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DESIGN AND DEVELOPMENT OF LEARNING SYSTEMS

I am able to design and develop innovative, aesthetic, effective and sustainable learning technologies based on theory-grounded research.

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OBJECTIVE 1.1. STUDENTS ARE ABLE TO DESIGN/DEVELOP LEARNING AND PERFORMANCE OPPORTUNITIES AND SYSTEMS INCLUDING DIRECT INSTRUCTION, CONSTRUCTIVIST LEARNING, COLLABORATIVE WORK, AND PERFORMANCE SUPPORT.

ISLT 9484 – Teaching Online Courses

Project: Synchronous Instructional Session


Description and Learning Process

I created learning content and gave a presentation about steel, concrete, and brick buildings. I selected this project because the general purpose is direct instruction. The technology included PowerPoint for the content and Zoom for the web conferencing platform. The goal is for the learners to be able to associate a notable building or event with its appropriate historical structural significance. I prepared PowerPoint slides as the primary visual aid, along with PowerPoint handouts to facilitate student note taking. I engaged the students through synchronous video and audio of Zoom and its deeper collaborative features of the chat box, reaction buttons, and screen sharing s needed. The learning objective was measured at the end of the presentation where the class discusses a question that matches a few of buildings with the significant achievements. Learner understanding was verified twice during the session by asking them to identify their most interesting significances, and by offering opportunities for the students to ask questions.  I monitored student attitudes and engagement by observing their facial expressions and chat activities.

Reflection

I learned that assessment is much more than taking a test or doing some homework after the event. Quality assessment also occurs during instruction. Intermediate knowledge checks along the way help ensure that the students have continuous engagement with the content. The biggest takeaway from the project is that communication must be two ways.

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OBJECTIVE 1.2. STUDENTS ARE ABLE TO DESIGN/DEVELOP LEARNING OPPORTUNITIES AND SYSTEMS FOR MEANINGFUL LEARNING; PROMOTE STUDENT ENGAGEMENT IN ONLINE LEARNING ENVIRONMENTS; AND SELECT APPROPRIATE TECHNOLOGY AND LEARNING OBJECTS TO SUPPORT LEARNERS.

ISLT 7384 – Designing Games for Learning

Project: Game Design

Description and Learning Process

I created an interactive single-player gaming experience that apply concepts from the international building code. I selected this project because of its aspiration to seek out meaningful learning in a game. The game prototype was developed using Stencyl. The balanced game design builds on the notions of content, task, and evidence-based models. The content is based on knowledge and skill. The task is connected to activities. The evidence is tied to verifiable outcomes. The content area surrounds the means of egress system, or how does the occupant safely exit the building. The learners experience the content as they navigate through the primary components of the egress system. The task is twofold where they must solve the maze puzzle within a time limit and answers questions posed by the oracle at some of the destinations. Evidence is eventually validated upon their exit from the building.

Reflection

I learned how to design and develop a game idea into a functional prototype. The easiest aspect was to generate an initial idea using my background in architecture. Stencyl was a good tool for novices to create games. The final output was in the form of a shockwave file. The most challenging part and the biggest takeaway was aligning the instructional objectives with the knowledge or skill gained through the player activities and outcomes along with the performance measures.

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OBJECTIVE 1.3. STUDENTS ARE ABLE TO CONDUCT PROJECT MANAGEMENT ACTIVITIES FOR BOTH DESIGN/DEVELOPMENT, AND IMPLEMENTATION OF LEARNING OPPORTUNITIES AND SYSTEMS.

ISLT 7384 – Designing Games for Learning

Project: Blog

Description and Learning Process

I created a blog about my progression of evaluating to making games. I selected this project based on the management required to maintain a blog and for seeking the learning opportunities that might exist in the online games. I evaluated and played games such as Minecraft, Cursed Treasure, Captain Steelhouse, Wax’O Care Clinic, Enter the Gungeon, Super Hot, and Skullface. I maintained the blog with Weebly. Other software investigations and applications included Twine, Stencyl, and Unity. Learning responded to the James Paul Gee game-based learning principals. He articulated three fundamental categories of empowering learners (co-design, customization, identity and manipulation), problem solving (sequencing, pleasantly frustrating, cycle of expertise, just in time and on-demand, fish tanks, sandboxes, and skills under strategies), and deep understanding (systems thinking and meaning as action).

Reflection  

I learned that a game and gamification are not the same thing. A game simply seeks an emotional and quantifiable outcome, whereas gamification seeks to promote learning. Different design techniques and game mechanics are associated with an escalating level of knowledge. I was able to find which games promoted learning. The biggest takeaway was Gee’s principle of manipulation. Neuroscience has shown that when a player can control their movement, the player can become immersed.

Goal 1: Services
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