Lesson 7 - Final Report
Jessica Foley (Hingle) jhingle@vt.edu
November 14, 2007
A. Desired Outcomes
A1.
Specific Instructional Objective
From the National Science Education Standards, grades 5-8: Soil consists of
weathered rocks and decomposed organic material from dead plants, animals,
and bacteria. Soils are often found in layers, with each having a different
chemical composition and texture.
A2.
Re-written Objective
With the aid of the “Soil Safari” website, learners will be able to identify
common physical structures in soil at 0.003mm, 0.3mm, 3.0mm, and 300mm
size scales.
B. General Product Description
B1.
Product Title
The Dirt on Soil: Soil Safari
B2.
Product Developer(s)/Producer(s)/Publisher
The Dirt on Soil series was written and produced by Educational Web
Adventures.
B3.
Intended Learning Environment
This product could be used by small groups in a classroom or by individuals.
It shows students the importance of the organisms and physical structures in
soil at different size scales.
B4.
Media Characteristics
This program does not require a live instructor. The instructions on the first
screen are written to create interest and tell the learner how to take the next
step. At the bottom of the screen is a message directed at teachers, which
provides instructions for downloading the full program to the desktop and
avoiding the use of Flash, if required. There is also a link to “Teacher’s Tips.”
Based on those items, the developers have intended this program to be useful
as a supplemental activity in a larger lesson.
B5.
Material Organization
This is an exploration-type of product with a set path for learners to follow.
As the learners arrive at each size scale, they are free to utilize controls to scan
the area. They are not able to move to the next size scale until all physical
structures in the soil have been identified.
B6.
Intended Learners
The product documentation lists the intended learners as grade levels 5
through 8 with a curriculum focus of Soil Ecology, Earth Science, or Life
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Science.
C. Instructional Context Description and Evaluation
C1.
Type(s) of Learning Context(s)
The Soil Safari program utilizes the situation exploration, reference
exploration, and game contexts. The program allows the learner to explore the
simulated environment, but does not allow them to make decisions regarding
the development of the environment. Students experience a fun game where
they are searching for an organism that will digest a specific toxic chemical,
therefore assisting with cleaning up a chemical spill. They encounter various
other creatures and structures in the soil along the way. As creatures are
discovered, learners are given the option of linking to a reference library to
learn more about that specific organism.
C2.
Functions of the Learning Context(s)
The contexts are orienting and instructional. In the orienting context, the
program introduction gains the learners’ attention by stating a problem that
they are going to help solve, with the assistance of a unique looking EarthShip
that will carry them through what the learner already knows as soil. Once the
learner has selected to get in the EarthShip they find themselves at the control
panel of the device. The text in the control panel directs the user’s attention to
specific buttons, which become highlighted if they can be used at that
moment. The learner is able to navigate without any assistance other than the
text in the control panel. In the instructional context, the program presents the
learner with the big picture task of saving the underground water supply from
a toxic chemical. The control panel text clearly guides the learner through
each of the sub-tasks that they are required to accomplish within the
exploration. Minimal instructor intervention is required, as the program
provides immediate feedback. However, I did notice that the ability to utilize
the reference exploration tools is not specifically mentioned. As creatures are
encountered and viewed, basic information displays with an additional link
titled “Field Guide.” It is not explained that clicking on that link will bring up
more information about the organism.
C3.
Effective Context(s)
Even with the lack of emphasis on the available reference exploration, the
program does an effective job of orienting and instructing the learner. The
learner is able to accomplish the objective stated above, however they would
probably benefit from the instructor stating the objective prior to starting the
program. Other than exploring the soil in an attempt to locate a way to stop a
chemical spill, the learner does not know what to expect. Additionally, the
instructor should mention that the learner can explore organism further,
utilizing the Field Guide link.
C4.
Motivational Strategies
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The program utilizes participation to motivate the learners to explore the soil.
If the learner takes no action, the program does not advance. It also invokes
experience for motivation through the use of analogies pertaining to the size
of various structures. For instance, it describes 3mm as the size of a pin head.
Attribution is used when the student is praised for the hard work when
organisms are located. I feel that the appropriate level of motivation is used in
the program.
C5.
Context Evaluation Summary
In summary, this program is primarily effective in its context, however there
are some minor changes that could be made to improve the effectiveness. The
instructional objective could be explained to the learner prior to the start of the
program and the ability to exercise reference exploration could be highlighted.
These changes would enhance the program’s context and effectiveness.
Additionally, the program does not address the Satisfaction category within
the ARCS strategies. Inclusion of additional surprise discoveries within the
soil, such as the ability to collect the worms that are encountered, would assist
with that motivational category.
D. Instructional Components and Conditions Descriptions and Evaluation
D1.
Instructional Design Components
This program introduces the instruction supporting the learning outcomes
with an initial page that describes the activity that will follow. It succeeds in
gaining the learners’ attention and describing the big picture with this
component. It utilizes the instruction/activity component of instructional
design through the opportunities provided for learners to explore the learning
environment with minimal instructor guidance and intervention. Feedback is
immediately provided as the learner manipulates the control panel of the
EarthShip. Review, assessment, and transfer are not used.
D2.
Conditions Addressed
In addition to the specific component elements detailed in section D1 of this
evaluation, the following conditions (from Appendix D) are addressed:
 Verbal information – all information is relayed in simple terms, with
the fewest number of terms required.
 Verbal information - information is readily accessible to learners, and
opportunities for them to explore further are provided through the
hyperlinks to the Field Guide.
 Intellectual skills – The bulk of the program provides learners with
opportunities to encounter organisms within a simulated environments,
identifying and selecting their own examples and non-examples of the
sought organism
D3.
Feedback
Elaborative feedback is provided whenever the learner encounters an
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organism in the soil. When the organism is not the sought creature, the learner
is told that they have not yet reached their goal and information is provided
about what they have clicked on. This is done in a positive manner as not to
frustrate the learner. The correct organism will not be encountered until the
end of the program, so the learner will be incorrect until that point.
D4.
Components Not Addressed
The review, assessment, and transfer components are not addressed in this
program. While the assessment and transfer components are not essential, the
review component would benefit the learner greatly in this situation. If the end
of the program reviewed all of the physical structures that were discovered in
the soil, then the learner would be more likely to retain the information.
D5.
Conditions Not Addressed
Motor skills and attitudes are not addressed by this program, however I do not
feel that they are necessary.
D6.
Level of Feedback
I feel that there is an adequate level of feedback in this program. The learner
receives an informative response at every step.
E. Instructional Message Display Description and Evaluation
E1.
General Message Display Description
The introductory page for this program is organized in a logical horizontalvertical and left-right fashion. The button to enter the interactive portion of the
program is located in the lower right, influencing students to read the text on
the rest of the page prior to clicking the button. All buttons are outlined by a
beveled edge, easily denoting them as buttons to be clicked.
Once the student has entered into the interactive portion of the program, they
are presented with a screen that is built entirely of graphics. The images used
are simplistic, yet interesting. They are not textured do not detract from the
bright green instructions in the control panel section of the screen. Buttons
that are not currently available appear to be muted, while buttons that are
available for use are brighter, drawing the student’s attention.
While “navigating through the soil” I did notice that the right and left arrows
do not become muted when you reach the far right or far left of the area you
are able to explore. The buttons no longer function, but they should also
become dim. On a positive note, the developers did a wonderful job at making
the creatures and organisms encountered in the soil very obvious. The shapes
and colors are contrasted very well compared to the soil so that they stand out.
The control panel changes to inform the student about the creature or
organism. However, the student must recall from the first set of instructions
that they must click the “Scan” button to gather more information about the
organism. That element could be overlooked if the student was not paying
close attention to the details at the beginning. Once the creature has been
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scanned, additional information will display and the student will be informed
about whether or not this creature is indeed the type that will assist by
digesting the spilled chemical. At this point, the student has the option to click
on the “field guide” button to learn more. Unfortunately, the field guide button
does not visually stand out from the rest of the text.
E2.
General Message Display Evaluation Summary
The general message display is done very well. Attention is drawn to the
appropriate area of the screen through use of color, which is very effective.
When attention is required, elements become brighter. When attention is no
longer required, they become dim. The background is interesting, but not
distracting. The teacher may want to direct attention to the optional links for
resource exploration.
E3.
Text use and display description
This program uses a minimal amount of text to deliver instructions and inform
the user about findings in the soil. Line breaks are dictated by the text content
and text and background contrast are clear. Standard text formatting is used
throughout the directions in program, but only capital letters are used in the
labels for buttons.
E4.
Text Use and Display Evaluation Summary
The program utilizes is an example of good text usage for the directions and
messages to the students. The labels above the controls in the EarthShip could
be improved by use of standard text formatting, but this weakness does not
prevent the program from being utilized effectively. The instructor should
point out that the text stating “field guide” will lead the student to additional
information.
E5.
Pictures and Illustrations Use and Display Description
All functional items in the program are clearly labeled and the directions
within the control panel refer to the items by their labeled names.
Representational pictures of the organisms and creatures found within the soil
closely resemble their referent and are easily distinguishable from the soil
itself. When diving into the soil, the animation replicates the view that an
actual explorer would experience.
E6.
Pictures and Illustrations Use and Display Evaluation Summary
The pictures and illustrations used through out the program are very clear and
understandable, with the assistance of labels and explicit instructions
contained within the control panel.
E7.
Diagrams, Charts and Graphs Use and Display Description
N/A
E8.
Diagrams, Charts and Graphs Use and Display Evaluation Summary
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N/A
E9.
Audio Use Description
The only audio in the program is sound effects that are heard whenever a
button on the control panel is used or a creature is examined. The sound
effects mimic a noise that one might imagine the space ship would make and
will appeal to the targeted age group.
E10.
Audio Use Evaluation Summary
The audio is very effective at making it “fun” to use the buttons on the control
panel. It adds interest without detracting from the action on within the
program. The lack of narration does limit the age group that this program
could be used with. If audio narration were added, students with lower levels
of reading comprehension would also be able to participate. The instructor
may be able to supplement the lack of audio narration by reading the text out
loud for those students.
E11.
Navigation Description
The navigation tools within the EarthShip are clearly labeled and the control
panel text directs the student to utilize certain buttons at the appropriate time.
When the text in the control panel is too long for a single screen, a green
arrow appears underneath the text. It is not obvious that the student needs to
click that arrow to continue reading. The path through the program is rather
linear, with a few chances for exploration, so extensive menus are not utilized
nor are they necessary. Learners have a good deal of control over what soil
depth they are examining and which direction the EarthShip is looking.
E12.
Navigation Evaluation Summary
The navigation within this program is effective. The student has control over
the EarthShip, but is not able to guide the ship out of the controlled area. The
buttons to do so are clearly labeled and the control panel assists by instruction
the student about which buttons to utilize.
F. The ID Expert Review Evaluation Report: Final Thoughts
In conclusion, the Soil Safari program is an effective situation exploration tool for
students in grades 5-8 who are studying Soil Ecology, Earth Science, or Life Science.
Minimal instructor assistance is required in the situation exploration and game
contexts, but the reference exploration context is not as easy to find. The instructor
will most likely need to point out the ability to explore topics further through the
“field guide” feature. The program addresses the introduction, instruction/activity,
and feedback instructional design components, as well as the verbal information and
intellectual skills conditions. It does not address the review, assessment, and transfer
instructional design components, nor the motor skills and attitudes conditions. The
visual elements in the program are extremely effective, with only minor detractions.
The lack of audio narration does limit the program to students with a higher level of
reading comprehension.
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I would recommend this program to instructors who are looking to supplement their
current curriculum, especially since it is offered for free. It is very engaging and
visually exciting, which makes the topic of soil much more interesting. The program
is simple to navigate and students will find that learning is easy and fun! Upon
completion, students will indeed be able to identify common physical structures in
soil at 0.003mm, 0.3mm, 3.0mm, and 300mm size scales within the Soil Safari
program.
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