Design & Technology

As an educator, I strive to skillfully design instruction using the most relevant and impactful educational technology available. As with any design process, this requires constant research, experimentation, evaluation in a cyclical process of improvement. The artifacts below provide examples of how I utilized technology to the best of my ability to design and create original lesson plans and applications that further my goals as an educator, improve understanding and experience for my students and represent appropriate use of technology. For each of these I break down what I designed, how it functioned in context with my audience, and, as with any good designer, ways I could improve based on outcomes and my constantly improving and deepening understanding of educational technology.

Goals and Learning Outcomes

The goal of this project is to use a combination of coding skills and self-trained artificial intelligence to design a simple computer game. The learning outcome will be a better understanding of how AI can be trained and used for specific purposes. Students will also develop a better understanding of the limitations of AI, such as machine learning bias, dataset limitations, and hallucinations that demonstrate how AI isn’t always perfect. This challenge is a creative experience. Thus, the design process will have guidelines and tutorials as you get started, but also be open-ended as to the final project you chose to create.

Introduction:

In today’s educational landscape, the integration of technology into instruction has become increasingly prevalent. This final project presents a comprehensive approach to applying instructional media and technology in the context of middle school mathematics education. The focus is on utilizing an online learning platform, specifically OneNote, in conjunction with TinkerCAD computer-aided drafting technology, to facilitate active and hands-on learning experiences. Drawing upon constructivist learning theories pioneered by Jean Piaget, Seymour Papert, and Cynthia Solomon, as well as Vygotsky's Zone of Proximal Development and scaffolded learning, this paper outlines a detailed instructional plan designed to develop students' understanding of volume calculations for 3D geometries.

Technology/Media Integration:

The primary technological tools employed in this instructional approach are OneNote, serving as the online learning platform for instruction delivery, feedback, and reflections, and TinkerCAD, utilized for designing and creating 3D geometries. OneNote allows for the delivery of diverse content formats, including text, images, videos, and tutorials. Meanwhile, TinkerCAD offers a hands-on environment for students to explore and manipulate geometric shapes, supported by instructor-provided video tutorials.

Learning Theories and Instructional Design Models:

Central to this instructional approach is the constructivist theory, which emphasizes active engagement and the construction of knowledge through hands-on experiences. Drawing upon Piaget’s and Papert’s constructivist principles, as well as Solomon’s work on Logo, the instructional design incorporates activities that encourage students to explore, experiment, and create their own understanding of mathematical concepts. Additionally, Vygotsky’s Zone of Proximal Development informs the scaffolding strategies employed to support students as they engage in increasingly complex tasks.

Instructional Objectives:

The instructional objectives are designed to deepen students’ understanding of volume calculations for various 3D geometries. These objectives encompass a range of skills, including finding surface areas and volumes of prisms, pyramids, cylinders, cones, and spheres, as well as solving real-life problems involving these geometric shapes.

Intended Audience and Duration:

The target audience for this instructional unit is middle school students, specifically those enrolled in 6th Grade Enriched Math Class. The unit is designed to span approximately seven class periods, allowing sufficient time for students to engage in hands-on activities and for formative and summative assessments to take place.

Detailed Lesson Plans and Applied Instructional Models:

The instructional unit is divided into four parts, each focusing on different aspects of learning and application of volume calculations for 3D geometries.

·       Part I: Students will explore TinkerCAD and use digital measurement tools to calculate the volume of known shapes using the formulas provided.

Students will get immediate feedback on whether their volume calculations are correct and chances to correct or change their calculations.

·       Part II: Students will create shapes in TinkerCAD with specific volumes and provide the dimensions and calculations used to create these volumes. 

Students will get guidance as they design and create their shapes. 

Calculations will be evaluated as formative assessment of understanding-in-progress and feedback will be given prior to moving on to Part III.

·       Part III: Students will design custom measuring devices according to a rubric provided. 

Students have opportunities to create compound shapes using multiple solids and voids to create their measurement volumes. 

Bonus points will be available as an extension of knowledge for students who want to explore using additional shapes and volumes! 

·       Part IV: Teacher will 3D Print custom measurement devices

Teacher will 3D print each student’s device using the school’s 3D printers.

Students can decorate and label devices with measurement volumes.

Teacher will evaluate final designs as a cumulative assessment of understanding and provide feedback to students.

Conclusion:

By integrating technology, such as OneNote and TinkerCAD, with constructivist learning principles and scaffolded instruction, educators can create engaging and effective learning experiences that foster deep understanding of mathematical concepts. This instructional approach not only equips students with essential mathematical skills but also cultivates critical thinking, problem-solving, and creativity. As educators embrace innovative pedagogies and leverage emerging technologies, they are better equipped to prepare students for success in an increasingly digital and complex world.

Motivation to use Scratch to study the Ideal Gas Law

I chose to redesign an activity investigating the Ideal Gas Law because (1) the original activity involved students being in close proximity, which was against our Covid protocols and (2) I wanted to incorporate more coding into my curriculum. For the original Ideal Gas Law activity, students acted as molecules of gas by moving around the classroom, speeding up or slowing down to simulate temperature changes and counting "collisions" with the walls as an indicator of pressure. I had found an online simulator through PHET, which I was introduced to by another teacher. However, instead of simply using that simulator to conduct a virtual lab, I was inspired to challenge my student to code their own simulator and THEN conduct a virtual lab.  I challenged my students to use Scratch to program a simulator that showed how gas molecules moved when subjected to different temperatures, pressures and volumes. I was not familiar with Scratch coding previously, but I learned it and created tutorial videos (links below) to support my new activity. 

Evaluation of my lesson using the TPACK model

The content (Ideal Gas Law, molecular modeling, etc.) were well addressed. Additional skills (coding, simulation design, etc.) were introduced and differentiation was possible through leveled tutorials based on prior coding experience. The virtual lab analysis was designed to be collaborative, where data was gathered and analyzed by lab groups who could see, share and run each other's Scratch code. However, I would love to make it more collaborative as Covid restrictions ease, and combine both the physical (non-tech) modeling with the computer simulations to better reach all learning types. I believe this approach aligned with the TPACK model because I took a novel and creative approach the content and created a project-based learning opportunity made possible through the technology we used. 

Evaluation of my lesson using the SAMR model

Although I was inspired by several things (the PHET lab simulation, the original no-tech Ideal Gas Law activity, and the urge to introduce coding), I believe this activity reached the level of Redefinition / Transformation because the new technology added facets of learning that went beyond what we could have accomplished without that technology. 

Regarding the SAMR model, I was glad that I pushed past the stage of "simulation". It added complexity and extra work for both the students and myself, but, as Winn pointed out, when the student has "unprecedented freedom to act" (p.5) they open up a much broader learning path by creating their own learning environment. For example, each students' coded environments looked uniquely different, from the size and color and even shape of the "particles" they created to model air molecules, to how they chose to code and control their "particles'" movements. By having them share and use each other's models to collaboratively complete the lab, they were able to experience a diversity of ways that gas particle motion could be understood, interpreted and modeled -- rather than simply relying on one programmer's vision of that model. 

Reflections on Scratch as a "Creativity Tool"

Scratch is a versatile creativity tool. In it's simpler applications, the coding program can be used for storytelling by animating characters to move across the screen. In more advanced coding applications, students can automate processes and make their code more interactive or use it to simulate more complex systems. The thing I like best about Scratch is that, once students create and share their programs, all the coding is visible and available for their classmates to see. Sharing, not just the final product, but the inner working of their coding, makes it easier for students to collaborate, help each other debug code or work through tougher problems, and gives them resources to refer to if they can't think of a coding solution on their own. What I dislike most about Scratch is its simplicity and limitation to block coding. By middle school, I would like to see my students tackling more advanced, text-based coding languages. I think Scratch is a good stairstep to more advanced coding, but I want to challenge my students to go further on their computer science journey. 

Motivation to investigate bathymetry

For this week’s challenge, I attempted to use the sonar sensor to create an array output that I can use to generate a topography map. I was motivated to try this because I've been looking to create projects inspired by female scientists. Mary Tharpe's success at mapping the ocean floors using sonar data, leading to the discovery of the mid-Atlantic ridge, is relevant to our middle school science curriculum. Using Arduinos would give them the opportunity to practice bathymetry, following in the footsteps of this groundbreaking scientist!

Explanation of Arduino  sonar scanner project

This week I attempted to use a sonar sensor for the first time. Using ultrasonic bathymetry as my inspiration, I decided to see if my sonar scanner could distinguish between a basketball and a football.

One challenge I tackled was how to store data. I found several demo codes that would print ultrasonic reading to the serial monitor. However, I wanted to store my data in a 2D array so that I could graph it as an elevation (or surface plot) to show the topography of my scanned area. After much trial an error, I learned how to use arrays, and then figured out how to use embedded for loops to take my data. Then I wrote a second custom function to print the array once I was done with an area. 

Taking data was another challenge. I started with a 5 by 5 array. However, one obstacle was not knowing when to move the sonar sensor to the next cell or to the next row. To address this, I decided to add indicator lights to my circuit (shown above). Each time the red LED blink, it signals that it has taken data for that position, and each time the green LED comes on, it signals that it's time to start on the next row. 

There are still many ways this project could be improved for more accuracy. I simply used a sliding drawer to move my sonar sensor, so the height was relatively constant, but the distances were basically estimated. You could get much fancier and use the motors or servos to move the sonar sensor in a VERY precise manner. However, that was beyond the scope of this project.

The two graphs below represent a couple of my test runs using a 10 by 10 grid to scan a basketball, and then a football. You are able to distinguish some characteristics (like that the basketball is more round-ish and larger than the football). Overall the resolution isn't great, but I was impressed with what I was able to accomplish, having never used the sonar sensor or arrays before!

Sonar Scan of Basketball and Football (units are in centimeters) taken by M. Miller

Code and electronic diagrams for building project

I developed to following code and Arduino circuit to enable me to record sonar mapping data from my sonar sensor. After initial testing, I modified the circuit to include LED lights that blink as a visual indicators. 

For the following circuit design, the sonar sensor detects distance, and the LEDs function as indicators, with red blinking when each data point is taken, and green shinning when it's time to go to the next row.

Arduino IDE Code for Sonar Scanner written by M. Miller

Continuation and Improvement

I would love to adapt this project to be included in some lessons with my middle schoolers. I could build on the activity where students poke a stick into a box to measure "depth" as a simulation for how to graph bathymetry readings and have them also graph their sonar readings for an area. Adding a guessing game component to it (i.e. what object is this? or where is the hidden treasure? etc.) could also be fun! I researched some examples of different 3D bathymetry maps that I could print on 3D printers so that students could identify real underwater structures, like the mid-Atlantic ridge or the Hawaiian archipelago. In the spirit of Mary Tharpe, I think this would be a great application for my middle school students!

A bonus challenge for students trying to breakdown / understand / modify this code could be: how would you modify for bathymetry to adjust for the speed of sound through water vs. the speed of sound through air?

Resources:

Free bathymetry 3D models I found online:

• Cayman Trench

• Challenger Deep

• Reunion Island

• Vancouver Island

• Bora Bora

• Hawaii

• Corsica

• Tonga

Example of free bathymetry models available online:

Project Description

The presentation above walks through my interactive Genial.ly page to describe how I conceived my project, evaluated technologies and chose my primary technology  focus for my project: developing a lesson that uses CoSpaces EDU to explore Earth Systems.

CoSpaces EDU is a web-based program that allows students to build their own 3D creations, with options to animate their creations using block coding or integrate them with VR or AR experiences like the MERGE Cube. The technology can be used to tell stories, create games, build interactive simulations, design virtual exhibitions or 360° VR tours and more. Teachers can create classrooms and assignments within the program and manage student accounts with real-time updates on progress. CoSpaces EDU is free for up to 30 student seats, with unlimited package costs starting at $50/year. Student galleries allow students to collaborate, play and share their creations with each other. Curriculum-supported lesson plans are available for Kindergarten, Elementary, Middle School and High School for the following topics: “STEM and Coding”, “Social Sciences”, “Language and Literature” and “Makerspaces and Arts”. However, the open nature of the platform could be adapted to almost any topic or subject. 

A secondary focus of my project was applying the hyperdoc-style of creating digital lessons to OneNote for Classrooms by incorporating embedded content and hyperlinks that guide students through the learning process from initial engagement to exploring new content to demonstrating mastery. 

OneNote is part of the Microsoft Office suite of products. It is a digital note-taking app that can be used to gather, organize and share thoughts, notes, sketches, tables, drawings, images, checklists, links, files, embedded content and more. In conjunction with the OneNote Class Notebook add-on, this tool becomes a shared notebook to which both teachers and students have instant access. The OneNote Class Notebook has built in spaces for a teacher-created Content Library, private student notes for each student and a Collaboration space where multiple students can access and edit content at the same time. Teachers can create and manage classrooms through their students’ Microsoft accounts, giving them access to view and provide feedback to students directly in their notebooks. 

My school uses OneNote Class Notebooks as a primary tool for student-teacher communication in most Middle Schools classes. As such, I am familiar with using OneNote. However, I would like to investigate how it can be better used within the context of hyperdoc guidelines to provide learner-centered lessons that incorporate CoSpaces EDU projects in a variety of subjects. 

Evaluation Rubric for CoSpaces EDU

The evaluation rubric below was developed in collaboration with three of my grad school classmates. I contributed the idea of created weighted metrics for each of our evaluation criteria. The evaluation of the CoSpaces EDU technology is my own individual work.