Prototype for Prescriptive Learning Environment - Essay Example

Design ment: A Prototype for Prescriptive Learning Environment - Competition of Multiplication Table - / Course Date Total Number of Words: 2,184 Table of Contents I. Design Template ..................................................................... 3 II. Background of the Package ..................................................... 3 III. Package Concept .................................................................... 3 IV. Problem Analysis / Needs Assessment ...................................... 5 V. Information Review ................................................................... 5 VI. Goals and Objectives ............................................................... 6 VII. Task and Instructional Analysis .................................................. 7 VIII. Design and Structure ................................................................. 8 IX. Proposed Resources and Media Format ..................................... 10 X. Implementation Environment ....................................................... 11 XI. Constraints ................................................................................ 11 XII. Evaluation Procedures ................................................................ 12 Figure I – Positive Remark ............................................................................. 13 Figure II – Words of Encouragement .............................................................. 13 Figure III – Home Page .................................................................................. 14 Figure IV – Competition of Multiplication Table ............................................. 14 Figure V – The Multiplication Table Prizes (1st Step/Stage) .......................... 15 Figure VI – The Multiplication Table Prizes (2nd Step/Stage) ........................ 15 Figure VII – The Multiplication Table Prizes (3rd Step/Stage) ....................... 16 Figure VIII – The Multiplication Table Prizes: Cartoon Movie ....................... 16 References .......................................................................................... 17 Design Statement Template “Design Statement: A Prototype for Prescriptive Learning Environment” Background of the Package The growing number of elementary students who are having difficulties solving mathematical problems throughout the United States contributes to the need to develop a new learning instruction which could encourage more young individuals to actively participate in the learning process. The learning objective of the game called “Competition of Multiplication Table” is to promote learning and competition on basic multiplication problem solving among the elementary students. Since most of the elementary students need an effective learning guidance (Gagne et al., 1992: 194) to support their learning activity, the “Competition of Multiplication Table” will have to be developed in a prescriptive learning environment. The use of multimedia in multiplication game is not an entirely new learning concept. Other multimedia designers in the past have applied cartoon characters in video games (Big Brainz, 2007) or simple yet colourful figures, charts and tables (Caltron, 2007). Designing and developing the “Competition of Multiplication Table” in a prescriptive learning environment based on Gagnés nine instructional events model (Gagné et al., 1992) enhances the learning experience of the students more than a pure gaming multiplication game. Package Concept The overall learning goal of the project is to create a prescriptive learning environment using Gagnés nine instructional events model. The program will use an easy instructional guide to allow the learners to develop their self-learning skill. The package offers the learners to choose between two simple programs: (1) the ‘Competition of Multiplication Table’; and (2) ‘The Multiplication Table Prize’. The most interesting part of the package is that the game design does not follow a single structure in each stage aside from the fact that it offers the learner a reward of a free cartoon movie viewing. Since most of the elementary students in the United States are having difficulty solving multiplication problems, there is a strong need for a proper learning guidance in the gaming design which can be attained from a prescriptive learning environment. (Cicchinelli et al., 2006) Considering the case of the elementary students, a democratic learning approach is not appropriate since it focuses on encouraging the students to express their own ideas, views, opinions, and suggestions more than having the instructor(s) / teacher (s) to guide them with the subject matter. (Gandal & Finn, n.d.) Part of the instructional strategies and the package’s major functional features includes: proper communication through text messages to aid the students’ learning process (Gagne et al., 1992: 186); a good stimulators such as attractive colors and designs and a good audio system could attract the students’ “sensory registers” which could allow them to record the whole learning process in the short-term memory (Gagne et al., 1992: 187); repetition or rehersal in order to enable the students to effectively remember specific materials learned in the long-term memory (Gagne et al., 1992: 189); and a prompt feedback to allow the learners to analize mistakes or be praised for a good work. As a way of praising the student for a right answer, clapping sounds and positive expressions were utilized. On the contrary, students with wrong answers will automatically be directed to a page that indicates the answer is incorrect. Problem Analysis / Needs Assessment The learning process used in the packaged is designed to train the students with difficulty in learning the multiplication table to develop their cognitive and self-learning skills aside from the fact that the package makes it challenging for the learners to participate in learning. The package will address learning problems associated with classroom activities. The adaptation of a pure resource-based learning can unmotivated some of the students since no direct open discussion is involved in the learning process. Another major concern is the fact that the teacher deals with many students all at same time when teaching in the classroom. The package provides the learners with a one-on-one learning experience which could provide a more satisfactory learning result. It also enables the students to learn solve some multiplication problems without the presence of a teacher and/or in the comfort of their own home and time preferences. Information Review As a multi-media assessment and evaluation tool for multiplication problem solving, the main topic of the package is to solve the basic multiplication problems. The package offers two choices to the learners: (1) the ‘Competition of Multiplication Table’; and (2) ‘The Multiplication Table Prize’. The first program called the ‘Competition of Multiplication Table’ allows the learners to solve 15 multiplication problems that provide an immediate feedback after clicking on the learners’ choice of answer. The second program called ‘The Multiplication Table Prize’ has three stages prior to the reward to view cartoon movies. The first stage/step, second stage/step, and the last stage/step have nine, ten, and twenty-one questions respectively. The game design does not follow a fixed structure in terms of colour, shapes, background designs, and the format for choice of answers. Some page requires the learners to click on the shape of their selected answers whereas some page requires to ‘click’ on the white dot located at the left side of their chosen answer or key in the correct answer before clicking on the ‘confirm’ button. The package can be accessed either with the use of a CD-ROM or the Internet to access software like the Netscape of the Internet Explorer. Goals and Objectives The major goal of the package is to enable the elementary students develop their multiplication skills by creating a prescriptive learning environment based on Gagnés nine instructional events model. (Gagné et al., 1992) In the process of going through the designed package, learners are expected to become competent in solving mathematical problems as they develop their cognitive and self-learning skills by going through a series of learning guidance. The package is designed to be used as an assessment and evaluation tool after discussing the basic concept of the multiplication table in the classroom. For this reason, there are no required pre-requisite skills in multimedia since the package design is made easy to use. Task and Instructional Analysis The instructional approach used in the package is prescriptive. Since the target markets/users for the package are the elementary students with difficulty in solving multiplication problems, an effective learning guidance has been incorporated in the package design. In the process, the students should strictly follow the instructions provided. By following the specified steps and requirements, the students will eventually develop their self-learning capabilities including their cognitive and self-learning development. Basically, the package instructs and challenges the students to answer all questions presented in each step/stage. The option to give the learners the chance to view cartoon movies at the end of the game is beneficial on the part of the users and the teachers. The reward alone could motivate the students to feed their curiosity with regards to wondering what type of cartoon movies are waiting for them after completing the requirements. With the purpose of supporting the learners’ learning process, the students will automatically be directed to a page that indicates the that his/her answer is incorrect. As part of the challenge, this page provides the learner two choices: (a) to go back to the Home page; or (2) to try again. In general, the package is designed to be used as an assessment or evaluation tool as it is. Teachers who decide to use the package does not need any other additional resources except for a computer system. Design and Structure The design statement for an instructional tutorial has been based on the Gagnés nine instructional events model. (Gagné et al., 1992) To gain the learners’ attention and interests, enhance stimulating recall of prerequisite learning and learning stimulation; the program designer changes the colours and structure design in each multiplication problem page. (Gagné et al., 1992: 190) Instructional text was used to inform the learners of the program’s objective and provide them with learning guidance. The program also provides an animated with sound feedback for each correct and incorrect answer to check on the learners’ performance. Aiming to enhance retention and learning transfer, learners will be directed to a new page wherein they will be given the option to go back to the previous question they fail to answer correctly. The only metaphor used in the package is the clapping sound and positive expressions such as the guy with a smiling face and emphasizing the huge text ‘Excellent’ for each correct answer. (See Figure I – Positive Remark on page 13) In case the answer is incorrect, the learner will be directed to another page using crying and humorous symbols to encourage the learner to ‘try again.’ (See Figure II – Words of Encouragement on page 13) The main page has two navigation links that direct the learners to the page of ‘Competition of Multiplication Table’ and ‘The Multiplication Table Prize’. Using Microsoft Office tools, the ‘Competition of Multiplication Table’ has 15 buttons. Each button is linked to another page that reveals three choices of possible answers. In case the learner no longer finds this page challenging, he/she has the option to enter the ‘The Multiplication Table Prize’ page or simply click on the ‘exit’ button. Main Page ‘Competition of Multiplication Table’ ‘The Multiplication Table Prize’ ‘The Multiplication Table Prize’ (1st Stage/Step) (2nd Stage/Step) ‘The Multiplication Table Prize’ ‘The Multiplication Table Prize’ (3rd Stage/Step) Cartoon Movie ‘The Multiplication Table Prize’ has three stages prior to the reward to view cartoon movies. Each of the nine questions in first stage/step reveals three choices of answer. Upon answering all questions correctly, the learner will be directed to the second stage/step with 10 challenging questions. The same process/requirement follows which leads the learner to the last stage with 21 questions and the link to see the movie. In case the learner provided an incorrect answer, he/she have to redo the last step. Proposed Resources and Media Format The format used in the main page is MMB software. Microsoft Office tools and “Advanced e-learning builder” software were used in the design structure of ‘Competition of Multiplication Table’ and the ‘the Multiplication Table Prizes’ respectively. The three major steps are involved in the process of media production includes: (1) draw a plan for a simple main page design structure and navigation buttons as well as organizing the contents; (2) establish a design using Power Point software and incorporating some Audio and animation; and (3) organize and bring all the interface elements together using authoring tools to create a good framework for the package. In the designing process, the package designer utilized simple computer language software, text, photos, and video. Simple texts were used to enable the learners to understand the information and instructions presented easily. Since images and animations are effective communication tools, these were included in the package design to attract more students. Lastly, video is used in each price page to enable the students to strengthen their motivation to complete all challenging questions each time they get a correct answer. The package designer will have a copyright over the entire package design. Anyone who desires to use the package design should first seek permission from the package designer. Implementation Environment There is not much restriction to the access of the proposed package design. Students and teachers can easily access the program in the comfort of their own home, the library, a computer lab or any place where there is a computer, CD-ROM, and/or an Internet access. When using the package in class, math teachers could decide on whether to instruct the students to use the package individually, in pairs, or in small groups. This decision relies much on the available computer units in the school premises. The role of the teacher is to instruct the students on how to use the program and give a specific time frame for the usage. Constraints There is not much technical constraint with the use of the package design since the programmer used only the basic visual basic and PowerPoint software, standard fonts, and simple run methods in making the EXE file. Provided that the viewers have Internet access, a computer, CD-ROM as well as either Netscape or Internet Explorer, the viewers could easily access the proposed program design. Evaluation Procedures Aiming to assess and evaluate the procedures, quality, and effectiveness of the package, the program designer will conduct a formative and summative evaluation prior to the implementation of the program. (Formative vs. Summative Evaluation, 2007) As part of the formative evaluation process, the program designer will gather a small group of technically competitive individuals in order to ‘test run’ the package with regards to the graphical design, a possible error in the navigational links, etc. Aiming to test the effectiveness of the package design, the program designer will conduct a summative evaluation or a trial survey within a group of 100 elementary students. Survey questionnaires can be used to measure the efficiency of the package. Upon conducting the trial survey, math teachers will be encouraged to participate in the testing program. Combining the result of the formative and summative evaluation will enable the program designer to determine whether or not the package design has met its purpose. It is also possible to solicit some technical comments and suggestions from the evaluation participants to improve the overall appropriateness of the package design. *** End *** Figure I – Positive Remark Figure II – Words of Encouragement Figure III – Home Page Figure IV – Competition of Multiplication Table Figure V – The Multiplication Table Prizes (1st Step/Stage) Figure VI – The Multiplication Table Prizes (2nd Step/Stage) Figure VII – The Multiplication Table Prizes (3rd Step/Stage) Figure VIII – The Multiplication Table Prizes: Cartoon Movie References: Big Brainz. (2007). Retrieved September 21, 2007, from The Ultimate Multiplication Tables Video Game: http://www.bigbrainz.com/index.php?PARTNER=krimsten Caltron Educational Software. (2007). Retrieved September 21, 2007, from A1 Multiplicatron: http://www.caltrox.com/products/printable-multiplication-tables.htm Cicchinelli, L., Dean, C., Galvin, M., Goodwin, B., & Parsley, D. (2006). Success in Sight: A Comprehensive Approach to School Improvement. McREL. Formative vs. Summative Evaluation. (n.d.). Retrieved September 6, 2007, from http://jan.ucc.nau.edu/edtech/etc667/proposal/evaluation/summative_vs._formative.htm Gagne, R., Briggs, L., & Wagner, W. (1992). The Events of Instruction. Principles of Instructional Design. Fort Worth: Harcourt Brace Javanovich. pp. 185 - 204. Gandal, M., & Finn, C. (n.d.). Teaching Democracy. Retrieved September 12, 2007, from Freedom Papers: http://usinfo.state.gov/products/pubs/archive/freedom/freedom2.htm#school University of Queensland. (2007). Retrieved September 12, 2007, from Teaching and Learning Glossary: http://www.tedi.uq.edu.au/teaching/toolbox/glossary.html#learningcircles Read More