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From Digital Library to Cognitive Tool Steps and Potholes along the Transformative Road Nancy Butler Songer The University of Michigan http://biokids.umich.edu Are there simple steps for the transformation of rich digital resources into powerful cognitive tools? Resource wealthy, educatively unfocused Portia fimbriata jumping spider ----------------------------------------------------------------------Written by Andrea Jackson, University of Michigan student Classification * Kingdom: Animalia * Phylum: Arthropoda * Class: Arachnida * Order: Aranae * Family: Salctidae * Genus Portia * Species: Portia fimbriata Table of Contents * Geographic Range * Physical Characteristics * Natural History * Food Habits * Reproduction * Behavior * Habitat * Economic Importance Physical Characteristics •The appearance of P. fimbriata is unlike that of other spiders. They are about 1 cm long, and have cryptic markings, tufts of hair and long spindly legs. Because of their unusual appearance, P. fimbriata are often mistaken for detritus by both prey and potential predators. (Jackson 1992) •^ Food Habits •P. fimbriata are primarily araneophagic, meaning they eat other spiders, including other salticids. P. fimbriata also eat insects and the eggs of other spiders. •P. fimbriata are predatory, and they use several methods of predation. One is aggressive vibratory mimicry, in which P. fimbriata climb on to the web of their victim and use their legs and palps to pluck signals on the web. They imitate the signals of their intended victim's prey. When the victim comes close to P. fimbriata , they make their attack. •P. fimbriata are specialists at catching cursorial salticids. Most cursorial salticids don't build typical webs, but they spin orb-like nests out of silk. P. fimbriata make vibratory signals on the silk of the nest. When the salticid pokes its head out to investigate, they attack. This is called nest probing. •Another type of predation used by P. fimbriata is cryptic stalking. In this method, the hunter moves very slowly. If the salticid turns to face it, P. fimbriata pulls its palps back and out of the prey's view and freezes. In this position P. fimbriata resembles a piece of detritus. Other jumping spiders of the genus Portia exhibit aggressive mimicry, nest probing, or cryptic stalking. P. fimbriata is the only species that exhibits all three behaviors. P. fimbriata also displays species specific predation tactics. The jumping spider Euryattus (species unknown), is sympatric with P. fimbriata in the rainforests of Queensland (Jackson 1985, Jackson 1998) Transformations Digital Resources Evaluation Materials Transformations Digital Resources Who is the intended audience? What is your learning goal? What level of support is needed? Evaluation Materials (e.g. tests--What is success?) Transformations Digital Resources Who is the intended audience? BioKIDS Project Goals Longitudinal, empirical evidence of hundreds of inner city 5-8th graders’ deep conceptual understandings of complex ideas in science and with learning technologies across several inquiryfostering programs Educational Challenge American students’ understanding of complex science drops sharply between 4-8th grades Audience: Declines very pronounced for urban children How do we transform digital resources to support science and tech literacy for urban kids over multiple years and programs? Intended Audience Urban 5th and 6th graders Virtually no experience with digital resources or data Resource wealthy, educatively unfocused Portia fimbriata jumping spider ----------------------------------------------------------------------Written by Andrea Jackson, University of Michigan student Classification * Kingdom: Animalia * Phylum: Arthropoda * Class: Arachnida * Order: Aranae * Family: Salctidae * Genus Portia * Species: Portia fimbriata Table of Contents * Geographic Range * Physical Characteristics * Natural History * Food Habits * Reproduction * Behavior * Habitat * Economic Importance Physical Characteristics •The appearance of P. fimbriata is unlike that of other spiders. They are about 1 cm long, and have cryptic markings, tufts of hair and long spindly legs. Because of their unusual appearance, P. fimbriata are often mistaken for detritus by both prey and potential predators. (Jackson 1992) •^ Food Habits •P. fimbriata are primarily araneophagic, meaning they eat other spiders, including other salticids. P. fimbriata also eat insects and the eggs of other spiders. •P. fimbriata are predatory, and they use several methods of predation. One is aggressive vibratory mimicry, in which P. fimbriata climb on to the web of their victim and use their legs and palps to pluck signals on the web. They imitate the signals of their intended victim's prey. When the victim comes close to P. fimbriata , they make their attack. •P. fimbriata are specialists at catching cursorial salticids. Most cursorial salticids don't build typical webs, but they spin orb-like nests out of silk. P. fimbriata make vibratory signals on the silk of the nest. When the salticid pokes its head out to investigate, they attack. This is called nest probing. •Another type of predation used by P. fimbriata is cryptic stalking. In this method, the hunter moves very slowly. If the salticid turns to face it, P. fimbriata pulls its palps back and out of the prey's view and freezes. In this position P. fimbriata resembles a piece of detritus. Other jumping spiders of the genus Portia exhibit aggressive mimicry, nest probing, or cryptic stalking. P. fimbriata is the only species that exhibits all three behaviors. P. fimbriata also displays species specific predation tactics. The jumping spider Euryattus (species unknown), is sympatric with P. fimbriata in the rainforests of Queensland (Jackson 1985, Jackson 1998) animaldiversity.ummz.umich.edu Reference written by Lindsay Lane, Bio 50-112 (11AM- first half). Edited by Stephanie Fabritius. Page last updated 30 April 2002. Disclaimer: The Animal Diversity Web is intended as an educational resource written largely by and for college students. It doesn't contain all the latest scientific information about every species, nor can we guarantee its accuracy. Transformation Potholes Not focusing the content appropriately to audience background knowledge Too ambitious a task E.g.Trying to translate all critters in ADW or translation without vocabulary rules Transformations Digital Resources Can you identify a specific learning goal? Specific Learning Goals National Research Council (2000) Inquiry and the National Science Education Standards INQUIRY 5-8: “Use appropriate tools and techniques to gather, analyze, and interpret data” “Develop explanations and predictions using evidence” SCIENCE: “Compare and contrast food, energy, and environmental needs of selected organisms” Learning Goals Which schoolyard zone has the greatest biodiversity? Which animals in urban Detroit are competing for food, shelter or space? What relationship, if any, exists between human population density and species biodiversity? Specific Learning Goals National Research Council (2000) Inquiry and the National Science Education Standards INQUIRY 5-8: “Use appropriate tools and techniques to gather, analyze, and interpret data” Use appropriate tools and techniques to gather, analyze, and interpret data Enter in the field via PDA Visual Maps Icon-based entry Biokids blurb • Sci Learning Goal-related Potholes Goals remain too vague, e.g. kids will learn how to analyze data Use of digital resources remains too vague, e.g. kids will use PDAs to collect and analyze data Guidance of use of digital resources is too vague, e.g. use visualizations to design an experiment….. Transformations Digital Resources What level and kind of support is needed? Scaffolded Learning Use Intermediate Abstractions (Barbara White, 1989) Bridges between abstract and realworld representations Specific Learning Goals National Research Council (2000) Inquiry and the National Science Education Standards INQUIRY 5-8: “Develop explanations and predictions using evidence” Scaffold through Intermediate Abstractions (e.g. building explanations) “Which schoolyard zone has the greatest biodiversity?” “CLAIM: I think zone ___ has the greatest biodiversity because……..” How many different kinds of animals were found? How many total animals were found? Where were the animals found in this zone? Scaffolding Potholes Bridges between abstract and realworld representations are still too complex or too prescriptive e.g. Which schoolyard…? Give one reason that supports your answer. Transform Evaluation Materials What kinds of responses demonstrate success on your learning goal(s)? • Find various kinds of assessments (e.g. multiple choice, open-ended, practicum exams) • Use multiple measures, e.g. formative and summative assessments that match • Use other people’s assessment items, e.g. PALS on SRI website Cohort One Results 95 % African American and/or Hispanic/ Latino/ Chicano N= 600 5-6th graders in 7 DPS schools 20 18 16 14 12 Pretest 10 Posttest 8 6 4 2 0 Carver MC Clippert MC Carver OE Clippert OE Carver TP Clippert TP Conceptually Simple Transformative Steps Transform resources Keeping in mind a target audience, a specific learning goal and specific bridges, e.g. between various representations or contexts Transform how success is determined Keeping in mind a strong match between activities and evaluation, and multiple measures to represent different kinds of understandings Practice iterative improvements with research, patience Biokids blurb • Sci Quote from Seymour Papert, 1972 For More Information biokids.umich.edu onesky.umich.edu