reflection:
Facilitated discussion and reporting on the findings from each sensor.
Troubleshooting Sensors:
Presentation:
Instructor will explain what sensor stability in the source code is, and its importance in obtaining accurate data. Instructor will introduce the concept of sensor data integrity.
Demonstration:
Instructor will demonstrate how to identify false sensor data and "noise" in the data.
Instructor will show examples of false readings and where they are likely to happen (in 1/100 measurements, taken every five minutes).
Instructor will demonstrate the three methods of reading data to mitigate inaccuracies when testing (single measurement, three measurements taken consecutively and median of five measurements taken consecutively).
Instructor will demonstrate how to identify the sensors providing false data or noise.
Application:
Learners will determine if their sensors retrieved accurate data by comparing the data obtained from each reading method.
Facilitated discussion and reporting on the findings.
Work on the final presentation to include what they learned in the field trip.
Continued one-on-one mentoring sessions
Final Discussion, Reflection and Ideas for Final Presentation:
Presentation:
Instructor will facilitate an apprentice-led discussion about the sensors activity, and have each pair provide a summary of the skills learned while working together.
Application:
Facilitated discussion and reporting on the findings.
Learners will take notes and collect information and ideas about the activity that can be useful for their final project.
Learning Theories
Situated cognition/cognitive apprenticeship - This theory is relevant since the instructor imparts their expertise on students by giving students demonstrations of how to build and use sensors.
Content: The instructor must provide specific steps and heuristic strategies for apprentices to successfully build the sensors.
Method: All apprentices are encouraged to self-monitor, and to have peers assist in solving any problems.
Sequencing: The required tasks to build the sensors, the in-lab and field testing, and the final discussion/reflection activity are sequenced to reflect increasing complexity, and application of skills locally (in the lab) before global application (in the field).
Sociology: The learning activities promote cooperation and collaboration; they also promote a culture of expert practice. Apprentices can extend their learning to their community, so that they apply their knowledge and skills in varied contexts.
Scaffolding - This theory is relevant since the instructor will provide just enough support to learners when they do tasks like building and testing sensors, such that they grow within their zone of proximal development (ZPD).
The instructor ensures that students are not overwhelmed by tasks like putting the sensors together or troubleshooting them.
Throughout the different events in this activity, the instructor models, coaches, and scaffolds through observation, guided and supported practice.
Knowledge building - This theory is relevant since students work together (as a community of practice) to create sensors that will produce knowledge on flooding that would benefit the Gowanus community.
Understanding Success
This activity is designed to put the apprentices “in the field” in order to situate their learning in their local community and gain first-hand engineering experience.
The first indicator of success is whether the apprentices built and configured a fully functional sensor.
The second indicator of success is if they were able to install the sensor in an appropriate location within their community.
The third indicator of success is the facilitated discussion during which we can note apprentices’ ability to recognize sensor components and articulate their purpose, along with the general process for building and installing them.
The apprentices would be able to share their data findings out to the group and teach each other, with the goal of coming to a group consensus on pertinent topics (knowledge is socially constructed). The one-on-one mentoring sessions are an opportunity for the program facilitator to connect with apprentices and prompt them to reflect on their experience and how to incorporate this into their final presentations (which is another demonstration of success).
Design #03 Storytelling
Learning Design Plan
Learning Design and Goals
In the storytelling lesson of the apprenticeship, learners will create a final presentation where they will tell their stories about them as members of the Gowanus Canal community. Through their stories, they will express their awareness of the causes and effects of urban flooding, will talk about the issues specific to their community as they see them, and articulate how they as individuals can advocate for environmental change socially and politically. In their final presentation they will show how they incorporated sensor data to contribute to possible solutions to the current environmental challenges.
Students will choose the format of their final presentation (video, slide presentation, etc.). Learners will be given time to work on building their story at the end of other lessons (such as the field trip) throughout the entire apprenticeship period. They can use notes, storyboards or any additional source of information required to make their final presentation.
Learning Design and Objectives
Objectives:
Make a presentation (using any media of the student's choosing) where they:
Explain what they learned about how flooding disrupts infrastructure and adversely impacts communities
Identify initiatives currently underway, or being considered, that address local environmental issues
Explain how FloodSense data is essential to find solutions to flooding in the area
Identify proposed solutions to local flooding problems, and share the solutions with the local community
Explain how they will incorporate what they learned in the apprenticeship to advocate for local infrastructure improvements
Assessment: Apprentices will be evaluated (receive a critique from facilitators & fellow apprentices) based on clarity and coherence of their story content, the thoroughness of the ideas presented, effective use of sensor data in the presentation, relationship between the story and the apprenticeship goals, and completion of the presentation based on the allotted time.
Resources:
Students' Idea Journal and Guiding Questions
Camera or media recording devices
Computers (with internet access) with software for video creation/editing and presentation
Images of the Gowanus Canal area, stock images, or any other relevant images
Storyboards
Activities:
Facilitated introductory discussion about the final presentation/story
Story circles
One-on-one meetings with instructor, where the instructor:
Reviews the student's Idea Journal (or any other means of collecting information for the presentation).
Ensures that the story content remains relevant to the apprenticeship goals and objectives.
Assesses engagement within the apprenticeship and student's overall interest in STEM.
Ensures that the student incorporates their experiences during all activities.
Provides additional support as needed (i.e., software use, media selection, etc).
Learners brainstorm ideas and receive feedback on their presentation; they will also report on their progress as they work on the final presentation
Reflection - after other activities, apprentices can take notes and collect information and ideas that can be useful for their final project. They will use guiding questions to maintain their reflections within the apprenticeship goals.
Story editing - use of the facilities and equipment to create, edit and complete their final presentation.
Required Technology:
Camera
Smart phones or tablets
Computers
Video, storyboarding and presentation software
Learning Theories
Scaffolding - This theory is relevant since the instructor must account for learners' prior knowledge when they provide support to help students be able to determine things like the adverse impacts of flooding and ways flooding can be mitigated.
The instructor ensures that students articulate their narratives cohesively and consistently.
The instructor provides scaffolding through observation and one-on-one guidance.
The instructor also reinforces the focus on the goals and objectives of the activity, ensuring that the stories remain relevant to their purpose.
Social Constructivism - This theory is relevant since learners' must collaborate with each other through social interactions that to create a presentation on a solution to the Gowanus flooding problem that is informed by sensor data. This theory is also relevant since discussions learners would have with each other to determine ways in which they could advocate for local infrastructure improvements.
Understanding Success
The storytelling presentation is the cumulative expression of what the apprentices have learned throughout this experience. The presentation will be considered successful based on:
Format and content- Students chose appropriate media for what information they wanted to convey, and do so coherently. Thoroughness, use of data, and relation to the community.
Criteria for a successful presentation:
The student identifies areas of environmental and public health concerns as they relate to the Gowanus community.
The student shares solutions that are currently underway or proposed to address one or more of these issues.
The student incorporates the Floodsense data into the rationale for supporting the selected solutions.
Apprentices will also be successful if they are able to thoughtfully critique each other’ presentations, recognizing areas for improvement and making recommendations.
Final Design
Logic Model for Design
Conditions: The NYU FloodSense Team in partnership with the Gowanus Canal Conservancy will introduce flood sensors to the community. The Green Team Apprenticeship Program will provide the means to make the goals of each stakeholder in this partnership a reality by having summer apprentices build, install and obtain data from the sensors.
Context: This Logic Model serves as a roadmap plan that places activities, inputs, outputs and outcomes in alignment with the goals and objectives of the needs of the community for better environmental quality, The Gowanus Canal Conservancy mission and the NYU FloodSense team interest in developing a curriculum on the sensors for future use in other communities. It also demonstrates the expected long-term impact of the sensors in using their data for community development.
Learning Activities
Outline of Learning Experience
Each activity consists of a combination of the following elements: presentation, demonstration, application, and reflection/discussion. The activities are designed sequentially to take apprentices through the complete sensor process, from building & testing them, deploying them, to extracting data and analyzing the results in order to apply them to community projects and improvements. Resources needed for these activities include 4 sets of sensor components, 4 toolkits, safe workspaces with stations set up for each pair of students that have access to electrical outlets, computers with Arduino IDE software, tablets or mobile devices, facilitators to deliver presentations and support students during applications, and digital/printed informational materials and worksheets (along with pencils, paper, clipboards, general office supplies).
Activities (copied from above):
Building the Sensors:
Presentation:
Presentation of the sensors: Instructor will introduce the sensors and will relate the sensors used in the game with the ones that learners will build in the apprenticeship.
Presentation of the functional process: Instructor will present the steps to build and install the sensors.
Presentation of the sensor building process: Instructor will present the rules to ensure safe use of the tools to build the sensors.
Presentation of the parts: Instructor will introduce the parts needed to build the sensors in the parts' required order.
Demonstration:
Demonstration of the sensors: Instructor will show a functioning sensor to apprentices.
Demonstration of the functional process: For every instance of the building process, instructor will show the execution of the steps to build the sensors.
Application:
Learners will follow the instructor's steps and will repeat back the steps, and then will proceed to follow each step as instructed when they are building the sensors.
During the process of building the sensors, learners will identify specific steps, and sequence each step in the necessary order to build a functioning sensor.
Testing the Sensors:
Demonstration:
Instructor will demonstrate how to ensure that a sensor is functioning.
Application:
Apprentices will test the sensors.
Installing the Sensors:
Presentation:
Facilitated introductory discussion about the field trip to install the sensors
Reflection activity - "What is different about this area? What do I know about this area?"
Discussion of rules and safety
Demonstration:
Field trip
Demonstration of the installation of the sensors on site
Application:
Apprentices will install the sensors in their chosen location
Extracting and Studying Data from the Sensors:
Presentation:
Instructor will introduce Arduino IDE software and FloodSense Libraries to read sensor data. The instructor will explain what the basic states and measurements that are locally logged onto the SD Card.
Demonstration:
Instructor will show measurements throughout a longitudinal test period using the FloodSense library, pointing out the peaks around a given time period.
Instructor will demonstrate how to interpret and test the integrity of the obtained data from the demonstration.
Application:
Learners will extract data from their sensor SD cards and will use Arduino IDE software and FloodSense Libraries to read sensor data from their own sensors.
Reflection:
Facilitated discussion and reporting on the findings from each sensor.
Troubleshooting Sensors:
Presentation:
Instructor will explain what sensor stability in the source code is, and its importance in obtaining accurate data. Instructor will introduce the concept of sensor data integrity.
Demonstration:
Instructor will demonstrate how to identify false sensor data and "noise" in the data.
Instructor will show examples of false readings and where they are likely to happen (in 1/100 measurements, taken every five minutes).
Instructor will demonstrate the three methods of reading data to mitigate inaccuracies when testing (single measurement, three measurements taken consecutively and median of five measurements taken consecutively).
Instructor will demonstrate how to identify the sensors providing false data or noise.
Application:
Learners will determine if their sensors retrieved accurate data by comparing the data obtained from each reading method.
Facilitated discussion and reporting on the findings.
Work on the final presentation to include what they learned in the field trip.
Continued one-on-one mentoring sessions
Learning Theories
longer description about the learning theories and how they tie into the design of the activities and resources that you will produce. Identifying key connections between the specific resource/activity and its impact on the learning environment.
Technology Choice & Rationale
AR GAME/TABLET
Summary: This phase of the curriculum kicks off with a review of the AR game, specifically the part of the game where the students constructed the sensor virtually using AR technology. The students will play this game on a touch-screen tablet.
Affordances: The AR technology affords an immersive advance organizer to building the sensor in a real-world classroom without having to use expensive equipment. Each student will have a touch-screen tablet, which affords individualized construction of sensors, while in the real-world classroom, the students would work in teams due to the high price of the materials.
Relevant Learning Theories: The AR Game played on the tablet supports constructivist and situated learning theories as it allows students to create an artifact in a real-world situation.
DATA ANALYSIS SOFTWARE/SD CARD/COMPUTER
Summary: After the students physically construct the sensors in groups and place them during the field trip, the students will return to the classroom to use computers and analyze the data they've collected. The students will use and SD card to store the data from the sensor, which they will import to a computer in the classroom. Students will share computers in their same sensor construction groups and analyze the data utilizing the Arduino IDE software and FloodSense Libraries.
Affordances: The SD card affords real-world collection of data that the students can collect themselves. It stores the data for later analysis, which means the data can be revisited at any time; students can troubleshoot their first round of data collection and compare and contrast. The Arduino IDE software and FloodSense Library afford longitudinal data analysis. The IDE is used for uploading the firmware and the microcontroller. The software can be installed on any computer for data reading and coding.
Relevant Learning Theories: Socio-constructivist learning theory is relevant as the students work together to analyze and construct meaning out of the data. The software and shared technology allow this co-construction to occur. Situated learning in the form of cognitive apprenticeship is also present throughout this phase using this technology.