The Spring 2013 issue of GSE’s alumni magazine, Berkeley Educator, contains a feature on the WISE Image Annotator.
This was one of the tools described in the paper, Technology Integration to Scaffold and Assess Students’ Use of Visual Evidence In Science Inquiry, that I presented at the 2013 AERA meeting in San Francisco. It won the AERA Design and Technology SIG award for Outstanding Research Presentation.
In my talk, Designing a tool to support the collaborative exchange of ideas during science inquiry, I described the design of the Collaborative Idea Manager and showed findings from its first classroom trials. Here's a snapshot of one of my slides, which shows the range of public ideas available in the classroom, and the frequencies at which they were being exchanged.
Throughout the talk, I enjoyed a lively discussion with the members of the audience about designing technologies that are both learning and research tools, about the implications for inquiry learning, and about the important role of the teacher in moderating students' collaboration in open-ended projects.
Of course, it was an especially pleasant visit since the program happens to be the one through which I earned my Masters' degree between 2002-2004. It was great to see how it's grown since my graduation, and to talk with colleagues about all the exciting things they'd been up to since we parted ways.
I called my talk Designing technologies that scaffold and assess students’ use of visual evidence during science inquiry
, and in it, I premiered our first findings from classroom trials of the Collaborative Idea Manager!
This new collaborative feature allows students to exchange ideas with their peers during their work on a WISE
unit. It's so far proving to be an exciting new tool both for supporting and researching collaboration during science inquiry. I was happy to share these new findings with old friends.
This was announced in UC Berkeley's gsE-News some time ago, but w
ork is now underway on a recently granted NSF-funded project, CLASS: Continuous Learning and Automated Scoring in Science.
I gained some valuable experience helping to write the proposal last year, and now as we move forward, I'm learning a lot about automated scoring and adaptive feedback. I'm particularly looking forward to helping design the data visualizations of students' eventually auto-scored work that will support teachers' decision making.
At the beginning of September, I was invited by Ji Shen, an assistant professor of Education at the University of Georgia, to speak to the graduate students in his Technology in Science Education class. The goal was to give them a sense of the design process involved in researching and developing new educational technologies, and of the latest activities in WISE research. It was a good opportunity to describe the motivation for the design of the WISE Idea Manager, and to share some preliminary findings from our group's pilot studies this past year.
A few slides from my talk illustrate how two students used the Idea Manager to organize their thoughts about the causes for the seasons.
The gist of my dissertation, Narratives in Mind and Media: A Cognitive Semiotic Account of Novices Interpreting Visual Science Media. With complements to Wordle.
The ninth international Computer-Supported Collaborative Learning conference
is in Hong Kong this year from July 6-8. I'll be presenting two posters with my co-authors.
This WISE Idea Manager: A tool to scaffold the collaborative construction of evidence-based explanations from dynamic scientific visualizations.
This poster is part of an interactive poster session, Collaboration as Scaffolding: Learning Together with Dynamic, Interactive Scientific Visualizations and Computer Models. It reports preliminary findings of a classroom trial of an idea management tool in an online high school curriculum unit on the causes of the seasons.
Agreeing to Disagree: Challenges with ambiguity in visual evidence.
This poster illustrates the persuasive abilities of two students disputing the meaning of a graph on global temperature change, and the challenges they face evaluating visual evidence.
This Saturday, I was fortunate to have been invited to a day-long workshop held at the Exploratorium's New Media Studio. In preparation for the move to their new location above the San Francisco Bay, they convened a group designers with varied expertise to help them prototype new interactive exhibits. The goal was to design meaningful visitor experiences with visualizations of near real-time data from the Global Tagging of Pelagic Predators project (GTOPP). Although there were many ways to query the data sets and many patterns to be discovered, my partners Jennifer Wang, Michael Ang, and I decided to focus on conveying a single message: That is, the sheer magnitude of speed and distance across the globe covered by these animals. We also wanted visitors to relate to the animals' experiences at a kinaesthetic level. So in our prototype, visitors engage in a steeple chase against a leatherback turtle, a white shark, a bluefin tuna, and a laysan albatross. They pedal at a stationary bicycle that registers their speed, and at the end of the race, they see displayed on a map the proportion of the routes of the other species they would have covered at the speed they biked (hint: They'll never stand a chance against the speedy bluefin tuna!). Certainly not a perfect design, but definitely a fun start!
This year's JPS conference
will be my first, and it's being held right here in Berkeley, CA. I'll be presenting in a paper session on the second day: A vignette of two 6th grade students' debate over the meaning of a graph on global temperature change. It's a small analysis I conducted with some existing data from the TELS Center, but I do think it nicely demonstrates some of the challenges of arguing with visual evidence, as well as some opportunities to support students interpreting and using it.