Design Principles for Ubiquitous Computing in Education Michele W. Spitulnik University of California, Berkeley Center for Innovative Learning Technologies John Bransford, Vanderbilt University Marcia Linn, UC Berkeley Roy Pea, Stanford University Nora Sabelli, SRI Bob Tinker, Concord Consortium

Design Principle: Facilitate data collection in the field Represented in features of three ubiquitous applications: –Probeware –CyberTracker –WISE Palm Application

Probeware Concord Consortium Probeware includes CCProbes, sensors, interfaces, supporting software, and related curricula for classroom lab activities CCProbes are used by students to heighten their understanding of the world including concepts related to temperature, force, current, light and motion. CCProbes combine measurement with the computer's ability to display, record, and communicate visualizations of the measured data.

WISE Palm Application WISE Research Group Tim Zimmerman, UC Berkeley Jim Slotta, UC Berkeley Palm application integrated with the WISE Ocean Stewards project and visits to the Monterey Bay Aquarium Students collect data on fish at the Aquarium Data collection scaffolded with designed prompts, multiple choice lists, pictures of relevant objects, hints, and opportunities for recording reflections.

CyberTracker BioKids Research Group Nancy Songer, U Michigan BioKids explores how organisms meet basic needs and how the environment supports a variety of organisms. Students use CyberTracker software on Visors to collect data and to answer: Which zone in my schoolyard has the highest biodiversity? Students upload data to a database to analyze animal abundance, animal richness. Cybertracker and the database share common organizational structures to easily allows students to locate and analyze relevant data.

Design Principle: Facilitate data collection in the field Limitations and Tradeoffs –Students need supports in collecting and representing data. –Supports need to allow for the complexity of real world problems and data –Supports also need to structure the data collection process so students can make sense of data and build explanations.

Design Principle: Support the use of multiple representations of phenomena Represented in features of three ubiquitous applications: –Probeware –Sketchy –NetCalc

Sketchy Hi-CE Research Group William Bobrowsky, U Michigan Sketchy is a simplified drawing program for Palm handhelds with an animation tool that allows students to create dynamic representations of science phenomena. The animation tool consists of three components: 1) create multiple pages as you might in a flip book, 2) duplicate pages, 3) play pictures in succession. Students use animation to illustrate understanding of polluted v. clean air and water and to show differences in bacteria and virus growth.

NetCalc Jim Kaput, U Mass. Jeremy Roschelle, Phil Vahey, Deborah Tatar, SRI Month long SimCalc curriculum adapted to Palm handhelds Representing the mathematics of change Graphical representations linked to (car) motion simulations

Probeware Concord Consortium Probeware includes CCProbes, sensors, interfaces, supporting software, and related curricula for classroom lab activities Students collect data related to temperature, force, current, light and motion. CCProbes combine measurement with the computer's ability to display, record, and communicate visualizations of the measured data. Fast Response Temperature Probe Returning to equilibrium in still air

Design Principle: Support the use of multiple representations of phenomena Limitations and Tradeoffs –Students need support in understanding the different representations –Students need support in understanding the links between different representations –Students need support in understanding when and why to use different representations