Mr. Rob's Digital Tutorials: Phylogenetics

I have created a digital tutorial outlining a strategy for creating cladograms from character matrices. To create the tutorial I narrated over a powerpoint using jing. Here is the link to the media sharing site hosting the video. The file is a shockwave flash that can be played in most browsers.

Playing with Drake Genetics: An Online Science Game

The online educational game assignment was an informative one. On the whole, it revealed to me the sheer mass of educational resources available to teachers for free. However, it did come with its challenges such as working with a group and using new technologies. Additionally, this game can be put to good use in a classroom situation.

Difficulties Faced 

While there were several challenging tasks associated with this educational game project, the creation of the rubric itself was not all that difficult. One of the initial difficulties we did encounter with creating the rubric was understanding how to go about making one. Although as a student, I have seen several rubrics, I have never created one myself and thinking of criteria with which to assess the game was challenging at first. Regarding my understanding of the project, it seemed to me counterintuitive to first pick a game to assess and then develop an assessment tool for it. It seems more logical to develop the tool then use it to pick a game to assess. Perhaps a good way to go about the assignment would be to together assess several games then develop a rubric based on our game assessing experience. Additionally, developing degrees (defining the strongly disagree, agree, strongly agree) within each criteria took some thought. However, in the end we were shown a student example with yes or no questions listed beneath larger categories such as visual and audio and decided that would be the better format than a traditional Likert scale rubric.

          Another challenge with this assignment were the many logistical difficulties that almost always come along with group work: meeting, working together, communication. With the many familial obligations, other classes, and occupations all students have, it is very difficult to find a time to meet face to face with all your partners. In our technology applications, we were shown several tools that could be used to facilitate communication. However, being shown the tools and being able to use them effectively are two vastly different things. I tried to incorporate a shared Google document the day we were separated into our groups to quickly open up communication. I initiated the document asking for contact info, available times to meet, and to use the space for questions/suggestions for the game and rubric. Only one of my three partners, however, actually used the document to communicate these things. The rest of them simply responded via email. In addition, these regular constraints on times available to meet, one of our members was ill and so could not make our one meeting to prepare or the actual presentation of the game. So, things we had discussed at the meeting needed to be reiterated with her and we had to be creative as to how to include her in the presentation which I will discuss in detail when I address difficulties with technology. Division of labor is another difficulty we faced when creating the rubric. From the beginning, it was difficult to elicit input from the other group members. Whether it’s due to a lack of understanding of the assignment or a more cultural issue of not wanting to speak up and share ones own opinions/ideas, input was not readily given.

          Aside from developing the rubric, the technology used in presenting the game was a hurdle to be overcome. First, I have had very little experience in video editing and I did not realize how time consuming and difficult it could be. In order to involve one of our infirmed group members, I decided to film her assessing the game and play that during our presentation. The recording alone took a couple hours for just a few minutes of actual video. Then, I had to find a video conversion program to convert the video file from the format my camera uses to one compatible with windows movie maker. Lastly, I had to edit the video which also took a couple hours. Then, playing the video in class didn’t work so well because the sound was not very loud.

Classroom Use

          I think the Genetic Interactive Fiction game can be used to test the students’ understanding of simple genetic inheritance patterns and their use of Punnett squares and scientific method and inquiry. Specifically, I would use the game after having introduced the fundamentals of genetics and inheritance. Then, I would have them play through the game in class. I would be there to help with any questions they might have in downloading and running the game as well as with questions on how to play the game. However, as for the playing the game, I will be very scrupulous with the help I give. Most of the questions they might have can be answered by exploring the game and reading the directions and descriptions carefully. That is another skill that this game develops, attention to detail. Students have to carefully read every line of text at least once in order to progress through the game. If students haven’t done that before coming to me with a question, I will refer them back to the game. Once students have completed the first objective within the game, breed a dragon with red eyes, we will discuss their hypotheses and they will provide support for their answers. Doing this will fulfill NET*S standard 4c which requires students to analyze data to come up with solutions (International Society for Technology in Education 2007). The data they analyze will be the eye color phenotypic ratios of the drakes they breed and their solution will be some kind of mode of inheritance. I will then reveal the mode of inheritance that best fits the phenotypic ratio for eye color. To end, we will discuss in class how this game and inheritance modes have real life application in the human trait of blood type which has the same mode of inheritance as eye color in the game.
          Incorporating an educational game to teach and reinforce this aspect of genetics fulfills two of the NETS teacher standards. First, it incorporates digital tools to promote learning and creativity. It does this by challenging students to use what they've learned about inheritance to develop their own hypotheses as to the mode of inheritance for drake eye color (NETS Teachers standard 2A). Also, it uses digital tools way that addresses diverse learning styles (NETS Teachers standard 2C) because this game presents the information in a different way than a normal textbook would. It requires that students read carefully and sometimes reread the information in order to proceed in the game which is how some students learn. It also is useful for teaching students who are easily distracted. Because of its simplicity and modest graphics, it allows the student to focus on the task at hand (International Society for Technology in Education 2008).

          In summary, the online educational game rubric was a useful tool. It was difficult to meet with other students and to work with new technologies in presenting the online game. Even with the difficulty of using the game, it can be of great use to a teacher. It can be helpful in testing students and encouraging them to develop cognitive skills.  

International Society for Technology in Education (n.d.) NETS student standards 2007. Retrieved from 

        http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx

International Society for Technology in Education (n.d.) NETS teacher standards 2008. 

            Retrieved from http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx