Spring

10

Concrete Jungle: Urban Ecology Online

Jessica Ebel & Trudy Pachn
Concrete Jungle: A game-based ecology program that immerses students into real-world science situations and challenges them to actively construct their own knowledge about todays environmental issues.

Educational Technology 544: Instructional Design

San Diego State University

Table of Contents
Executive Briefing................................................................................................................ 1 Introduction......................................................................................................................... 2
Audience Analysis ........................................................................................................................3 Environment Analysis ...................................................................................................................4 Content Analysis ..........................................................................................................................4 Scope and Sequence ..................................................................................................................... 5 Concrete Jungle Prototype............................................................................................................ 6

Content Map ....................................................................................................................... 6 Objectives & Test Items .................................................................................................... 10

Objectives & Test Items Matrix for Unit Three ..........................................................................11

Implementation Guidance................................................................................................. 15 Evaluation Framework....................................................................................................... 15

Key Evaluation Questions...........................................................................................................16 Evaluation Instrumentation & Data Collection ...........................................................................16 Evaluation Question & Procedure Matrix ................................................................................. 16

Prototype Design Specifications ........................................................................................ 18 Sources .............................................................................................................................. 63

| Page i

Executive Briefing
Throughout the last decade, there has been increasing debate over environmental issues and how human activities impact the world around us. The papers and the evening news are filled with stories on climate change, global population increase, resource consumption, and pollution. Some scientists and researchers continue to gather evidence to support or debunk environmental concerns, while others search for the best solutions to environmental problems. With all of the conflicting information out there, those who are not scientist may find it overwhelming to sift through it all when trying to make the best ecological decisions in our everyday lives. To make matters worse, ecology is a field full of scientific principles and complex concepts that can be difficult to explain and understand in depth. Nevertheless, these environmental problems will not go away and it is critical that future generations develop the skills necessary to deal with what lies ahead. Unfortunately, in a world overflowing with evidence of scientific and technological advancement, it is difficult to believe that a majority of U.S. citizens are scientifically illiterate. However, it is also hard to refute the data collected by researchers like Jon D. Miller, who has been studying what Americans know about science for the past thirty years. According to Miller, only 20 to 25 percent of Americans are scientifically savvy and alert when asked about current science issues (Dean, 2005). The statistics are quite embarrassing. When American adults are surveyed, fewer than a third can identify DNA as a key to heredity, only 10 percent know what radiation is, and one adult American in five thinks the Sun revolves around the Earth, an idea science had abandoned by the 17th century (Dean, 2005). One might question whether such knowledge is important. Why does it matter? These days, we live in a democracy where people vote on science-related matters whether they know anything about them or not. At some point, our country will need to make decisions about environmental topics such as global warming, stem cell research, oil drilling in Alaska, acid rain, and nuclear power. Unfortunately for most American citizens, their inability to understand basic scientific concepts undermines their ability to take part in the democratic process (Dean, 2005). Clearly, it is crucial that people of any nation possess an understanding of basic science concepts, so that they can understand scientific debate and make sound decisions. What could possibly have caused cause such a widespread knowledge deficit? It has been noted that for half of the population, formal exposure to science will only take place in grades seven through twelve (Mayer, 1990). Most Americans do not graduate from college, and it seems that high school science courses are inadequate. Concrete Jungle is a unique online product, designed to revitalize the tenth grade science curriculum by inviting students to explore science concepts through real-world simulations and game-based activities. In Concrete Jungle, the students take on the role of City Mayor. After learning about the key aspects of environmental science during on-the-job training modules, students will attempt to solve some of San Diegos biggest environmental problems. These scenarios will address a wide variety of topics, from air pollution to energy policies. Although textbooks and lectures can be helpful, students need opportunities to become actively engaged while learning about science, especially students who have already begun to lose interest in | Page 1

academics. Rather than take a passive backseat in the classroom, students will be immersed into a content rich gaming environment, where they can confront problems as they exist in the real world. Instead of having to memorize facts, students will be able to use the tools and resources in the game to help them make ecologically sound decisions, just like in real life.

Introduction
Through the use of game-based environments, instructional designers can bridge gaps between the classroom and the world outside. That is exactly what Concrete Jungle is designed to do. Complex scenarios, environmental case studies, and realistic simulations will allow students to learn science concepts in context. Students will be able to immediately apply new understandings within the educational environment. James Gee is a leader in the field of game-based learning. He believes that every game realizes that the words are best learned just in time and on demand. You should get verbal information close to when you are going to be able to see how it works in the world, so that you have some experience to connect to give it real meaning. Colleges still give information out of context of demand- big blocks of information that students cant tie to experience, or when they get the experience, it is far detached from when they got the words (Foreman, 2004). This idea accurately pinpoints one of the major shortcomings of public education. In todays world, students want to know WHY they need information, and they want to be able to apply learning NOW, not five or ten years from now. According to Patricia Deubel, another expert in the field, video game use is supported by constructivist theory, which calls for active engagement and experiential learning (2006). Concrete Jungle provides an environment where students can learn through problem-based role playing scenarios, simulations, and project construction. These types of deeply engaging environments are where a player learns to think critically about the simulation while at the same time gaining embedded knowledge through interacting with the environment. This also allows them to take on new identities, solve problems through trial and error, and gain expertise or literacy (Annetta, 2008). Games provide learners the opportunity to learn by doing and experience situations first hand. This design document provides a overview of the Concrete Jungle product, beginning with a detailed analysis of out intended audience: continuation high school students. A framework of the content is provided in our content map and further details are clearly described in the objectives section. Strategies for assessment, as well as evaluation are also outlined in this document.

| Page 2

Audience Analysis
Continuation high schools serve students who are not able to graduate on time through a comprehensive high school program. Drop out rates in the United States have reached epidemic levels, so this problem is becoming increasingly important. Usually, students in continuation school programs are credit deficient, often accumulating only a few credits after years of high school. All continuation high school students are at-risk of dropping out of school without a high school diploma. High school drop out and continuation school attendance can be traced back to a many causes, but some of the more common are: lack of tutoring/teacher help large noisy classes feeling that school is boring or irrelevant chronic absences undiagnosed learning disabilities low self esteem pregnancy/parental responsibilities/family responsibilities behavior and/or motivation problems drug use/incarceration lack of role models

Because these students have had little success in high school, their confidence and motivation are extremely low, particularly for subjects they view as being hard. They generally do not enjoy school and have a tendency to feel that school is not for me. However, they have not dropped out yet and have some desire to graduate. The students have little tolerance for information presented in ways that they do not

| Page 3

understand. They will very easily give up on content they feel is too hard. However, once they begin to feel some success with content, many will become more enthusiastic about learning. Continuation school students can become successful at learning if they are given learning opportunities that consider their abilities and interests. The majority of continuation students have characteristics which should be considered when developing learning experiences for them. Some of the more significant are: an interest in music a desire to express themselves artistically proficiency or interest in video games an interest in highly interactive learning materials with little text active social lives which may include dating

Also to consider, most of the students have little experience outside of their own neighborhoods, and do not have a concept of the world outside. They view environmental issues in terms of how they will affect their neighborhoods and themselves, but can also be interested in certain global issues. Many of the students are interested in animal issues. Most students who will be using Concrete Jungle (CJS) will be seeing the content for the first time, since they have taken only biology and did not receive credit for the class. The strengths of the CJS urban ecology program are: relevant, interesting content references to things that are familiar scaffolding and activities that reward students many opportunities for success confidence building opportunities art and music incorporation video game qualities highly visual content limited text

Environment Analysis
Performance and learning will occur in the same place. The classroom. The setting in the continuation high school is usually a maximum of twenty students in any one class. Some things to consider about the classroom are: students sporadically have access to computer carts, depending on teacher motivation and availability of carts twenty laptop computers are available at one time per cart, some will not work computers are connected through wireless internet battery life is often limited, so modules should be completed in a short time computers may be old models with slow connection speeds students may not have headphones to support audio content

Any consideration of technology is subject to change within a school. It may be upgraded or deteriorate depending on the site, funding decisions and politics. Classrooms in San Diego City | Page 4

Schools are scheduled to have technology upgrades using funds from Proposition S. Science classrooms may have access to more technology in some sites. And finally, students may have access in public libraries, friends and relatives and other campus sites. It is crucial to think about how students will use what they learn after they leave the aforementioned learning environment. In Concrete Jungle: Urban Ecology Online, students will explore environmental issues and address how environmental concerns are directly linked to human population growth and activities. Students will be encouraged to develop informed opinions based upon critical evaluation of multimedia materials, interaction within the modules, of their personal experiences, and of their vision of the world they would like to live in. This increased understanding of the world around them will hopefully transfer from manipulating a simulated environment into students day to day lives. These daily personal choices, such as using cloth grocery bags or recycling, may seem insignificant, but their importance multiplies exponentially when you think about our population as a whole. In turn, students will also be better prepared to make thoughtful, informed decisions about the environment when they make bigger life choices, such as selecting a hybrid car or high efficiency washing machine. Finally, it is our hope that the Concrete Jungle program will make an even bigger impact when it comes to public policy. The United States should be a leader, a shining example for the rest of the world to follow when it comes to our environment. Right now, the statistics on our countrys scientific illiteracy may seem very grim. It is our hope that high quality educational materials like Concrete Jungle will inspire the next generation of voters and leaders to promote lasting change in the way that Americans manage and protect our fragile environment.

Content Analysis
This course will be designed for students who have not found success in the typical science classroom. A textbook and testing format will not grab the interest of these students or motivate them to care about the environment. Therefore, it is critical that the topics be relevant to the students and include ways in which environmental problems can directly affect their lives. This course will zero in on life in the urban environment, with a special emphasis on issues pertaining to Southern California. In addition, our unique approach will focus on the bigger picture and include only the details that are crucial to understanding the basic concepts, which allows students to focus on what really matters (Mayer, 1990). In understanding these concepts as a whole, students will be able to make every day decisions that are better for the environment. Students taking the course will relate what they learn in the modules to their own experiences and apply that understanding when developing their own solutions to environmental issues. The scope and sequence of the unit is described below. After that is a detailed breakdown of Unit 3, which places special emphasis on urban ecology. The Concrete Jungle prototype will include lesson modules from that section.

Scope and Sequence

1. An Introduction to Urban Ecology: Welcome to the Concrete Jungle Current issues overview: Problems and Solutions 2. Our Atmosphere Biogeochemical cycles (water, carbon, nitrogen, phosphorus, sulfur) Global Climate Change

| Page 5

3. Sustaining Life Energy and how it relates to food production and supply (vegetation- biomass, production, energy flow) Ecosystems (populations, communities, food chains, webs, pyramids, productivity, symbiosis, trophic levels) San Diegos Major Biomes 4. Crowded Planet Human Population Dynamics (distribution, growth, demography, carrying capacity) Overpopulation and Urbanization 5. Energy Sources of energy (renewable and nonrenewable) Consumption and conservation Advantages and disadvantages of fossil fuels, solar, hydro, wind, geothermal, biofuel, and solar-hydrogen) 6. Soil and Agriculture Soil types and the demands of agriculture to create food Erosion Mining and mineral resources 7. Water Importance of water, fresh/salt, water supply, consumption Flooding and drought Water pollution, wastewater treatment, quality control and purification 8. The Future Endangered species and extinction (role of humans) Preservation of Land and Sea Sustainable Living as a reality: More Problems and Solutions, energy, recycling, technology

Concrete Jungle Prototype

Unit 3: Sustaining Life in San Diego 1.0 Energy Flow 1.1 Types of Organisms in the Urban Environment Producers Consumers Decomposers 1.2 Trophic Levels Autotrophs Heterotrophs 1.3 Urban Energy Pyramids 2.0 Ecosystems 2.1 Overview Classification 2.2 Making Connections Urban Food Chains | Page 6

Urban Food Webs Symbiosis in the City 2.3 Limiting Factors in an Urban Environment Biotic and Abiotic Carrying Capacity Competition and Scarcity 3.0 San Diegos Major Biomes 3.1 Terrestrial Biomes Urban Life Desert Chapparal and Scrub Temperate Deciduous Forest Temperate Coniferous Forest 3.3 Aquatic Biomes Freshwater Habitats Tide Pools Marine Habitats 4.0 Reference Vocabulary

Content Map
The following content maps visually represent the core ecology concepts that will be covered in the Concrete Jungle coursework. Figure 1 illustrates the full scope and sequence of the project, while Figure 2 zeroes in on Unit 3: Sustaining Life in San Diego. In selecting the content, the designers analyzed the current science curriculum content of several local high schools. Researchers also consulted the California State Science Standards, the Advanced Placement Environmental Science program, and several syllabi for introductory college courses in Environmental Studies. After reviewing the literature, the designers selected the material that would be most relevant to continuation high school students living in urban areas. Concrete Jungle is designed to support independent learning through the use of a simulated environment. The rationale for this design choice can be found in the Introduction on page one. The program is organized to accommodate learning, as the units are presented in order and each new topic builds upon prior learning. Each individual unit is comprised of one or more lessons with accompanying practice activities and a mini-assessment in the form of a simulation. Each lesson also has vocabulary attached to it, to allow the learners easy access to words they may not be familiar with, but are needed to understand the unit. The lesson presentation and practice sessions will serve as a briefing to prepare the learner for the assessment. After the student has mastered the content at the factual and conceptual level, he or she will be ready to apply this knowledge to a | Page 7

new scenario in the assessment. The assessment comes in the form of a simulation and is the common thread which links all of the units together. At the end of each module, the student, acting as City Mayor, will be immersed into scenarios that represent real-life environmental problems associated with that unit. Students will be asked to make eco-friendly improvements to San Diego based on what they have learned in each unit. Depending on performance, the learner may be asked to review previous components of the lesson. However, students that master the simulation will be rewarded when they get their own cities in the next level. Throughout the course of the unit, the assessments will continue to build on each other until the student has created his or her own sustainable city, which can then be compared to a self-assessment rubric at the end of the course. As shown in Figure 2, the portion to be prototyped is Section 2.2: Making Connections. Instructional objectives and matched test items will ensure that students actually learn the content and can apply what they have learned to new situations.

| Page 8

| Page 9

Objectives & Test Items

Clear and measurable instructional objectives are a crucial element of the design process. The intended outcomes for Unit 3 of CJS and strategies for measurement are outlined in the matrix below. Each terminal objective will be supported by a series of enabling objectives, which the learner must master first. In the matrix, the instructional and practice methods are directly stated for each objective. Assessment strategies are also listed for each, setting up a framework that ensures successful outcomes by directly linking objectives with assessment. For our actual prototype, we created the content for lessons 2.21 and 2.22, which are highlighted in green. The modules will introduce several ecology concepts through an inquiry simulation on owl pellets and a food chain activity. A key design feature is the use of simulation as assessment. While each objective will be assessed individually via a quiz with feedback or similar activity, there is also a comprehensive Unit Assessment at the end of each major Unit. These assessments allow the learner to demonstrate learning in a role-playing situation. As Mayor, the student will be given a real-life scenario that prompts them to solve problems, make improvements, or conduct investigations that directly deal with the environmental issues in San Diego. The problems the students encounter will require them to apply each of the concepts addressed within the individual modules of the unit in the context of a new situation. Students that have difficulty during the simulation assessment may be directed back to a previous lesson to reinforce and reteach concepts. Those that are successful will be able to level-up. A major premise of the game is the idea that successful Mayors will be asked by the President of the United States to design their own green cities, using the EcoPoints they have earned throughout the game. Those that are ready will be able to apply what they have learned in a different way. Instead of attempting to fix current environmental problems, the students will be encouraged to think outside of the box. This level of the simulation would guide them into creating an urban environment from scratch: one that is more in tune with the natural environment. By removing the restrictions that already exist as a result of human activity, students will be allowed to explore creative and innovative approaches to environmental city design, and perhaps develop future solutions to environmental problems. In order to decrease cognitive load and make the task of designing a whole city less daunting, this assessment project will also be broken down into smaller parts or units. The city design possibilities at the end of each unit will only relate to the most recent content covered. For example, at the end of the Unit 2: Our Atmosphere, students could be presented with the option to design a mass transit system to cut down on air pollution. In a simulation such as this, the designer would have the resources to invest in expensive infrastructure, such as a light rail from the very beginning. Here is another example from Unit 5: Energy. After learning about the advantages and disadvantages of various energy sources, students would be given the necessary building tools to make adjustments to the city they are creating, say by selecting between coal and nuclear power plants or upgrading to solar panels. In this manner, the students will make design changes bit by bit, and by the end of the program will have created their own versions of what a green city could be. This students will be assessed in a variety of ways. Concrete Jungle will evaluate and record scores for all responses on the multiple choice activities. However, although this project is designed as a stand alone program, it is still crucial to engage higher order thinking skills, especially synthesis and evaluation. The city building simulation prompts students to do just that by making design decisions and repackaging new knowledge in a different way. In addition to multiple choice response, students will also need to supply short answer responses from time to time. Although these answers may be difficult to evaluate without an instructor, they would allow the students to think critically about what they are doing. The most important piece would be a self-reflective evaluation at the end of the program, where students compare their progress with a set of rubrics or criteria, to actively reflect on what they have accomplished: what they did well, what they would improve upon or change, and their strengths and weaknesses as Mayor of San Diego.

| Page 10

Objectives & Test Items Matrix for Unit Three

ID 1.0
1.1

Objective
ENERGY FLOW: Learner will be able to match three urban organisms with their levels in a food chain. Trophic groups are producers, consumers and decomposers.

Category

Instructional Methods
Interactive Direct Instruction. Each screen will give a level in the food chain and give urban with examples. Scenario. Video clip of an urban environment with explanations of the terms autotroph and heterotroph. Interactive Direct Instruction Each screen will describe how energy is lost in the energy pyramid.

Practice Methods

Assessment Type

Assessment Item
(TO only)

Apply Concept

Click to Match Interactive Simulation Multiple Choice

Drag each animal onto the correct level in the food chain in the Concrete Jungle Simulation (CJS). Pull the label of autotroph or heterotroph onto each urban organism in the CJS. Choose three organisms in the CJS and correctly pull the numerical energy units onto the organism. Energy units will be 10, 100 and 1000.

1.2

Learner will be able to identify the trophic level of four urban organisms correctly by labeling them as an autotroph or heterotroph.

Apply Concept

Click to Match Interactive Simulation True and False

1.3

Learner will be able to choose correctly the number of energy units each organism needs to use at each pyramid level.

Apply Concept

Enter correct numbers in a pyramid

Interactive Simulation

2.0
2.1

ECOSYSTEMS: Given a set of images, the learner will be able to correctly match the image which each of the following concepts: individual organism, habitat, population, community, Interactive Simulation In the Concrete Jungle Simulation, the learner will be

| Page 11

ID

Objective
ecosystem, and biome.

Category

Instructional Methods
Interactive Direct Instruction Examples and Non-examples

Practice Methods
Examples and NonExamples Select all that apply

Assessment Type
Select all that apply Scenario

Assessment Item
(TO only)

2.11

From memory, the learner will be able to identify five organisms that live in the San Diego area. When prompted with pictures of animals in urban and natural settings, the learner will be able to click on the adaptations of five organisms that make them well-suited for the habitat in which they live. From a list of five possibilities, the learner will be able to recognize the main fact that distinguishes a population from a community. The learner will be able to give one example of a community in San Diego that includes at least three distinct populations. The learner will be able to identify the main difference between a community and an ecosystem. Given a map of San Diego, the learner will be able to locate at least three different biomes. Given a case study, the learner will be able to choose the best five solutions that San Diego should implement to protect its urban wildlife populations.

Recall Facts Apply Concept

2.12

2.13

Apply Concept Recall Fact Recall Concept Recall Fact

Interactive Direct Instruction Diagram

Multiple Choice with Feedback Multiple Choice with Feedback Multiple Choice with Feedback Multiple Choice with Feedback

Multiple Choice Multiple Choice Multiple Choice Multiple Choice Interactive Simulation

2.14

asked to correctly classify organisms and different groups that appear in the game. The student will also need to determine whether or not certain animals belong in the location they are found according to what they have learned about San Diegos ecosystems and biomes.

2.15

Diagram

2.16

Map

2.2

2.21

Given the contents of a virtual owl pellet, the student will be Apply able to dissect it, count the number of organisms Procedure consumed, and identify them with a comparison chart. Given a concept map tool with a set of urban creature pictures, the learner will create one urban food chain. Given a series of three scenarios, the learner will correctly predict what would happen if a given organism was Apply Principle Apply Process

Demonstration

Simulation

Quiz

2.22

Interactive Direct Instruction Concept Map

Scenarios

Analogy

2.23

Concept Map

Concept Map

For this assessment, the learner will correctly drag energy arrows into the simulation to show energy flow. The learner will label symbiotic relationships that appear in the game. During the

| Page 12

ID

Objective
removed from a food chain.

Category

Instructional Methods
Interactive Direct Instruction Charts and Graphs

Practice Methods
Drag and Drop Click andLearn

Assessment Type
Analogy

Assessment Item
(TO only)

2.24

The learner will be able to identify each of the following symbiotic relationships: mutualism, commensalism, and parasitism. The learner will identify two pros and two cons of seven human activites that can effect urban wildlife. Given a Concrete Jungle scenario, the learner will be able to compare the limiting factors that uniquely affected each of three populations. Out of eight examples, the learner will be able to categorize biotic and abiotic factors. Given three mini-case studies, the learner will be able to select five elements that urban creatures must compete for and how competition can directly effect population growth. Given a series of charts, the learner will correctly enter data on birth rates and death rates to decide whether or not a population has reached carrying capacity and select two possible problem solutions from a list.

Apply Concept Apply Principle

2.25 2.3

True/False Interactive Simulation

simulation, learners will choose the activities that have the lowest ecological footprint. During the CJS session, the learner will need to assess the health of various populations based on scenarios and events that arise throughout the game. The learner will occasionally need to make decisions as Mayor to maintain balance within the environment.

2.31

Recall Concept Apply Concept Apply Process

Interactive Direct Instruction Video

Sorting

Matching

2.32

Scenario Practice Examples

Scenario

2.33

Interactive Direct Instruction

Scenario

3.0 3.1

SAN DIEGOS BIOMES: For each of San Diegos five terrestrial biomes, the learner will be able to diagnose one threat caused by humans and choose one solution. Apply Principles Example and NonExamples Direct Instruction Scenario Practice Interactive Simulation During the CJ simulation the learner will go on a tour of various terrestrial areas where each will have a dilemma to solve caused by human actions. During the CJ

3.2

For each of three of San Diegos aquatic biomes, the

Apply

Example and Non-

Scenario

Interactive

| Page 13

ID

Objective
learner will be able to diagnose one threat caused by humans and choose one solution.

Category
Principles

Instructional Methods
Examples Interactive Direct Instruction

Practice Methods
Practice

Assessment Type
Simulation

Assessment Item
(TO only)

simulation the learner will go on a tour of various aquatic areas where each will have a dilemma to solve caused by human actions. At the end of the unit, the learner will complete an online test covering 30 key vocabulary words with 85% accuracy. Throughout the simulation, the learner will accrue EcoPoints. At the end of the unit the learner will compare records of their decisions with a rubric to determine areas of strength and weakness. Review and Challengedepending on performance.

4.0

VOCABULARY: Given 15 multiple choice questions and 15 matching questions, the learner will be able to select the correct definitions for 85% of the Concrete Jungle Vocabulary terms.

Remember Facts

Drill and Practice

Virtual Flashcards

Multiple Choice/ Matching

5.0

SIMULATION UNIT ASSESSMENT: Given 10 environmental scenarios, the learner, acting as City Mayor, will make city planning decisions that yield the most benefits for the residents and wildlife of Concrete Jungle.

Apply Principles

The Instructional Methods for the final assessment accumulate as the learner progresses through each section.

Scenarios and Case Studies

Interactive Simulation

| Page 14

Implementation Guidance
The CJS program is a supplemental product to and can be integrated into several standards based core curricula in the high school science series. This program can be used to supplement biology, earth science, environmental science, or integrated science courses. It covers an ecology unit and delivers the ecology standards to students in a fun, interactive way. The CJS should be integrated into an environment where the students have access to a learning facilitator to guide them and monitor progress on the material. We envision the CJS as being part of a multimedia science classroom in either a learning lab or a classroom equipped with computers. Self-motivated students may access the material from home as well. CJS contains approximately 100 hours of instruction. Teachers will decide on which units fit into their instructional goals and time limitations. The CJS can be tailored to specific needs by turning on and off units, simulations and assessments. The facilitator has access to each students progress and can adjust the program for individual students, classes or for all students. Students should have time set aside each day to work on the CJS, preferably one hour per day. Students will experience better learning outcomes with consistent use of the program over a period of weeks. Although this product was designed to stand alone, teachers and learning facilitators using it may wish to create learning experiences outside the program to reinforce that material presented in the CJS. Independent projects, community projects and classroom experiments can all benefit students and should be considered, if time and resources allow. The simulation experiences built into the program can be expanded upon in real-life scenarios. The facilitator guide provides detailed supplemental laboratory and classroom material

Evaluation Framework
The success of Concrete Jungle can be evaluated in several ways. At the lower level of evaluation, researchers can study the reactions and satisfaction of the students who participated in the program. One major benefit of computer-based instruction is the fact that the learning management system can record and analyze data for each individual student. At the knowledge level, the Concrete Jungle database can collect results from the pretest, module quizzes, Unit tests, and posttest to help evaluators determine whether or not content was mastered. Concrete Jungles LMS can calculate scores, record which students needed extra review or challenge, and track completion levels. The interactive simulations will provide data that will evaluate whether this knowledge might be transferred to real-life situations. The only way for evaluators to assess the true and lasting effects of the program would be to conduct a longitudinal study of students who completed CJS in comparison with those who did not use this program. To measure long term impact, evaluators would need to conduct research study to assess the overall affect of this program on environmental awareness.

| Page 15

Key Evaluation Questions

The following six questions can help evaluators to assess the impact of Concrete Jungle: 1. 2. 3. 4. 5. into Did the students enjoy the program, and were they motivated to learn about ecology? Have the students completed each module in the program? Have the students learned the content outlined in each of the objectives? How will students apply what they have learned about ecology to real-life situations? How will evaluators know that students can synthesize and transfer what they have learned

different contexts? 6. How can researchers determine the long term impact or return on investment when it comes to the f future decisions students will make about the environment?

Evaluation Instrumentation & Data Collection

The table below outlines the methods evaluators will need to use when assessing the effectiveness of CJS.

Evaluation Question & Procedure Matrix

Evaluation Question 1. Did the students enjoy the program, and were they motivated to learn about ecology? Information Required to Answer Question Source of Information Data Collection Strategy Extant data: As part of the program, students will be required to provide feedback via a Likert-scale survey, with a place for additional suggestions for improvement of the program Extant data: Database can track completion rates for each student Extant data: Product database of individual learner results on multiple choice | Page 16

Feedback from Results from online students on satisfaction student surveys levels and motivation

2. Have the students completed each module in the program? 3. Have the students learned the content outlined in each of the

Results from mission checklist

Learning Management system

Results from each modules mastery tests

Learning management system

Evaluation Question objectives?

Information Required to Answer Question

Source of Information

Data Collection Strategy quizzes, as well as a high level comparison of pretest and posttest scores Extant data: Results will show whether or not students are able to apply learning to new case studies and scenarios that are presented in the simulations Extant data: The design choices that students make can be analyzed to determine whether students will choose to make decisions that are beneficial to the environment A study could be conducted via survey to compare the daily environmental habits of the students who completed CJS to a group of students who were not exposed to the program.

4. How will students apply what they have learned about ecology to real-life situations?

Results from the endof-unit simulations on San Diegos environmental issues

Learning management system

5. How will evaluators know that students can synthesize and transfer what they have learned into different contexts?

Results from individual city-building projects

Learning management system

6. How can researchers determine the long term impact or return on investment when it comes to the future decisions students will make about the environment?

Exit data and information (gathered on the consumer choices, and voting habits, and opinion on environmental issues

This data would need to be collected some time after the students completed Concrete Jungle to determine whether or not the program had a lasting impact.

| Page 17

Prototype Design Specification

Opening Title Page

| Page 18

Premise of the game

| Page 19

This part of the game will provide a series of prompts to help students to create an avatar.

| Page 20

A description of major characters

| Page 21

The description of the interface. These arrows point to the information that will pop up when the student mouses over various hot spots on the page.

| Page 22

Description of pretest- will not be included in actual prototype

| Page 23

| Page 24

| Page 25

| Page 26

| Page 27

| Page 28

| Page 29

| Page 30

| Page 31

| Page 32

| Page 33

| Page 34

| Page 35

| Page 36

| Page 37

| Page 38

| Page 39

| Page 40

| Page 41

| Page 42

| Page 43

Slide 45: This slide puts students into context that they are going to learn about food chains in an urban environment here in San Diego.

| Page 44

Slide 46 Diana Torres is the guide in this section of the program. She provides an advance organizer for students and lets them know what the learning objectives are. Hyperlinked words link to glossary.

| Page 45

Slide 47 Throughout the program colorful characters will guide students, giving directions, providing support and facilitating learning. Directions are clear and concise. Navigation is simple throughout; Back takes learner to previous lesson or chunk, and Home takes learner to home navigation screen, with choices to navigate anywhere in the program from that screen. Hyperlinks go to units that cover support material for this lesson.

| Page 46

Slide 48 Dr. Marcel Garcia will now guide students. He will guide them through learning exercises and provide support for reaching objectives. He also provides a context for the learning and lets students know where they will be learning about food chains. Any potentially difficult words are hyperlinked to glossary.

| Page 47

Slide 49 Learning material is presented here. One definition appears at a time to reduce cognitive load.

| Page 48

Slide 50 Now its your turn. Throughout the learning sessions, students have a chance to practice what they have just learned in the Now its your turn activities. This activity is completely interactive. Students get positive feedback when they get it right.

| Page 49

Slide 51 Positive feedback for correct answer. Students will get a reminder to look at the material again before program proceeds. They must correctly answer to move ahead.

| Page 50

Slide 52 Material appears in small chunks. Native species appears first, then non-native species. The supplemental material covers the learning chunk and gives more information about the concept.

| Page 51

Slide 53 Dr. Garcia informs students of where the learning activity will take place. Hyperlinks connect to glossary and give definitions for any words students may have trouble with.

| Page 52

Slide 54 Major learning chunk begins here. Students can see where organisms live in their community, and will learn about each organism and its role in the ecosystem. Each image of organism links to a page with interesting information and what it eats.

| Page 53

| Page 54

| Page 55

Slides 55-67 These slides all give image of organism and information about the organism. Clicking on the image of the organism will take learner to a website with more information about each organism. The Back button on each page will link back to slide 54, where they can choose a different organism to learn about.

| Page 56

Slide 68 Drag and drop food chain. Students will drag each organism to its proper place in the food chain. Students get positive feedback when correct. Get a reminder when incorrect. The Back button goes back to slide 54.

| Page 57

Slide 69 Student feedback when incorrect. When students do not correctly pull the organisms into order on the food chain they are reminded to try again.

| Page 58

Slide 70 Gives an animated learning experience to show what happens when the food chain is disturbed. The animations and text are synched up and play together.

| Page 59

Slide 72 Students will have another learning activity in the Chaparral Sage Scrub community. They will have the same types of learning activities as in urban ecosystem, but in the chaparral context.

| Page 60

Slide 73 Students will have another learning activity in the Riparian community. They will have the same types of learning activities as urban ecosystem, but in the riparian context.

| Page 61

Slide 74 Glossary with vocabulary associated with the lesson. Hyperlinked words will link up with the glossary. When learner hits Back, they will be back on previous page.

| Page 62

Sources
Annetta, L. (2008). Video games in education: Why they should be used and how they are being used. Theory Into Practice, 47, 229-239. California Department of Education. (2000). Science content standards for California public schools, kindergarten through grade twelve. Sacramento, CA: California Department of Education. Clark, N. Principles of Ecology. Retreived March 6, 2009, from http://www.nclark.net/Ecology Dean, C. (2005, August 30). Scientific savvy? In U.S., not much. The New York Times. Retreived March 19, 2009, from http://www.nytimes.com/2005/08/30/science/30profile.html Deubel, P. (2006). GAME ON. THE Journal, 33(6), 30-41. Retrieved from Business Source Premier database. Foreman, J. (2004). Game-based learning: How to delight and instruct in the 21st century. EDUCAUSE Review, 39(5), 50-66. Kammen, D. (2009). Syllabus: Energy and Society. Retreived March 6, 2009, from http://er100200.berkeley.edu/syllabus.html Mayer, W. (1990). If I Had 6 Years The American Biology Teacher, 52(5), 306-309. Rubin, J. (2003-2008). Ecology: Science fair projects and experiments. Retreived March 6, 2009, from http://www.juliantrubin.com/ecologyprojects.html 5, San Diego State University: Sustainability and Environmental Studies. (2009). Retreived March 2009, from http://environment.sdsu.edu/

| Page 63

University of California, Berkeley: College of Natural Resources. (2009). Retreived March 5, 2009, from http://nature.berkeley.edu/site/index.php 1."CEC | Why Do Students Drop Out of School?" CEC | Home. 2010. Web. 31 Mar. 2010. <http://www.cec.sped.org/AM/Template.cfm?Section=Home&CONTENTID=9279&TE MPLATE=/CM/ContentDisplay.cfm>. 2. "Focus Adolescent Services: Youth Who Drop Out." Focus Adolescent Services: Help Your Teen and Heal Your Family. Focus Adolescent Services. Web. 31 Mar. 2010. <http://www.focusas.com/Dropouts.html>. 3. "Students Dropping Out of High School Reaches Epidemic Levels - ABC News."

ABCNews.com Breaking News, Politics, Online News, World News, Feature Stories, Celebrity Interviews and More - ABC News. ABC
News, 20 Nov. 2006. Web. 31 Mar. 2010. <http://abcnews.go.com/TheLaw/story?id=2667532&page=1>. 4. "Interview with Ethyl Lapham, Head Counselor at Twain Morse High School." Interview by Trudy Pachon. Print.

| Page 64