Project Proposals

Proposal 1. Page Hayton

Creating a book which would serve as a starting off point for interaction between an adult and a young child in Piaget's sensorimotor stage. The principle behind this book would be a mix of Piaget's idea that we impose order on empirical information, and the Info Processing idea that after receiving empirical info, we categorize it and later apply it to new contexts. The book would be sort of a workbook, but would not be written in. It would have pictures and some words and would pose questions to the child which would encourage him to categorize, organize, and apply the information presented. One idea for a theme is fruits and vegetables, with tangible materials presented that felt like the skins of fruits and veggies. The child would be asked to categorize these foods and think of how they could be used, combined, etc.

OR

A game in which children would work together to "solve a mystery" by solving mathematical problems. This is similar to the idea of the Jasper series, but it uses a more traditional medium (a book and a game board), and it requires social interaction. The children would take turns reading the mystery, presenting the problems, and having access to the answers; so each child gets to be an "expert" periodically.

Proposal 2. Amy Pape'

I will be examining two to three exhibits on Human Perception in San Francisco's Exploratorium. I am aiming to find what types of learning theories were applied to design the exhibits as well as which ages the exhibits were meant to attract. Within the Exploratorium, there is also an Institue for Teaching and Learning. I will research the activities and events going on in the Institute and see how the Exploratorium trains teachers on the use of the exhibits. I will be searching for the learning theories that create the foundation of the Exploratorium, whether they be Piagetian, Neo-Piagetian, Constructivist, or Information Processing. Anyone interested in joining me in this project is welcome to do so. I am going to the Exploratorium this Saturday and will also be visiting the Tactile Dome.

Proposal 3. Carmel Levitan

I would really like to go to the Bing School and analyze the school. I was thinking of looking at their curriculum and analyzing how it fits in with the theories we are studying and then watching the kids to see how it actually plays out. The staff at Bing is fairly explicit in its goals and methodology, so I think that this should be a do-able project. Further, there are a lot of connections between theory and the way they teach which could make for an interesting project. I'd like to look both at the overall picture (philosophy, curriculum, etc.) and the daily activities to see just how the two relate and to what degree the first mediates the second.

I was thinking about looking at the alphabet blocks that so many people seem to get for their children. Since there are blocks for different ages, I would like to see if I can find out why the makers would make alphabet blocks for little babies who no one doubts cannot read. I would look at the size, material, and pictures on the blocks to see if there is more of an emphasis on one aspect (like the letters vs. the pictures) and see how they are (not) developmentally appropriate according to the ages they print on the boxes. Along with the analysis of the different blocks, I would also try to determine what theory (theories) is behind the creation of the blocks and whether it might change with the different kinds of blocks.

Proposal 4. Pauline Brutlag and Shana Johnson

We propose to create a web-based prototype of a multi-media teaching tool for younger users (age 3-6 years). We target this age group because there currently exists a plethora of interactive software for older children (basic math and spelling tutors), but little for younger children. Not only do we see market potential for such a product, but we feel three to six year olds would greatly benefit from early exposure to computer technology and can, in fact, learn essential basics from a software adventure.

The purpose of this software would be to introduce preschoolers to elementary science and mathematical skills (concepts of quantity, volume, counting). It would also promote prosocial interactions, through example and reinforcement. We will draw on both Neo-Piagetian and Information Processing theories in developing the interactive learning experiences. Do to the young age of our target users, the site will by force have to be graphically based. In the final product, voice sound clips would be heavily utilized.

Our title and theme for this project is "A Day at the Zoo." We envision the main page to be a clickable pictoral depiction of a zoo. Various animal enclosures will lead to various activities. Each activity page will lead to the next activity (in a random progression) and back to home.

Participation in each activity would be motivated by a prize, or goal. For example, suppose Jerry the Clown wanted balloons so that he could fly like the eagle. Every time the user got a correct answer, Jerry would get another balloon until eventually he floated up off the screen which would end the activity. Examples of activities we may protoype are:

1. Habitat matching. Match the animal to where it lives by clicking on the animal and then clicking on it's home. You know you have a match when you see a happy animal in it's home. The same concept could be used for baby/adult animal matching. These types of activities would teach broad science concepts (e.g. there exists very different types of animals with different needs).

2. To explore the idea of quantity or volume, we could present Mama and Baby Bear, and two piles of berries (one small and one big). We would ask which pile of berries each bear should get. In a similar vein, would Daddy Croc need the big pool or the little pool?

3. To further explore quanity, introduce the concept of number, very simple addition/subtraction and promote prosocial values, imagine the following. Tikki Monkey has two bananas and Mikey Monkey has one. Who can give more bananas to their friend? If Tikki gave one to a friend, how many would he have left?

For my project I am interested in looking at the design of computer simulations for learning and assessment. In my work with my advisor, one of the areas we have just started looking at is the cognitive aspects of simulations as science performance assessments (the funding from NSF for a particular project is up in the air at this point.) So far, I have developed a few simulations using the Explorer interactive science software, but the designs I have done were not created with a specific cognitive framework in mind. Given this, I would like to either look closely at some of the simulations I have already created or actually start fresh and create one or two simulations based on a specific learning theory (I haven't decided on the details of this yet.)

Proposal 6. Erik Svenson and Linda Keeler

We want to look at what motivates children's interest. What makes them pay attention and want to learn more? To do this, we are going to the Exploratorium to see some of the demonstrations and experiments they have set up, and watch the audience to see what captivates the children and what causes them to lose interest. We want to look at the types of demos they have, whether they are hands-on or more of a lecture/show, and see if children actively ask questions and become involved in the experiments. We hope to identify specific characteristics that make some exhibits more interesting to children than others, and using these observations, make suggestions for furture exhibits, activities in the classroom, educational material, etc., etc.

Proposal 7. Elizabeth Marcus

This June, Californians will vote on Proposition 227, an initiative that will eradicate bilingual education in the state. Early polls indicate that it is likely to pass, causing major changes in the education provided for the 1.4 English language learners in California. These children will be placed in structured English immersion classes - classes that provide no native language instruction. Very little research has been conducted to examine the effectiveness of this type of program as well as what characteristics can accelerate the acquisition of English. I hope to observe an effective structured English immersion class to determine the elements that facilitate learning and reflect the different developmental theories we have studied. Project Proposal 9. Loren Bentley and Alli Kraus

We are interested in designing an electromechanical toy that will familiarize children with concepts of division, fractions, volume conservation, and related ideas in a manner that is tactile, interactive, and provides feedback. The general concept is that the toy will involve blocks and other three dimensional subcomponents (pyramids, pie wedges, etc.) that can be combined in various ways to build structures, create larger units from similar small parts, and represent quantities in arithmetic. The blocks and other units would also be vessels that could be filled with a smaller substance (sand, beads, etc), that can be used to explore concepts of division and volumetric relationships. Technologically, the basis of the idea is "smart" components that would incorporate integrated sensors such that, for example, a sensor in the side of one block would detect the contact or proximity of an adjacent block, or a container would detect the level to which it is filled. Through this mechanism, automatic feedback can be provided on physical, tactile activities that involve spatial manipulation of objects.

The toy would integrate these ideas in a workspace centered around a box or table in which the blocks can be arranged and manipulated. Around the main space would be various feedback and reinforcement mechanisms. One example is a scale which the child could use to weigh the amount of sand or beads that fit into one structure or vessel, and compare it with another. This would provide a way for the child to "prove" equality and inequality relationships to themself. There might also be graduated larger vessels in which the sand could be measured. All of the information collected by the imbedded sensors would feed into a small console and display, which could provide more formal information. For example, if a child has arranged two sets of blocks, and then tried to add them, the console would provide confirmation of the correct answer, or clues.

The target age group ranges from five to ten years of age. For the younger children, the toy could be used merely as a play station, through which the child can experience manipulating the various components and observing physical relationships. For older children, various level of more directed activities can be used. Tasks and problem will be directed though game cards and workbooks. For example, a card might present a simple question, such as how many of one type of block will fit into a shape shown on the card. The card can then be read by the console, which will interpret the information from the sensors and provide clues, and eventually feedback on the correctness of the answer. A more complex question might involve building two complicated structures with different shapes, and answering questions about relationships between the subcomponents.

Our idea incorporates a number of theories and principles. The concept behind any educational toy is that kids are more likely to learn when they are having fun and are actively engaged. This toy would actively engage children because it involves their manipulating the individual pieces, and then using the pieces to construct larger structures. The workbook and picture cards are visually stimulating and integrate words and pictures, while the blocks, scales and sand are both visually and tactilely stimulating. Approaching individual concepts in multiple ways facilitates learning. The more ways a child can perceive a concept, the greater that child's understanding of that concept. People learn differently. Because this toy utilizes different abilities, it can be used to teach different types of learners.

There are experiments and theories that suggest that people become capable at skills when they have been taught the possible steps for a procedure, and the reasons for taking those steps. This toy allows children to find the solution on their own, but if they need help, it can provide appropriate clues. If children can use the clues, then they understand what step to take and the reason behind it. The children will continue to get clues until they understand what to do. This toy will aid in children's ability to use clues.

Related to these theories, are those which support the importance of feedback in learning. This toy provides feedback at success or failure, as well as motivational and instructional incremental feedback.

Incremental feedback can also help children to develop metacognition skills. It forces them to consider and assess what they have been doing and the motivation for their procedural decisions.

Many theorists, especially constructivists, focus on the importance of social interaction in learning. A child could use this toy on his or her own, or with a parent, teacher or peer. When children do an activity with another person, they learn cooperation, collaboration, communication, and perspective taking skills. Working alone fosters independence and confidence. Again, this flexibility allows this toy to be used with different types of children in a variety of situations.