Virtual Mesa Verde Unit Revised

We have now had the Virtual Mesa Verde unit/world active almost 2 years and have collected data on its value in multiple classrooms. Using this data and some recent improvements in our graphic potential (as well as lots of amazing work by Ellen Jameson, Janis Watson, and Gary Neely), we have updated the virtual world. While much of the original design remained untouched, this new iteration is certainly more visually appealing and realistic (see images on Flickr). However, what is really useful from a curricular perspective is how the revised narratives engages students in more deeply thinking about notions of civilization, and the way it prompts them to examine more deeply the natural and cultural heritage of indigenous cultures. See Trailer.

Click below for slide shows produced by designer Ellen Jameson of some of the new 3D updates, and a comparison of new and old versions:

      In particular, the current scenario requires students to learn about what factors combine to constitute a civilization (permanent structures, division of labor, farming, art, writing, etc) and to interrogate the sophistication of indigenous cultures in America. These topics were highlighted in part based on feedback from Larry Wiese (Park Superintendent) and other Mesa Verde staff who manage the actual park in Colorado, and who played our designed virtual park experience. Over the course of the revised unit, students uncover evidence in the daily lives, culture, agrarian practices, and ruling structures of the Puebloans, which help them decide whether or not the ancient people of Mesa Verde should be considered a civilization or whether the pilgrims were the first true civilization to occupy America.
      In our first implementation, while students were engaged, our research showed that they learned little content and the motivation was determined to be limited in establishing legitimacy of the academic content. In particular, the initial narrative rested on the premise of negotiating whether Columbus discovered America, a tension revolved quite quickly through game play. To complexify the learning scenario and make the narrative tensions endure over the entire two-week unit, we added the theme of ‘Civilization.’  The questions at the heart of the curricular drama now are whether Columbus was the first civilized presence in America, what constitutes a civilization, and what factors might lead to the fall of a civilization? Answering these questions involves a trajectory that is spread out over two weeks as students work/play through the game missions.
     A particular focus of this unit was to immerse students in a virtual replication of Mesa Verde National Park, using actual 3D models adapted from a partner who uses laser scanning techniques and 3D imaging software to produce perceptual simulations of real-world locations. More than a perceptual reproduction, it is important to note that our designs involve fictional elements that are deemed pedagogically useful such that the final production has perceptual realism, narrative realism, and interactive elements similar to other media-based historical fiction accounts but with an added pedagogical focus. For teachers already using Quest Atlantis, we encourage you to assign this unit to your students and for new teachers you should apply for an account and go explore this exciting world. Thanks to our partner, OPEN, for raising the funds to make these important updates.