The three learning principles are creating links that are strong, dividing learning into 5-7 chunks of items, and relating to prior knowledge. As mentioned by learning researchers, the problem is not getting information into our memory, but bringing it back. The more you use a concept, less trouble you will have retrieving it. So it proves that when I created the Alice or Scratch project I was able to connect back to my prior knowledge. I studied computer programming more than 10 years ago and even though both programs are user-friendly, my prior knowledge did help me link concepts together and have the ability to recognize how the language works. I grasp logical statements quick as all programming languages apply these the same, except with different syntax. What made my learning easier was using visuals through the use of tutorials (Alice) and shared projects (Scratch) available. Alice tutorials introduced concepts from lowest levels to higher levels of application. First tutorial was about the screen and objects and then tutorials started getting more complex. I was able to understand many concepts, yet since Alice was new program to me I had play a tutorial, follow step by step, and then create mine.
2. What principles for teaching invariant tasks had accomplished in this Alice or Scratch project? Explain the reasons with references.
Principles of teaching variant tasks include routine, enrichment, and motivational tactics. I developed a jeopardy game using Scratch where I had several academic categories and the user would choose which categories and what points to answer. This presentation relates to the routine tactic since it contains the way information is presented, practice, and feedback. The user after reading instructions knew they had to answer a question and then will get a different feedback, depending if it was right or wrong. Indirectly the enrichment tactic was also used when I used chunking through categorizing information in different academic subjects that way the student will know what subject the question will focus on. Finally, the motivational tactic was also implemented by providing proper feedback and when they got a right answer users would get a positive message, while if they got a wrong answer they will get an encouraging message. At the end, their score would issue them satisfaction.
- 3. If you are required to redesign this project with Alice or Scratch, how would you apply the Development Process to complete this task? (Analyze, Design, Develop/Produce, & Implement).
Analyze - If I had to redesign this project, I would consider changing objectives, since I was skeptical to how Alice worked I chose a simple project and so did not address any preferred objectives. I used Alice more as an informative animation.
Design - Instead of an informative animation, I would design a concept game or might add a game after the animation.
Develop/Produce - I would add a summary page at the end of the project so students can reflect on what they should have learned.
Implement- Have them see the animation, play the game, and then assess what they have learned. Based on results I would then have to implement new changes, if needed.
References:
Reigeluth, C. (1999). Principles for learning invariant tasks. Instructional-Design Theories Site.Retrieved from http://www.indiana.edu/~idtheory/methods/m2c.html
Reigeluth, C. (1999). Principles for teaching invariant tasks. Instructiona-Design Theories Site.Retrieved from http://www.indiana.edu/~idtheory/methods/m2e.html
Reigeluth, C. (1999). Principles for teaching invariant tasks. Instructiona-Design Theories Site.Retrieved from http://www.indiana.edu/~idtheory/methods/m2e.html
Wow!! Background knowledge in programming would have helped tremendously in these projects. I had none and was at a complete loss when beginning the project but I also used visuals with the tutorials for Alice and shared projects for Scratch. I thought that the most beneficial thing with Scratch was that you could download projects and manipulate them. This helped to understand the concept of the different color blocks geratly.
ReplyDeleteI attempted a jeopardy game and had trouble, so I decided to venture down a different review-type game. I had so much trouble with the software that doing something like a jeopardy game seemed alien to me, but I bet it turned out really neat!! Scratch is a perfect program for a jeopardy game and scoring is very important with students, no matter the age.
I love the idea of a summary page at the end of the game for students to reflect. This would be great for them to review what they learned, see what they didn't learn, and reflect on what they felt they needed work on or what they wanted to learn about the subject matter.
I totally agree with your statement, "What made my learning easier was using visuals through the use of tutorials (Alice) and shared projects (Scratch) available." Without the online tutorials I would still be doing that assignment. I also found way more resources for Scratch and more kid friendly than for Alice. It is so important to remember we don't all learn the same way and in the same time frame. Thank goodness I was able to get Scratch, so I didn't drop the course. LOL
ReplyDeleteLauren, I agree! Having the ability to download projects and manipulate them differently does help tremendously. It can be compared as a show and tell. What makes me wonder is what level of thinking that might be because I know that I don't remember much of how I created my project.
ReplyDeleteIn addition, a scoring system is crucial to motivate students to keep playing and learning.
Kimber.. then we agree that visuals, tutorials, demonstrations will enhance our learning. I like your comment, "It is so important to remember we don't all learn the same way and in the time frame." You know many times we tend to do that. I once read that we tend to teach the same way we tend to learn, but not everyone is the same and it is crucial that we consider that. What might work for you, might not work for me and vice versa. Great input!
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