Gaming and Motivation Lesson Plan

Pacing – The pacing of the game will be relatively open ended, as the players will be able to work through the game at their own pace.  The game itself will stress the urgency of completion, however there is no real limit to how long the game would take, and the more that the players put into the game the quicker they will get the prize and therefore win the game.

Instructions – Each game player will begin by choosing their path throughout the map.  They will either begin by requesting their transcripts or uploading their transcripts to the gaming site or launch site.  The player will be completing levels (each enrollment document is a level) as their game pieces or avatars move throughout the map towards their ultimate goal and the games end.  Each level on the map will award the players a puzzle piece that will ultimately create a picture of their brand new MacBook Pro that they will be sent as they have finally completed the enrollment process.

Controls – Each Player will pick an avatar or build their own avatar to exemplify their lifeworld entity to walk the map of the game.  A quick click of the mouse to enter the next level will allow the players to move from place to place on the map not prohibiting them from moving forward until they have completed the prior level.

Knowledge – Each player will need to be in front of a computer and be able to upload a PDF file to the gaming site.  They will also want to know exactly what Full Sail program they are wanting to begin and be committed to completing the enrollment process.

Achievements – Short-term achievements after completing each task or level will be receiving a puzzle piece. Each puzzle piece earned will form a picture that will show the students a picture of their brand new MacBook Pro.

Story – Each Enrollment Guide will portray themselves in their own avatar illustrated by the guide.  The Enrollment Guide will begin instructing each player as they move through the map giving the players pointers of how to complete the levels (documents) as they walk them through each location on the map.  The Enrollment Guide Avatar will then accept the upload of the completed task (document) and will hand a blank puzzle piece back to the student.  Once the completed task (document) has been approved and received on file correctly, the puzzle piece given will be colorfully uploaded to the map and so that the player can begin viewing the overall prize at the end of the map/storyline.

Endgame – When players complete each level they will get the puzzle piece that will build a picture of the MacBook Pro.  The screen of the MacBook will give a quick summary of when and how the player should expect to receive their brand new MacBook Pro in 3-5 business days.

Assessment – Each level will be assessed in order to move on to the next level.  The players will be rewarded after completing each level once level is successfully been completed.

Timing – The timing is honestly relative to the player.  If the player is motivated to complete the enrollment process and begin classes, they will ultimately be able to complete the game quicker.  Timing is completely relative to the player.

CS5_ADDIE Research

I have learned a great deal about the ADDIE model as to instructional design development.  ADDIE stands for analyze, design, develop, implement, evaluate.  It is the most common instructional design model out there for educators and trainers alike to develop accurate instruction.  Each stage of the ADDIE model is contingent on the success of the previous stages completion, meaning that each phase builds on top of the previous stage (Addie Process, n.d.). 

Phase one of the ADDIE process is analysis.  This is where the instructor or designer identifies the problem or the purpose of the project.  They lay out the instructional goals and objectives and identify the proper audience for instruction (ADDIE Model - Wikipedia, the free encyclopedia, n.d.).   In the analyze phase, the learning objectives are created and written and the materials list is generated.  The designer or teacher will begin to define measurable goals and objectives and define desired outcomes.  Often people will also call this phase the discovery stage.

The second stage is the design phase which is the user interface of the project.  This is where the instructor would define and strategize the design or course.  This is where the project gets organized and define the measurable assessments to follow (ADDIE Instructional Design Model | Presented by Intulogy, n.d).   This is also where the visual design of the project begins, such as the graphics and the layout.

The second “D” stands for develop, and is the development portion of the model.  This is where the prototype would be created and the blueprint would be established.  This is also the stage in the model where the testing occurs and the design is rolled out to different test groups to determine modifications needed to  implement toward finalizing the design or lesson (ADDIE Model - Wikipedia, the free encyclopedia, n.d.).

 The “I” in the ADDIE model stands for the implementation phase and is where the instruction takes place.  This is where all of the materials are delivered and distributed.  The implement phase is where the learning actually takes place.  This is where the planning and developing becomes a reality and the instruction comes together to teach and learn something ADDIE instructional design at GrayHarriman.com. (n.d.). 

Evaluate is the last phase of the ADDIE model and is broken down into two parts.  The first is the formative evaluation, which is qualitative feedback and testing.  This is where discussion and brainstorming is implemented and addressed to help determine what the learner learned in comparison to what the instructor intended to teach.  The second for of evaluation is the summative assessment.  This is where the quantitative and physical testing occurs to determine what was actually learned from the instructional design itself.  This last portion of the process identifies feedback for revisions needed for the design (Addie Process. (n.d.).

How I could apply info in my environment?  The ADDIE model can help with every training and instruction implemented in my department at work.  We, as team leaders create training materials and presentations on a weekly basis to better equipped our employees with the most up-to-date information and helpful tools.  Often, we are working on a time crunch to get information out in a timely manner while staying in compliance with standards. Therefore we tend to skip basic planning steps such as the analysis phase and end up giving instruction with inaccuracy.  I think that implementing the ADDIE model into all of our departmental trainings and seminars will help my department and my fellow team leaders to establish a better instruction to our employees.

ADDIE Instructional Design Model | Presented by Intulogy. (n.d.). Creative Outsource Training Solutions by Intulogy. Retrieved September 25, 2011, from http://www.intulogy.com/addie/

ADDIE Model - Wikipedia, the free encyclopedia. (n.d.). Wikipedia, the free encyclopedia. Retrieved September 25, 2011, from http://en.wikipedia.org/wiki/ADDIE_Model

ADDIE instructional design at GrayHarriman.com. (n.d.). E-Learning Resources at Gray Harriman.com. Retrieved September 25, 2011, from http://www.grayharriman.com/ADDIE.htm

Addie Process. (n.d.). World News. Retrieved September 25, 2011, from http://wn.com/ADDIE_Process

BP9_RILS link to Wayne's Project

Follow this link to my comments on Wayne's RILS project.  He used Schoology, and has convinced me to give the tool a second try!

BP9_RILS link to Ari's Project

Follow this link to my comments on Ari's RILS project.


Ari worked his RILS project with Wikispaces.

BP8 RILS_Publication

Relevant and Innovative Learning Scenario

Erin Baxley

Brief Overview: This basic and easy to use tool built in Google Docs will help to simplify the job of an enrollment guide at Full Sail University.  It will house processes and procedures as well as blank documents for easy access and training slideshows/presentations that were presented for easy and efficient location and accessibility.  The tool offers a general instrument for instruction on identifying the normal questions asked by students and illustrating an easy-to-read and locate learning base for Guides to find general information to answer questions that arise during conversations with their students.

1. Target Audience – Online Enrollment Guides for Full Sail University
2. Materials –
1. Computer
2. Internet
3. Gmail accountPublish Post
4. Google Docs set up
3. Objectives –
1. Knowledge – Be able to recall and recognize the information found on the educational design tool (Google Docs), or be able to locate the information quickly to find the relevant information needed.
2. Comprehension – Understand the information provided on Google Docs and be able to summarize and translate it into their own words for explanation
3. Application – Take the information reviewed and be able to recite and differentiate the basic information in comparison to what actually needs to be explained to the student about the specific policy and or procedure and relate it to the students needs (replacing complex words and acronyms with actual names and student-friendly explanation)
4. Analysis – Distinguish and identify the question that is being asked from the student or that the Guide has so that they can outline the best topics to start on and continue to plan the answer from the information obtained
5. Evaluate – Describe a solid answer to a question, policy or procedure so that the student understands what is needed from them as well as gives them a reason why and leaves them feeling like they have been thoroughly helped.
4. Procedure –
1. Start up Web browser and go to Google Webpage
2. Create Gmail account (if already created you may use)
3. Click Log-In on top left panel of Google Homepage
4. Log in with Username and Password
5. On the top toolbar, click on “more” (next to Gmail) dropdown menu
6. Click on documents towards the bottom of the menu
7. Individual Google Docs will open
8. Click on My Collections and then Enrollment Guide FAQ’s tab
9. The intended document tool will open
5. Web 2.0 Tool – The Web 2.0 tool used in this project is Google Docs.  This tool has an easy navigation through the website and is easily accessible due to the Gmail account information being the login.  It has a simple to read interface with the right-side tab showing the documents available for view and is extremely easy to upload additional documents and slideshows through the few tools on the page. The “Collections shared” tab creates a viewable gallery for anyone using the tutorials with the shared guests.
6. Social Participation/Social Learning –  The social participation that it will take is for my employees to review the information provided on the tool and work with me on simplifying it and adding additional documents/presentations that they deem helpful for them.  This will increase knowledgeable communication between coworkers and will increase the information that they are building on for their job knowledge mastery.
7. Making Connections – The Guides will have an easily accessible and user-friendly informational tool to begin research on both common and intricate details of the enrollment process.  This tool is not meant to be a tutorial on how to do their job, rather a instrument to be able to effectively handle each situation as professionally as possible, as they will still have to fall back on their general financial and admissions knowledge of the process and how it works.  This tool will be a localized device that will house the documents that they frequent (so that they don’t have to search for them) as well as the training tools used to help equipped them with a better and more reliable file of all umbrella’s of information that they would normally have to search for, rather that be by asking a neighbor, supervisor, searching a computer drive, or the web for the information needed to help explain to the student.
8. Create/Produce – The learners, in this case my enrollment guide team will generate product knowledge of information that they may not memorize due to not using the information as frequently or not experiencing the problem/roadblock before.   They will be able to search for information about Financial Aid, Admissions, and process and procedure that could help them quickly answer the questions that their students are asking them in a manner of seconds.  This will help smooth their explanation through the enrollment process, as they will have the ability to pull up basic facts in an instant instead of having to search through files and folders to find the information that they might need to look for.
9. Assessment – My Guides will tell me if and what needs to be added to the culmination of information on the Google Doc shared content.  They will be able to use this tool as a search tool for information that they need/use daily in their everyday tasks.
10. Reflection –
1. Learner Reflection – There will be a general comments/feedback page for the team to elaborate on what is needed for improvement to the tool as well as corrected if they identify outdated information.
2. Educator/Trainer reflection – The trainer will continue to keep up with the comments/feedback section so that the proper updates can be made so that the tool continues to stay updated and accurate for all users.
1. Personally, after rolling Google Docs out to my team and showing them the benefits to the tool, my team couldn't wait to start picking through the tool. I had to remind them after about 10 minutes that they still had a job to do, as they immediately began playing with the tool and listing out documents, spreadsheets, and other tools that they use so that I could add them to the design. They really got into it. I enjoyed their enthusiasm, as quite often when management rolls out a new item, employees are reluctant to begin using it. They liked the usability of the tool and loved that they didn't have to read any real instructions to use it, as it is as easy as clicking the mouse to search.

And the RILS project revealed:

PE9_Keynote

I chose to watch and complete the Lynda.com instructional videos for Keynote Essentials, instructed by Craig Syverson.

Going with the theme of this week that I have been working on, I decided to continue on my quest to build a decent presentation.  As a former PC user (and I say that loosely, as I still love my PC) I grew to be extremely proficient in PowerPoint, as I have used the program since middle and high school.  When working on presentation for work, I find that most of the time (since I got my Mac for work) I end up creating them on the fly, and therefore don’t have time to really play with Keynote and make the presentation interesting and creative like in PowerPoint, so I often just stick with what I know.  I have dabbled in Keynote, but I say this knowing that my slides are extremely elementary as there are not any transitions nor are their movements to the slides. 

This being said, I am excited to start working with Keynote to become a bit more knowledgeable with the program, as my boss loves it, and works to create department meetings with it.  The transitions that I have seen Keynote able to work with are awesome, and the features and graphics, like all other Apple products tend to be outstanding, so this tutorial was extremely interesting to me, and the instructor Syverson was very helpful in keep pace but keeping the presentation slow enough to work with as well. 

Syverson developed the instructional clips to explain basic layout as well as elaborating on tables, charts, graphics, and even included multimedia files for more interesting presentations as it can become interactive. 

I started the presentation (which easily enough began the same way using PowerPoint) by adding slides and moving titles around to help build the presentation that I wanted.  I found a few graphics from the web and grabbed a few screenshots from my computer and followed through with content.  Once I was able to complete the basics of the presentation, I started adding transitions to the headlines and text throughout each slide.  I also began to work out the transitions between each slide so that the presentation was innovative and stimulating for my audience.  I wanted to make sure that it wasn’t too busy, but that the presentation had enough creativity to it that it kept my audience intrigued and listening so that they understood the content of the presentation and didn’t tune me out. 

I had to create a presentation for work about Supercoursers and decided that I would take on this undertaking using Keynote…YIKES!  

PE8_Indesign

I chose to get to know the InDesign application for this next project.  I watched the video tutorials: InDesign: Interactive Documents and Presentations from the Lynda.com website.  Since I am always looking for new and innovative ways to perform presentations in my job, I thought this would be a interesting program to use, and figured this would be a great tool to use moving forward with documents and creative designs for future presentations.

James Fritz taught the course and completed a task-by-task instruction of how to use this tool to its fullest.  As I walked through the course, I worked through the project myself so that I could get the most out of this course by actively working through the process with Fritz and could get the most out of his instruction.

 Fritz is a bit harder to watch and listen to in this video, as speaks very fact, and although he does speak clearly, it almost sounds like he is speaking in fast-forward.  This makes it a little more difficult to keep up with him when trying to work with his videos to see exactly what can be done with InDesign. 

I created a simple and easy document presentation for my first one, as I played a lot with all of the instructors clips on how to create hyperlinks, navigation systems, and dabbled in the animation function. 

I think that InDesign will be a great tool to use once I start playing around with it a bit more.  Because Fritz moved so quickly through each of the clips, I figured that I would make my first document pretty simple so that I was able to see what featured it had to move forward with.  I am in no way an expert with using InDesign, but I think I at least have a basic understanding to start from here.