Design Team Characteristics
Six team members share responsibilities for the overall project; however, 2 subgroups were
formed. We compromise a subgroup of an art teacher, math teacher, and an instructional
designer. It was determined that we would share information mainly via email; however,
group school meetings both during and after class as well as outside meetings are held to
ensure completion of assignments within the given time restraints.
Though our group works as a cohesive whole, we rely on Brigid Dixon for the artistic
approaches, Amy Riley for the learner analysis and Leslie Hunt for her instructional design skills
and knowledge.
Philosophy of the Client Institution
The Lunar Planetary Institute is supporting
the Houston pilot effort as a Resources Provider in Mars science content and Mars imagery. LPI
is making available materials at cost, resources, speakers, workshops and coordinating mentors
for the pilot sites.
Philosophy of the Design Team
The inspiration of our project focuses on using visuals to compare three different views of
Mars with different technologies. It was this idea which led us to our goal:
Given that all three designers shared a good working knowledge of the ADDIE curriculum design
model, that is the model we choose to drive our design.
Based upon what we learned about the Mars Millenium Project, the Lunar Planetary Institute,
the target audience, and the delivery medium we would be using, our design team choose to
incorporate more constructivist learning strategies into our unit lessons. It is interesting to
note that although we used a more behaviorist design model (ADDIE) and more constructivist
learning strategies (exploration/discovery and reflective/thought questions), no conflict between
the model and the strategies was experienced.
It was not long after our first class session that our team grew into a cohesive unit. After
each class member took a moment to introduce themselves and their interests, all became clear.
The thought of working for NASA on the Mars Millennium project would not only be a challenge,
but a wonderful experience.
Many decisions regarding audience, demographics, and presentation were decided for us due to
the fact that this effort is a small subset of the Mars Millenium Project,
a national arts, science, and technology initiative currently being piloted in Houston-area
schools, libraries, youth and arts centers. It encourages students to design a community for
100 people arriving on Mars in the year 2030. The goal for each Mars Millenium team is to
design a liveable and life-sustaining community on Mars that is culturally and artistically
rich. The project is sponsored by NASA, the Department of Education, the National Endowment
for the Arts, the J. Paul Getty Trust and a host of public and private organizations.
Because our unit of instruction, Mars of the Mind, is a subtopic of the Mars Millennium curriculum,
web-based instruction was our designated delivery option. Gifted and Talented Alpha students
in 5th and 6th grade are our target population; however, because the project is web-based,
we realize it is for all eyes to see. Many more details regarding the learners and methods may
be viewed in the learner and context analysis.
Gifted fifth and sixth grade students will hypothesize as to what Mars might look like in 2005 with improved
technology. Students will accomplish this by navigating through the Mars of the Mind web site to review
examples of well-known inventions and discoveries which hold a prominent place in history due to the way
mankind's views of reality and truth were altered by them. Then, they will view historical pictures of Mars
from different time periods and the available technologies used to form those pictures. Students will use
this information to form opinions concerning the accuracy of technology and it’s effect on man’s view of
the universe at any given time. Finally, they will use these opinions to imagine what technology will be
available 5 years from now and what man’s view of Mars will be because of it.