LepXplor Development – Anne Basham (ASU)
Phase I Formative
- Definition of LepXplor and its purpose to general public. The two driving questions for LepXplor are 1) What are lepidopterans and what makes them unique? and 2) How can we use Lepidoptera to teach basic concepts in biology (e.g., biotic associations, climate change)? The primary purpose of LepXplor is to answer these questions for k-16 students and the general public.LepXplor will serve as a learning portal and resource hub that will incorporate LepNet data, including images into education-outreach activities.
To propose an incremental design project in that development is guided by user feedback via data gathered from the following groups during various phases of project.
2. What forms of standardized assessments might be implemented in each E/O and digitization program?
3. Who are our target audiences?
a. Users of the LepSnap app as a citizen science tool in the field and the museum.
b. Students/ volunteers involved in digitization or data entry activities in lab and museum settings.
c. Marginalized groups engaged in digitization or data entry activities and/or who are using LepSnap.
d. LepSnap users in the classroom.
e. Formative focus groups with K-12 teachers
f. Classes from k-16
g. Museum classes & workshops
4. What we need to know before development of Phase II.
a. What predominant target audiences are using LepSnap as a citizen science tool or other purpose?
b. What do users and volunteers want to learn more about with the task they are doing or regarding the specimens or species they are imaging?
c. What would make digitizing specimens more meaningful?
d. What will motivate users to continue their participation? What reward systems might be implemented?
e. What do teachers need and how might key themes and concepts be integrated and aligned with State standards and lessons.
f. What special issues or barriers might or currently exist at your institution in promoting accessibility to the use and implementation of digitization activities?
5. We also want to know what users already know.
a. Assess preexisting knowledge of key constructs/content via drawings for K-3 audiences or groups where there might be language barriers.
b. Pre-assessments such as surveys to determine preexisting knowledge around predetermined themes and objectives.
c. Pre-assessments by way of technology needs and tools target audiences may or may not have access to.
Phase II Implementation: We have pictures— now what?
1. How might datasets and images be mined from LepNet database and be used to develop deeper and active learning experiences?
2. Based on Phase I results what emerging key themes should be the foundation of the educational portal in developing interactive experiences and learning tools.
3. To propose that participants be involved in using LepNet data to create their own trading cards which will prompt users to research and engage in deeper learning as related to their featured species.
Phase III Summative assessments
1. Mixed methods approach to assess users of LepSnap and LepXplor interactive content.
2. Post assessment surveys, drawings, narratives, direct observations, website analytics, etc. will be coded and analyzed in determining impact of engagement, new knowledge gained and potential new perspectives towards science and in the understanding of biocollections.
**Please feel free to contribute to the LepXplor Game Content Development at https://goo.gl/PkQyZm
Contact: Annebasham@asu.edu