Anchors Aweigh – Creating an Anchored Adventure in Forensics

I found the Jasper series very intriguing, and I think it would have been a very effective educational tool if used correctly.  It is an excellent example of anchored learning where instruction is “situated in engaging, problem-rich environments that allow sustained exploration by students and teachers” (CTGV, 1992).  Further, one of the stated goals is the “importance of helping students become independent learners who engage in generative problem finding as well as problem solving” (CTGV, 1992).  I would have loved to have learned math in that format, and would have enjoyed the challenge and extension to real world problems.  Interestingly, a colleague will be working on a similar type project for secondary math through the CEMC (Centre for Education in Mathematics and Computers) at the University of Waterloo next year.  I’m a little jealous, but biology is my subject, not math, so I’m sure it’s for the best.

If given the opportunity, I would also love to be involved in designing a project like this in the field of biology.  I think a good story line might revolve around forensics, as it is prevalent in TV shows, and is of interest to most students.  I could envision a connection with preserving and identifying endangered species.  Some species of gray tree frog for eg. can only be distinguished by the frequency of their song and by their genetics.  Students would have to use various genetic technologies to identify the species, and then use taxonomy to classify them.  Materials to learn about biodiversity, preserving these frogs and their habitat could be put in the scenarios, along with designing an artificial habitat in a zoo.  For some extra excitement, perhaps convicting a gang of poachers based on the DNA, or an unknown disease that is killing them off and needs to be identified and treated.

While the tech, graphics, and fashion of the Jasper project are somewhat dated, I think it is a very effective model.  Even today, I am confident my son and daughter (grade 8 & 6) would prefer to do math in this way rather than traditional learning styles and would very quickly become immersed in the series, ignoring the datedness.  There was some serious brain power behind this series, which I couldn’t fully appreciate until a watched a whole episode.  I found myself scanning for information and clues like the map along the way.  Giving students the ability to take control, explore, inquire, go back, rethink and rework is a powerful model.  My biology adventure would be based on a similar design.  I thought the designers’ idea to start simple (stone age) was a wise choice, and their included updates (Adventure Player and teachable agents) were brilliant concepts that really enhanced the experience and dealt with perceived weaknesses very effectively.  Using a digital “guide” to help students who are stuck is a wonderful way to provide students with assistance while maintaining their autonomy, while also freeing the teacher to help in other ways.

Shyu (2000) and Biswas et al (2001) cite a number of benefits for the students of anchored instruction as demonstrated in the Jasper series, that I would also feel merited in any design I were to build:

1. Situated learning activity (connections to culture, context)
2. Complex, realistic problem
3. Cooperative learning
4. Explorative inquiry
5. Embedded data design
6. Inter-curricular and intra-curricular links
7. Imbedded feedback (from characters or scenario eg in Jasper, plane won’t take off)
8. AI coach (indicate if on the right track, or give hints or assistance if needed)
9. Teachable agents (characters students need to explain concepts to, to complete a task)

These criteria would also afford the students with:

1. Motivation, positive attitude towards science
2. Problem solving skills
3. Confidence
4. Independent thinking
5. Collaboration
6. Knowledge retention and transfer
7. Understandings of real life situations and other cultures
8. Technological skills

Questions for discussion:

1. Do you agree that “anchored instruction” meets the criteria for constructivist theory?
2. In your opinion, what is the greatest benefit of anchored instruction?
3. Ideas that I should add to my scenario or suggestions for methodology.

• Biswas, G. Schwartz, D. Bransford, J. & The Teachable Agent Group at Vanderbilt (TAG-V) (2001). Technology support for complex problem solving: From SAD environments to AI. In K.D. Forbus and P.J. Feltovich (Eds.)Smart Machines in Education: The Coming Revolution in Education Technology. AAAI/MIT Press, Menlo, Park, CA. [Retrieved October 22, 2012, from: http://www.vuse.vanderbilt.edu/~biswas/Research/ile/papers/sad01/sad01.html]
• Cognition and Technology Group at Vanderbilt. (1992). The jasper experiment: An exploration of issues in learning and instructional design. Educational Technology Research and Development, 40(1), 65-80. 10.1007/BF02296707
• Shyu, H. C. (2000). Using video-based anchored instruction to enhance learning: Taiwan’s experience. British Journal of Educational Technology, 31(1), 57-69. 10.1111/1467-8535.00135