Category Archives: Instructional Design

The Intersection of CLAW and ID

One thing that I have struggled with over the past few years is the degree to which the different parts of my virtual and IRL selves should be integrated and advertised. I’ve aligned myself with the K-12 educational world for well over a decade now and have been hyper-aware of the importance of editing my professional presence to be as non-confrontational and non-controversial as possible. However, I feel that my outside interests inform my professional expertise AND are part of what make my instructional design more fresh and interesting.

And I guess the big reveal in this post is that I am a lady arm-wrestler.

Copyright 2012 Billy Hunt For more of Billy's phenom work: billyhunt.com

The Birth of Schoolmarm
Copyright 2012 Billy Hunt
For more of Billy’s phenom work: www.billyhunt.com

I’ve got several personas that I wrestle as, but Schoolmarm is my first and most personal expression. Schoolmarm represents the darkest aspects of my teacher and ID personas. Judgmental, unkind, didactic, and unpleasant, Schoolmarm personifies all that I fear I might become, but hope not to. When I design instruction, I design in opposition to Schoolmarm’s angry and insecure disposition.

Rather than be embarrassed about this expression of crazed therapy, I’m going to embrace it. This love of play and pushing boundaries IS what makes me a great instructional designer.

For more information about the Ladies Arm Wrestling movement go to:

CLAW on Facebook

CLAW the Movie

CLAW USA

 

A frog, an iPod, and misplaced skills

I love this video. It’s funny and unexpected, but it also can inspire some thought about the intersection between mobile learning, training and authentic tasks (no, really!).

Mastery Learning is Transferable

That frog is really good at that game. Is anyone surprised? That’s what frogs do.  The main knowledge transfer is from operating in 3D world to a 2D representation on a screen, but the game still exploits the frog’s rapid reflexes and tongue/eye coordination.

Platforms Change, Skills Remain the Same

The frog doesn’t care if that’s an iPhone or an HTC or a real-life fly. Its scanned the movement and the shape and wants to perform. Design for the task, not for the platform or the OS.

Without Satisfaction, Frustration Reigns

Finally the frog attacks the one 3D object that it can. It’s been denied a tasty treat multiple times when all of its experience tells it that that it should be eating a bug– not just a tidbit, but a critical part of its sustenance. As it fails to get its reward, its body language demonstrates greater urgency.

What are our lessons as designers here?

  1. Know what compels our learners — design activities that speak to their desires and strengths. 
  2. Design platform- and device-agnostically– Exploit what makes them unique– touch screens, for example, but make sure that activities are high quality.
  3. Reward with authentic returns. Virtual awards won’t satisfy everyone, or at least not frogs.

Skills, not Content at the DML Badges Competition

Earlier this month we were lucky to get to share portions of the Computers4Kids curriculum at the Digital Media and Learning Badges competition. As I’ve mentioned, C4K didn’t win the money prize, but we were thrilled to be included. C4K offers training, one-on-one mentoring and college and career transition guidance to low-income youth in 7th-12th grades. With the exception of training, which has a clearly defined set of objectives, the C4K curriculum provides an intensely individualized program which accommodates the needs and interests of both our students, and our volunteer mentors. The challenge has been to provide a meaningful measure of what our students are achieving.

The DML Badges Competition asked organizations to create badge systems that validate out of school learning. We chose to present the college and career transition aspect of our program, Teen Tech. When students come to Teen Tech they focus on academic, job readiness, technology and/or service projects. As they attend over their high school years, their interests and needs change depending on school or family obligations, their age or other extra-curricular activities. Teen Tech’s curriculum needs to be flexible to accommodate our students’ changing priorities, however, our metrics need to capture what the students are learning so we can monitor their progress, uncover their challenges, and review the data to inform how we evolve the curriculum.

In this situation we can’t focus our measures on what content is being learned. On any given day, 10 students may be in the lab, working on such diverse tasks as Trig homework, mixing a new song, writing an English essay, practicing Photoshop in preparation to teaching a workshop.

All of this is why we do focus on broader, recognizable and valued skills. We work with students to fit their work into one of 5 learning domains and then map them onto ISTE-NETS for students. The table below demonstrates that alignment for some sample activities.

Badge Tasks Selected Skills (ISTE-NETS)
Plan -Identify tasks and final goal
-Create timeline
-Adjust  plan to reflect feedback from critique
Critical Thinking, Problem Solving, and Decision Making
(Use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.)
Learn & Apply -Identify and Perform 15 new technology skills in Adobe Dreamweaver Technology Operations and Concepts (Demonstrate a sound understanding of technology concepts, systems and operations.)
Create -Create, assemble and organize all components of your website, including images Creativity and Innovation (Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology
Reflect & Revise -Perform self-evaluation before formal critique
-Participate in formal critique
-Revise products according to feedback received
-Write final summary of the project
Critical Thinking, Problem Solving, and Decision Making 
Present -Upload website
-Advertise it via social media
Communication and Collaboration

I think this kind of thought, investigation and analysis is what sets Computers4Kids apart and why the DML Badges Competition judges selected us out of a pool of 500 teams submitting content and frameworks. Multiple people have asked, how could they award such large institutions like Disney-Pixar, Microsoft and Intel in a competition intended for small non-profits? I’ve come to realize that the competition had nothing to do with awarding the most needy, or the smallest, or most efficient. We were competing toe-to-toe to demonstrate that we could reach the widest audience with international companies that have huge resources, instant name-recognition, and deep pockets of personnel. Our six employee organization got into the room with them and showed that we’ve got the goods as well.

Underdogging it at the DML Badges Competition

Last week, we all went to the DML Badges Finals competition to represent Computers4Kids and Teen Tech. By we all, I mean me, Dolly, Paul, and Brandon. We’ll post the content and idea behind in a second blog, but this one is all about the process.

This was a Big Deal to Computers4Kids and our team. This competition was funded by The MacArthur Foundation (you know, the geniuses) and sponsored by Mozilla and a whole bunch of high profile educational organizations. With only 3 full-time and 3 part-time staff, C4K were certainly the underdogs. And we didn’t win. We lost to teams from Disney-Pixar, Smithsonian, 4-H, American Museum of Natural History and other institutions that you’ve heard of. But, we started in a pool of 500 teams and went on to be in the final 64. Here’s what we did right:

  • Do What You Know
    • We didn’t try to reinvent the wheel. I took content that I knew extremely well– the Teen Tech curriculum that lab staff and I have developed and refined over 3 years– and refined and reordered it to fit the competition constraints.
  • Know Your Strengths and Weaknesses
    • Going in we knew we were leaner than most of the organizations, but we know what we do well. We’ve built a curriculum that is flexible and closely meets our learners’ needs and is aligned to national standards. We know our logic model, assessment strategies, and actual educational outcomes are more realized than most organizations our size or larger.
  • People are Your Power
    • We assembled the best team we could and sought qualified outside opinions. Everyone who worked on this project shared similar vision about what’s important in education, learning and design. High pressure situations with tight deadlines are not the time to bring in the devil’s advocates.
  • Let Go of Ego
    • Good products require that you be willing to let ownership go. When someone tells you to revise, do it. Unless they’re wrong, but if you’re working with the right people, they’re not.
  • Appreciate the Process
    • Even though we didn’t win the money, we accomplished a great deal. I took the opportunity to meet with the Teen Tech Manager to figure out what was working with our program and what wasn’t. We’ll implement these changes shortly. I generated material that we’ll use to describe our program better. I refine my own thinking. And we had fun. You’re not good at ID if you don’t love doing it.

Strategic Play

Part 4 of a six-part series reviewing examples of the six activity modes.

Strategic Play emphasizes the manipulation of resources – military, financial, or “human” – over a longer term. In games that emphasize problem-solving, achieving pre-set goals determines progress, while games that encourage a strategic mode of play often enable players to select their own or the computer’s benchmarks. Games with strategic activities include The Sims, titles in the Tycoon series, Civilization, and the Age of Empires. Few educational titles have incorporated this play mode.

I love strategic play, but I am only semi-good at it. To excel at strategic play, you must be able to see the multiplicities of options and how your decisions now affect future fortunes.

Desktop Defense: This is my favorite online strategic game. The player is given a starting pool of money to purchase or improve towers which then are placed on the game board to prevent the egress of little blobs of different types. As these blobs are stopped, the player gets more money to spend on the defensive towers. This is a common set-up for strategic games; another good example is Bloons Tower Defense with monkeys and balloons, always a winning combo.

A simple-to-learn, hard to master board game is Othello, which is a territory-capture game. Here two players are assigned a color, black or white. The players gain territory by placing their color to capture the other color between two of their own. These tiles get flipped — exposing the player’s color, and hiding the opponent’s. Play continues until all squares are filled. The exposed colors are tallied and whoever has the most wins.

Many games categorized as Role Playing Games (RPGs) contain a good bit of strategy. Based upon the Dungeons and Dragons games popularized in the ’80s, RPGs, such as Monster’s Den, have the player form a party of characters of varying strengths and weaknesses. These characters have human personas — pictures, names, and types, but really are a series of statistics that the player controls through add-ons found mostly through pillaged treasure and reward. Often cast in a mythological world, character death is temporary and nullified through use of potions or spells. Ensorcelled armor or weaponry improve the stats of the character.

Prepping for the DML Badges competition…

In 2 days I’ll be flying out to California in compete in the Digital Media + Learning Badges Competition. There I’ll be presenting Computers4Kids’ Teen Tech program. I’m super proud to be heading out to this pretty elite competition; the MacArthur Foundation funds and Mozilla sponsors. Computers4Kids is definitely one of the smaller organizations that will be competing, but I’m feeling pretty confident about my ability to make a winning argument.

We’ve been working hard for the past few years at C4K to align what the kids are doing to national standards. I think this sets apart from a lot of other non-profits. And while it’s personally and professionally gratifying, what keeps me grounded and directed is that everything we’re doing leads to further student success. It’s easy to get caught up in the idea that all this leads to agency success: recognition=more money=greater sustainability, but it’s hard for me to maintain excitement about that.

The realization I had the other day is that by aligning what students learn and practice to recognizable and recognized educational outcomes, we can better communicate to them, schools and employers how valuable their skills are. For under-served students in particular, having that self-esteem and self-worth is crucial. I want to arm myself with the knowledge that C4K is making a real difference in youth’s lives and that curricular alignment and larger efforts like badging systems contributes in a significant way.

Social Play

Part 6 of 6 on an ongoing series about the six activity modes.

Social Play takes several different forms, all centered around social interactions between players, avatars and opponents.

One form of social play is the control of characters in interactions with other computer generated characters, a la old school The Sims. This seems to have been replaced by the more interesting (maybe) interactions of avatars controlled by humans in online environments like Second Life. People can meet strangers, develop relationships, even get married in these virtual communities. These interactions are set apart by their representation of 3-D avatars which can interact in a virtual world.

Another kind of social interaction is the live chats which can take place in a variety of online forums. Again, here, the player can interact with a friends and strangers, but here it takes place with a text dialogue. Typically it is external to the game play.

Multiplayer games allow all sorts of cooperation and competition between players. Sometimes players will alternate between competing and cooperating with the same groups of players.

Often in digital games we concentrate on the controlled interactions that we create, but there are a great number of interactions that happen outside of the planned gaming environment. I often observe the coaching and tutoring that goes on between people in the same physical environment. While it is easy to design for one player per station, oftentimes players enjoy cooperating and sharing the same station. I also will model how to use a game or an activity on a station to elicit excitement and engagement with students. Let’s not forget that a people still like to interact in real life together.

Problem-Solving Play

Part 2 of a 6 part series reviewing examples of the 6 activity modes.

A review of Problem-Solving play:

Problem-Solving play is commonly encouraged via inclusion of puzzles, both in educational games and in commercial titles such as Myst. Here, there are specific rules for the activity sequence and the solution to the challenges. Even if there are a number of challenges within a given game, they are generally well defined, and undertaken independently. The problems may be hierarchical, requiring one problem to be solved before moving on to another, or the problems may be parallel and unrelated. Problem-solving may be fast-paced and reliant upon hand-eye coordination, or it can take a slower form where logic prevails.

Factory Balls 2 I lurve this game. Using a variety of tools, the player transforms white balls into 30 colorful variations with stencils and paints. Players must perform the transformational steps in a particular order in order to create the proper effect, but are not pressured by any time limits.

Little Wheel Here you look for a series of step by step puzzles hidden within the scenery. Like Factory Balls there is a particular sequence of steps to follow, but the ingredients and elements are hidden. I never can fathom these games.

Meta Games: This is the Only Level, Obey the Game and Take Something Literary play with the notions of game play and require players to solve puzzles that are fluid and require the knowledge of gameplay conventions. Novelties or deep exploration of game play? You decide.

Balance games: Tons and Tons of these. Red Remover, Super Stacker 2, Splitter 2, and  Perfect Balance 2 are just a few of the different ones where the player attempts to balance or unbalance objects in a worlds with consistent physics. These may have time constraints or not.

Light-bot:Use programming commands to cause a robot to follow different sequences of action. Like the Logo for this decade.

Matching games: Bejeweled and Bubble Shooter are two of the most famous, but most feature matching 3 more objects with like characteristics often with a time component.

There are tons more games with problem-solving activities. Game rules are typically fairly simple and straight forward. Problem-solving is easily combined with Active, Strategic and Explorative activities.

Creative Play

Part 5 of 6 of an ongoing series about the six activity modes.

Creative mode activities are sometimes hard to find within what we would consider the integral part of game play, but it often appears as a precursor or reward to game play. How many games have the option to dress the avatar before gameplay commences or reward the player by purchasing items and decorating their hideaway? This manipulation has taken the spot that paper dolls or make-up mannequins held during my childhood. Both boys and girls engage in this activity, but I certainly observe girls spending hours dressing their characters.

Marvel’s Create your own Super-Hero certainly appealed to this comic book-loving geek, but it has some of the inherent issues in these templatized activities. The player can only choose the typical female super hero body– pneumatic breasts not effected by this world’s gravity. Tall and lean, both the male and female bodies are completely unrealistic, but you are not limited in your color palette, making it possible to choose features and skin tone of any race. The brief Google search for dress-up games yield TONS of hits, but the majority were white, very thin images. Be cautious when designing your own avatars and be more inclusive, please.

The Sims,  Roller Coaster Tycoon and all the tremendous numbers simulation games were ultimately just vessels to create different worlds. While there were different challenges, a great deal of fun was had creating a personalized world with a color scheme and layout at the discretion of the player. It was not a huge coincidence that it was called a “god’s eye” perspective.

I’ve long thought that Andy Deck’s stuff was odd, interesting and thought-provoking. Here at Collabyrinth, he lets people create icons and then publishes them into a maze that displays the most recent users’ work.

Moving into the music world, this activity allows children to easily create music and sounds.

Finally, in Copy Cat, players recreate the images that appear on the screen. More of a problem-solving than a pure creative task, it does include aspects of color theory and the breaking down of space necessary for certain kinds of artwork.

I’m well aware that the activities for this blog entry are not strictly games, but I do think that these links provide activities that are compelling for a lot of users– and that it’s important to include opportunities for learners to create in free-form ways. Oftentimes as designers, we (or our employers) have a strong desire to lockdown the learner experience to predictable paths. Including creative activities challenge that structure.

Explorative Play

Part 3 of a six-part series reviewing examples of the six activity modes.

Another activity mode widely experienced in games is explorative play, where physical space and travel is simulated through the layout of the game arena. By hiding certain areas from view, the player is allowed to discover new areas and challenges in turn. Explorative play can be easily modified by the addition of other activity modes. Many three-dimensional “shooters” combine active and explorative play, where players find their way through virtual buildings or cities while dodging bullets and shooting enemies. Slower-paced educational games often pair exploration of an area with problem-solving activities.

I personally dislike explorative play. It makes me anxious because I don’t know what’s around that corner or in the hidden parts of the game board. I love Civilization. The first time I played Civ3 I played for 10 hours and then realized that I didn’t know what I was doing. Finally aware of the actual rules, I played for another three hours. Similarly when Civ4 came out I played til dawn one long night. But the initial stages of the game — the time where you send explorers out to scout the edges of the world with a completely hidden topography holds no appeal to me. Sure, there’s treasure and unknowns, but those things can be scary and dangerous as well.

In Little Wheel, the player explores the game space by solving puzzles and problems. Successful players are taken to another game space to undo other puzzles. Myst is the best known of these types of puzzle games.

Second Life is, of course, a social experience at heart, but it also incorporates a large amount of exploration of space and environments. In virtual worlds, people navigate their avatars through areas, discovering new spaces and interacting with objects by flying, walking, running, and jumping.

Bubble Tanks is a shooter that takes place within a series of contiguous bubble realms. Rather than experiencing player death, the player’s bubble tank is spat out to another bubble once its power has diminished.

The key to the explorative mode is understanding that not all options may be available simultaneously, and rarely is there a tiered, linear progression through levels. The explorative mode allows the player to feel in control of their movements through a larger space.