Tuesday, November 19, 2013

Module 7: Final Project Resources

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Your final project is where you will use what you have learned throughout the class to create a final unit where you will be identifying an outcome and then create a learning environment using audio, video and emerging instructional technologies.

Here are some links to some examples of what has been done in the past in Emerging Instructional Technologies.  They do not exactly fit the current requirements, but they will give you the idea.
These are similar projects that were done in previous Media Planning and Production courses. They weren’t created to fit the requirements for this assignment, but they are good examples of how media is used to create a successful learning environment.
This RWLD posting will provide some instruction and resource materials that should help support your work.

Selecting Emerging Instructional Technologies
Looking for ideas for Web 2.0 technologies you might use?  There are 1000s of Web 2.0 tools in the world. Here are a few lists that may be useful. Don't be overwhelmed by the number of tools listed. Browse the lists until you find something interesting:

 Creating Rubrics

A rubric is a tool used to evaluate student work. The rubric presents a list of the criteria that are considered important. Each of these criteria are accompanied by descriptions of different levels of success in demonstrating proficiency in each of the areas.
Here is an introductory video that uses chocolate chip cookies to explain the basics of using a rubric for evaluation.

Rubrics serve multiple roles. While people usually consider rubrics as evaluation tools, their most important task is to inform the learner of what is expected. Each cell tells you what is expected for each criteria.  Learners can use this tool to evaluate their work before submitting it.

Here is a video that is a bit more technical than the cookie video. It appears to have been created by a college student, but it is complete. The only problem with the  presentation is that they place the "unacceptable" column in the left column.  It is generally accepted that it is easier for learners to place the "exceptional" column in the left column so that it will be directly next to the criteria name.

You can easily create a rubric using a table in Word or Google Docs, but you can also create a rubric using RubiStar (  The advantage to using RubiStar is that there are many samples of rubrics that you can modify to fit your needs.

Writing Performance Objectives
The key to writing performance objectives is that you need to write a statement that describes an outcome behavior that can be measured.  This behavior is evidence that something has been learned.  Use observable and measurable verbs to describe the learner's performance.
  • Understanding is not measurable.  
  • Listing is measurable. 
You can refer to the Helpful Hundred (.pdf) which is a list of 100 action verbs you might use.  You might use others, but these are all performance action verbs for performance objectives.

The most common form of a performance objective is the ABCD objective.  This is one that includes the Audience, Behavior, Condition and Degree. Here is a page that explains the ABCD objectives.

Here are some examples of ABCD objectives:
  • Objective 1: Using scale models(C), fourth grade students (A) will arrange the eight planets in order from the sun (B) with 75% accuracy (D).
  • Objective 2: In 400 words or less (C), fourth grade students (A) will describe characteristics of a planet (B) with at least 80 percent accuracy of both information and grammar (D).
  • Objective 3: On a test (C), fourth grade students (A) will label planets in our solar system as gaseous or rock bodies (B) with no more than one error (D).
You may not realize this but Dr. Z wrote a song about writing ABCD objectives.  It is written to the tune of Scarborough Fair.  You can see Dr. Z sing "Are You Going to Write Objectives?" in the Roman South Theater in Jerash, Jordan. Granted it is a bit off key, but that was just the acoustics.  =-)

Tuesday, November 5, 2013

Module 6: Learning in a Virtual World

Who would YOU have as an avatar if you had the chance?  Meet Dr. Z

This will be an opportunity to meet, greet and talk with people through virtual means.
You will have the opportunity to use a Quest Gaming system at 3D GameLab to be introduced to the Second Life Virtual Worlds.  This will involve you opening a Second Life account and then exploring.

You should receive an invitation to partake in the Quest in the next couple of days.
Remember to post your Second Life name at the bottom of the page on our Student Contact page.
We will visit the Iowa Island in Second Life. Your new Home Away from Home is Dr. Z's

Read the materials and watch the videos below to get an idea of what SL involves. Can you find any materials on the web that you would like to add to our collection?

7 Things You Should Know about Virtual Worlds. A virtual world is an immersive online environment whose "residents" are avatars representing individuals who participate through the Internet. Many institutions are experimenting with virtual worlds for educational purposes. They may foster constructivist learning by placing students in a context that challenges them to learn without explicit learning objectives and assessment.

Using Second Life for Immersive Learning podcast
(Educause Connect Podcast) 14-minute podcast with Dr. Cynthia Calongne, Professor of Computer Science at Colorado Technical University. Discusses how she uses Second Life to provide real-life laboratories for her students.

Educational Uses of Second Life
Interesting 7-minute video introduction to the educational possibilities of Second Life.

Dr. Z's Intro to Second Life Wiki
A series of YouTube videos that Dr. Z found to introduce you to Second Life.

Virtual Social Worlds And the Future of Learning
Learning in Three Dimensions: Experiencing the Sensibilties Imagining the Possibilities of virtual worlds in education.

Friday, November 1, 2013

Module #5b: How Gaming Affects My World
Gaming is now officially part of your life.

In the first half of this module, you were challenged to play Kingdom Rush for at least three hours.  Chances are quite good that your gaming experience lasted much long than that hour. In fact, you may have found your life has changed with a few hours per day dedicated to continuing to do your "homework."

Why is this? What does the gaming process provide that rewards you in such a way that you want to re-experience it?

You reflected on your playing and learning experience on your blog.  You even read and reacted to your classmates' experiences.  Did their experiences match yours?  What were the similarities and differences?

Gaming is full of choices and the second half of this module will require you to make a choice.  Below are two sets of resources that you must review.  One of them deals with Gaming and Learning while the other addresses How Gaming Affects Our Daily Lives.

Gaming and Learning
What Teachers Need to Know about the Videogame Generation(.pdf)
7 Ways Games Reward the Brain
Gaming's Elements Make for Good Learning
How is Gaming Different for Boys and Girls?

How Gaming Affects Our Daily Lives
What Kids Learn That's Positive from Playing Video Games (.pdf)

How Gaming Makes a Difference in Your World 
TED Talks About Gaming in Our Daily Lives
Is Gaming "As Real As Your Life?"

Return to the Module 5b in BB9 for the rest of your instructions.
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