3.3: Online & Blended Learning:
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Artifact
Game Developers are Readers and Writers Reflection I developed the Game Developers are Readers and Writers Webquest as a summative project for the ITEC 7445: Multimedia & Web Design course. It is published online as a blended project-based learning model used to facilitate students’ exploration of what it means to be a professional in the gaming industry. To complete the project, student groups must read a novel, use a graphic organizer to play and analyze virtual game adaptations of other novels, research the skillset required for the game development profession, create a presentation synthesizing game development skillset, the course standards, and a storyboard for a game adaptation of their novel, then market their game plan to the class and beyond. Students experiencing this project use the skills critical to demonstrating mastery of the Common Core Georgia Performance Standards for 9th grade English Language Arts, and, more importantly, they learn why these standards are critical to college and career readiness. Students must read and analyze a novel, play and analyze virtual games, research the gaming profession, and collaborate on the creation of a game adaptation plan that synthesizes their learning. Through this online and blended exploration of the game development profession, they use and develop two forms of digital content that reflects their literary and nonfiction analysis skills, research skills, and creativity. One form of digital content required for this project is the rubric-assessed product at step 4: the presentation of their game play analysis, game developer profession skillset research, and the course standards. The second rubric-assessed product is required at step 6: a game plan for the game adaptation of the novel the group read. Students move through several learning networks during the course of this webquest. They work in small groups to accomplish the tasks, explore networks relevant to the game development profession, explore persuasion in and outside of the school environment, and use persuasive techniques to call attention to and hopefully approach publication of their novel adaptation games. From completing this artifact, I learned how to create authentic, engaging learning experiences (Williamson, 2013) that meet students where they are and answer the perpetual question: Why do we need to learn this? I also learned to consider the Universal Design for Learning elements (CAST, 2015) and visual design elements when creating digital content. As I began creation of the webquest, I intended for students to actually create game adaptations instead of game plans. I quickly realized that the Internet did not offer free, user-friendly web tools to accomplish that goal. Since then, much has changed in Cyberworld, and schools have purchased new technology tools. To improve this webquest, then, I would explore the Internet and school web tool offerings again, hoping for a user-friendly game development tool that students could use to actually produce their games. The work that went into this artifact impacted school improvement by demonstrating effective use of webquests. I have seen many webquests implemented, even created a few myself, that accomplished little more than paper, a pencil, and a textbook could accomplish. Discussions after those implementations centered on confusion as to why the use of the Internet tools did little to motivate students. The answer to that question is clear now, and it is an answer I have shared with colleagues. I have also shared the visual design and Universal Design for Learning principles that fortify the design of this webquest and plan to do so further during faculty development sessions. The impact on student learning could then be exponential, measured by students’ survey feedback on their ability to see what skillset is needed for college and career readiness, why the standards matter to their emerging professional selves, and how learning about these concepts can be genuine and interesting. References CAST. (2015). About UDL: Learn the basics. National Center on Design for Learning. Retrieved from http://www.udlcenter.org/aboutudl Williamson, J. (2013). Indicators of instruction for engagement, empowerment, and deep understanding, retention, and transfer of knowledge. Retrieved from http://bit.ly/1BhCHaU. |