With the exception of Barry Kort, all names of people and organizations have been replaced with pseudonyms.
Several educational Muses, along with the MicroMuse, compose the Multi-User Science Education Network, or MuseNet. Examples of such educational muses include: the MariMuse at Pheonix College, the BridgeMuse at University of Southern Maine, and the EcoMuse at the University of Vermont, and the MicroMuse which is based at MIT. The MuseNet was founded and is now managed by Barry Kort, a scientist at Bolt Beranek and Newman.
MicroMuse enables kids to create their own knowledge in a self-directed manner. Mentors coach the students, but only when students ask for help. "Rather than just tell them what to do, we talk them through the research and the diagnostic reasoning process, so that they retain ownership of their work," proclaims Kort.
Students are invested in their learning because they quickly use their newly acquired knowledge. Kort labels this "just-in-time learning." He explains that in schools, students learn what they will use in the future. In therapy, people learn what they wish they had learned earlier. With just-in-time learning, students learn information exactly at the time they need to know it. Trying out new knowledge soon after learning it makes the information meaningful and more likely to be remembered.
Because MicroMuse students construct knowledge in a learning environment and not a teaching environment, they control the time of their learning. Kort describes that the students are no longer under the "tyranny of the clock" that exists in the classroom. The students choose the amount of time they want to dedicate to working through a problem and when to log out. Aside from technical problems, outside influences do not interrupt students' learning processes when they are on the MicroMuse.
Implementing the MicroMuse in the classroom can appear to be a somewhat contradicatory phenomenon. Kort claims that he did not initially intend for students to use MicroMuse during school hours. He introduced the MicroMuse for kids who chose to, but were not forced to, learn by using it. Kort did not want to direct his efforts toward convincing school comittees, parents, or teachers of the technology's educational value. It was an ideal learning situation for outside of the classroom because it did not require teaching, curriculum, or assessment. Preserving the benefits of the MicroMuse's self-directed spirit while incorporating it in the classroom is quite a task for teachers like Mr. Mulry, who are willing to undertake such a challenge.
Because the computers in Mr. M's classroom are hooked up to the Internet, students can access the MUSE by opening a "Telnet" connection. Mr. M's class members can call up the MicroMuse which is housed at MIT, or the Lanesboro Muse, which is a smaller Muse based at a school in Lanesboro Massachusetts. I watched as students opened the "Telnet" connection, typed in "musenet.bbn.com", and logged in as their character names. Students who are new to the Muse must log in as
At first, Mr. Mulry tried to introduce the MicroMuse to his class. In retrospect, he realizes that this proved to be disastrous. The system was overloaded, and Mr. Mulry could not control the class or help students who needed assistance. Mr. Mulry states:
"I then chose students by interest and ability so that some could learn and show others how to use the MicroMuse properly. This was taking much longer than I had expected, so we worked out a different plan and split the class into four groups. The initial group was the 'BeachHead' group. My idea was that these students would work on getting full time characters, then teach a second wave of students, and so on. Well, only one of the four original BeachHeads made full time character in the alotted time, even with an extension!"
The innovation is still in its implementation phase because Mr. Mulry now has eight students working toward junior membership, and two students who are full members. Mr. Mulry hopes to have all of his students working on the MicroMuse by next year. Ideally, he would like his class to build a virtual world for every cycle they study. He seems surprised and frustrated that it has taken so much time to get on the MicroMuse. Overall, however, Mr. Mulry's enthusiasm for the innovation continues as he believes that his efforts are worthwhile.
Mr. M has found that too few mentors on MicroMuse can be problematic. Because there are regularly no mentors on line during the day, students ask Mr. Mulry for his help. As he states, "It is hard for me to sit and help out 2-3 students at a time by giving them quality time, when my attention is needed by some of the other twenty students in the classroom." He explains that other students need supervision for behavioral reasons. They would rather just talk and joke with one another on MicroMuse instead of meeting someone new or exploring a virtual environment.
One day that I visited the classroom, Mr. Mulry was reprimanding a few students for misconduct on the MicroMuse. Mr. Mulry had received a transcript of the incident from one of the mentors. Students had been hanging out in the Transporter Lobby, where a user arrives when first entering the MicroMuse. One of the mentors was welcoming a new guest in the lobby, and the students were filling up the screen by engaging in conversation with one another. The filled screen obscured the conversation between the mentor and the guest, a phenomenon known as 'spamming'. The mentor asked the students to take their conversation to another site, and one student responded defiantly, refusing to move. Mr. Mulry discussed with the students why such incidents can not happen if the class wants to continue using the MicroMuse. The students agreed to write a letter of apology, which was well received by the mentor.
At that time, only two of Mr. Mulry's students had completed the necessary steps in order to become MicroMuse members. Each student's paragraph was entered into the Muse by one of these two student members. Five students are now junior members who are in the process of becoming full time members. These students should be ready to help with entering the information when the class builds an African community reflecting this cycle's theme.
If you go to Ancient Greece, you find...
If you choose North , you reach the...
If you go to Delphi...
Kathleen Manning is a graduate of the Harvard University Graduate School of Education.
Processes of Classroom Implementation
During the two week teacher-development program at the Moore school last summer, one of the presenters spoke about the MicroMuse. Mr. Mulry volunteered to be the first teacher at the Moore School to try the MicroMuse in his classroom. Before introducing the innovation to his students, Mr. Mulry "spent the entire summer on MicroMuse." Through working on the MicroMuse, he learned the object oriented programming language, explored imaginary and scientifically accurate worlds, and designed classroom aids and instructional materials for his students.Factors affecting Implementation
Certain factors impede implementation to the MicroMuse, while others facilitate it. Time, lack of mentors, and students misusing the MicroMuse have been problematic for Mr. Mulry. The availability of hardware and a technologically supportive administration have enabled Mr. Mulry to continue using the MicroMuse in the classroom.
Hindrances
Mr. Mulry isolates 'time' as his largest barrier against fully implementing the MicroMuse into his classroom teaching. "There just isn't enough time for students to do what needs to be done and to grow on the Muse. It takes hours upon hours to really get the hang of it, to explore, and to learn." Because students seeking membership require a lot of time to work on the Muse, they also miss other activities in the classroom.Facilitators
It is possible that because the Moore exemplifies a technology rich design, the MicroMuse was accepted into the classroom more easily than it would have been in a traditional school. Mr. Mulry states that the administration is supportive of any endeavors to incorporate technology into classroom teaching. He states that, "as long as the teachers are willing to use their personal time to learn about the innovation, the principal and vice principal encourage such action."
MicroMuse in the Curriculum
Last quarter, the students created a virtual community to represent that of Ancient Greece. After having his students read about Ancient Greece, Mr. Mulry asked them to name places, objects, and characters they believed would fit in their simulation of Ancient Greece. Students suggested places such as Sparta, Athens, the Mediterranean Sea, and Delphi. Although Mr. Mulry wanted to keep the focus on actual characters from Ancient Greece, several students expressed interest in including characters from Greek mythology. Students chose a place, object, or character about which they wrote a descriptive paragraph. Conclusion
I believe that I am fortunate to have viewed this innovation during its preliminary phase of integration because I was able to see how much class time is involved in acclimating the students to the Muse. Classroom time is precious to teachers and students, and replacing it with an activity that students could do outside of school remains questionable. The potentially educational power of the MicroMuse is impressive, and many students without home computers will only be able to experience it at school. It would be interesting to view Mr. Mulry's class one year from now: evaluating the students' progress as MicroMuse members, and determining the extent to which Mr. Mulry has incorporated the innovation into his curriculum. Further investigation needs to be conducted in order to determine whether or not the educational benefits justify the amount of time students spend getting oriented to the MicroMuse.
Appendix
If a visitor or member were to take a virtual tour of Ancient Greece as created by students last semester, they would first land in the projects area. Users make travel choices from there. At different locations, users can choose to look at the descriptions of objects in the room. The following is a sample transcript from beginning of virtual tour through Ancient Greece:
Projects area
Project Rooms: First Floor: This is the area where students from the
M School come to work on projects. As you peek into the various cool
looking rooms you notice that there is 21st century technology in an
Ancient Greek setting. You are inspired by just walking about this
building...
Obvious exits:
Elevator Ancient Greece Grand Foyer
Vineyard in central Ancient Greece
Lights are flashing by you...........you get a little dizzy because you're a
novice time traveler..........you land in the vineyard with a soft thud.
Contents:
Hermes
Obvious exits:
South North East Out
Road to Delphi
In the distance you can see boats and ships riding along the Gulf of Lovinth.
The boats and ships are tied up to the dock. You can see them all in a neat
row as you walk forward.
Obvious exits:
Delphi Out Southeast
The city-State of Delphi has a unique feeling about it. You can tell that there
are many visitors from far away places here to visit the oracle of Apollo.
You hear talk in the Agora about what is expected of you if you are to
get an answer to your question while visiting the oracle. If you make the
right offering, your future will be known to you. Be careful, you may just
get what you wish for.