Flashcard Program Design Rev Aug 3

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Flashcard Program Design Rev Aug 3

  1. 1. Flashcard Program Design August 3 Rev
  2. 2. My Version of the List July 29, 2010 Rev
  3. 3. The Rubric <ul><li>Feedback </li></ul><ul><li>Sequencing and Spacing </li></ul><ul><li>Motivating and Engaging </li></ul><ul><li>Manages Cognitive Load </li></ul><ul><li>Learning Level Appropriate </li></ul><ul><li>Maximizes Academic Learning Time (ALT) </li></ul>
  4. 4. Feedback <ul><li>Feedback is immediate </li></ul><ul><li>Feedback supplies correct response </li></ul><ul><li>Elaborative feedback is available for low certitude responses </li></ul><ul><li>Data is available to track progress </li></ul><ul><li>Outcomes match learning goals </li></ul>
  5. 5. Sequencing and Spacing <ul><li>Sequencing reflects a scheduled framework (e.g., Leitner system) </li></ul><ul><li>Factoid presentation is discrete in space and time </li></ul><ul><li>Cramproof (At least one intersession interval of between one and thirty days) </li></ul>
  6. 6. Motivating and Engaging <ul><li>Design is engaging (visually, acoustically, tactilely and mentally) </li></ul><ul><li>Design makes real-world connections to learning outcomes </li></ul><ul><li>Design builds learner confidence (error free) </li></ul><ul><li>Design has a reward system </li></ul>
  7. 7. Manages Cognitive Load <ul><li>Design delivers information on both verbal and non-verbal input channels </li></ul><ul><li>Design avoids cognitive overload </li></ul><ul><li>Design can be modified to accommodate individual user profiles </li></ul><ul><li>Design enables learner to efficiently &quot;chunk&quot; facts by connecting and sequencing information. </li></ul>
  8. 8. Learning Level Appropriate <ul><li>Design incorporates learner's prior knowledge </li></ul><ul><li>Design incorporates learner's goals </li></ul><ul><li>Design can be tuned to low prior-knowledge students (response-contingent feedback) </li></ul><ul><li>Design can be tuned to high prior-knowledge students (topic-contingent feedback) </li></ul><ul><li>Removed: Design facilitates open content (institutional bias) </li></ul><ul><li>Replaced: OK Already! </li></ul>
  9. 9. Maximizes Academic Learning Time (ALT) <ul><li>Design is lean </li></ul><ul><li>Design is efficient </li></ul>
  10. 10. Rubric Table Feedback Sequencing and Spacing Motivating and Engaging Manages Cognitive Load Learning Level Appropriate Maximizes Academic Learning Time Immediate Framework Visually Multi-Channel Presentation Incorporates Prior Knowledge Lean Correct Response Space/Time Discrete Acoustically User Accommodations Available Goal Specific Time Efficient Elaborative Cramproof Tactilely Avoids Overload Tunable Progress Data Mentally Chunking Outcomes Match Goals Real-World Connections Error Free Reward System
  11. 11. Face/Name Flashcards Spider Solitaire Style
  12. 12. The Epiphany The Epiphany Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie Avao Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie Avao
  13. 13. The Epiphany Match the Colors Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie Avao Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie Avao
  14. 14. The Epiphany Match the Reward Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie Avao Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie Avao
  15. 16. The Epiphany Match the Mini-Reward: Completed Sets Cascade to Lower Left Corner Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie Avao Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie Avao
  16. 17. Rubric Feedback Sequencing and Spacing Motivating and Engaging Manages Cognitive Load Learning Level Appropriate Maximizes Academic Learning Time Immediate Framework Visually Multi-Channel Presentation Incorporates Prior Knowledge Lean Correct Response Space/Time Discrete Acoustically User Accommodations Available Goal Specific Time Efficient Elaborative Cramproof Tactilely Avoids Overload Tunable Progress Data Mentally Chunking Outcomes Match Goals Real-World Connections Error Free Reward System
  17. 18. Rubric Feedback Sequencing and Spacing Motivating and Engaging Manages Cognitive Load Learning Level Appropriate Maximizes Academic Learning Time Immediate Framework Visually Multi-Channel Presentation Incorporates Prior Knowledge Lean Correct Response Space/Time Discrete Acoustically User Accommodations Available Goal Specific Time Efficient Elaborative Cramproof Tactilely Avoids Overload Tunable Progress Data Mentally Chunking As long as you don’t think about what else needs to be done today! Outcomes Match Goals Real-World Connections Error Free Reward System
  18. 19. Include Chunking by Apartment The Fort The Wooten House Hot Chocolate House Big Blue The MBA House
  19. 20. Include Chunking By Common Name Jared Jacob Ashley Jessica Courtney
  20. 21. Halo Ward/Class File Matches Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie Avao Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie Avao
  21. 22. The Epiphany Audio On/ Off Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie Avao Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie Avao
  22. 23. Rubric Feedback Sequencing and Spacing Motivating and Engaging Manages Cognitive Load Learning Level Appropriate Maximizes Academic Learning Time Immediate Framework Visually Multi-Channel Presentation Incorporates Prior Knowledge Lean Correct Response Space/Time Discrete Acoustically User Accommodations Available Goal Specific Time Efficient Elaborative Cramproof Tactilely Avoids Overload Tunable Progress Data Mentally Chunking Outcomes Match Goals Real-World Connections Error Free Reward System
  23. 24. Program Opens Every Morning Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie Avao Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie Avao
  24. 25. Leitner-Programmed Timing Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie Avao Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie Avao
  25. 26. Rubric NO! Feedback Sequencing and Spacing Motivating and Engaging Manages Cognitive Load Learning Level Appropriate Maximizes Academic Learning Time Immediate Framework Visually Multi-Channel Presentation Incorporates Prior Knowledge Lean Correct Response Space/Time Discrete Acoustically User Accommodations Available Goal Specific Time Efficient Elaborative Cram-proof Tactilely Avoids Overload Tunable Progress Data Mentally Chunking Outcomes Match Goals For the suitably addictive personality Real-World Connections Error Free Reward System
  26. 27. The Fort The Wooten House Hot Chocolate House Big Blue The MBA House Progressive Helps for High/Low Prior Knowledge Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie Avao
  27. 28. The Fort The Wooten House Hot Chocolate House Big Blue The MBA House Help (Ctrl1) flashes misplaces Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie Avao
  28. 29. The Fort The Wooten House Hot Chocolate House Big Blue The MBA House Help (Ctrl2) flashes one house full Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie Avao
  29. 30. The Fort The Wooten House Hot Chocolate House Big Blue The MBA House Help (Ctrl3) shows it all Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie Avao
  30. 31. The Fort The Wooten House Hot Chocolate House Big Blue The MBA House Game Choices Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie Avao
  31. 32. The Fort The Wooten House Hot Chocolate House Big Blue The MBA House The Usual End of Game Data Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie Avao
  32. 33. Samples of Possible Variations Free Cell Style
  33. 34. Clip Art Faces from http://www.best-of-web.com/search_term_pages/faces.html Naomi Flinders Nat Flinders Jessica Jaws Lillie Avao Name Matching
  34. 35. Naomi Flinders Jessica Jaws Nat Flinders The Fort Big Blue The MBA House Hot Chocolate House House Matching Emma Cone Heather Kov Emily DeKan Shelby Davis Janell June Kenzi Mayo Nati Wallin Ashley Mackay Jess Francon Baily Martin Mari Cook Cass Sheerer Megan Tucker Niki Hunter Amanda And Malani Hill Ashley Macy Jess Pate Emma Cone Heather Kov Emily DeKan Shelby Davis Janell June Kenzi Mayo Nati Wallin Ashley Mackay Jess Francon Baily Martin Mari Cook Cass Sheerer Megan Tucker Niki Hunter Amanda And Malani Hill Ashley Macy Jess Pate Lillie Avao Emily Purdy Kristen Threlk
  35. 36. What’s Her Name? Variations First Name Only First and Last Correct Spelling “ Close Enough” Correct! Try Again
  36. 37. Ice Cream Parlor The Doll House The Nodule The Dungeon The Fort Big Blue The MBA House Hot Chocolate House House Matching Mixed Chris Hatch Bob Mitch Josh Winery Dani Davis Jaon June Karli Mayo Mike Wallin Ashley Mackay Jess Francon Baily Martin Wills HIckman Justin Hyat Megan Tucker John Penrod Lance Carl Chris Evans Austin Mack Jess Pate Emma Cone Heather Kov Emily DeKan Shelby Davis Jay Benz Ke Mayo Nick Wallin Ashley Mackay Jess Francon Baily Martin Mari Cook Cass Sheerer Megan Tucker Niki Hunter Ammon And Malani Hill Ashley Macy Jess Pate Jessica Jaws Lillie Avao Emily Purdy Kristen Threlk
  37. 38. Rubric NO! Feedback Sequencing and Spacing Motivating and Engaging Manages Cognitive Load Learning Level Appropriate Maximizes Academic Learning Time Immediate Framework Visually Multi-Channel Presentation Incorporates Prior Knowledge Lean Correct Response Space/Time Discrete Acoustically User Accommodations Available Goal Specific Time Efficient Elaborative Cram-proof Tactilely Avoids Overload Tunable Progress Data Mentally Chunking Outcomes Match Goals Real-World Connections Error Free Reward System
  38. 39. It is assumed that a standard data entry scheme will be incorporated into the program, allowing the user to download/import/input names, relationships and pictures.
  39. 40. Rubric Feedback Sequencing and Spacing Motivating and Engaging Manages Cognitive Load Learning Level Appropriate Maximizes Academic Learning Time Immediate Framework Visually Multi-Channel Presentation Incorporates Prior Knowledge Lean Correct Response Space/Time Discrete Acoustically User Accommodations Available Goal Specific Time Efficient Elaborative Cram-proof Tactilely Avoids Overload Tunable Progress Data Mentally Chunking Outcomes Match Goals Real-World Connections Error Free Garbage in, garbage out! Reward System
  40. 41. Detailed Rubric With Explanations
  41. 42. Yes, as programmed by the user. Results of learning session are related to learner goals. Goal Matching Yes, as per usual. Periodic feedback relates tracked data to learner goals (e.g., learning/achievement is definable (either by designer or user, i.e. five correct iterations) Progress Data Yes, at lower levels of the game Elaborative feedback is available for low certitude responses Elaborative Yes, but see note above. Includes knowledge-of-correct-response feedback (e.g., including response accuracy verification, providing correct answers, etc.) Correct Response NO! By design, the user should have to fuss and guess with as few hints as possible until all the cards are in the correct place and then WHOOSH! they cascade into the bottom left hand corner as serotonin bastes the brain cells with happy juice. After each response, feedback is immediate. Immediate Feedback
  42. 43. That’s the plan! Nothing is worse that an old school computerized solitaire program that takes a long, elaborate time to deal the cards! Design ensures waiting and transitional time is minimized. Time Efficient Building the data file will need some guiding GUI boxes. Once the data file is built, the program is meant to be intuitive to the average solitaire player. Design ensures all instructional activities support desired learning outcomes. Lean Maximizes Academic Learning Time It is assumed that the programmer will build this into the game. Sequencing reflects a scheduled framework (e.g., Leitner system) Framework Not technically. The game is presented as the opening desktop each morning. The user can choose to not engage. But the jones must be fed! Design provides for at least one intersession interval of anywhere between one and thirty days (no &quot;cramming&quot;). Cram-proof NO. Pacing and presentation mimics that of a computer solitaire game. Presentation of each item is discrete and spaced. Space/Time Discrete Sequencing and Spacing
  43. 44. Yes. Chunking by common name and chunking by apartment. Design enables learner to efficiently &quot;chunk&quot; facts by identifying, connecting (grouping), and sequencing information. Chunking Assuming a savvy programmer/designer Design avoids cognitive overload (e.g., text in close spatial proximity to visuals to avoid split attention cognitive load concerns). Avoids Overload Yes. There are several game variations of increasing difficulty Design acknowledges and adapts to limitations of audience (i.e. universal design and accessibility) Accommodations Depending on the game variation, audio input can be included. I would never use it. Design takes advantage of verbal (text, narration, etc.) and non-verbal (photographs, illustrations, diagrams, etc.) input channels Multi-Channel Manages Cognitive Load
  44. 45. Yes, the game is tiered in the manner of spider solitaire. One can play with increasing levels of difficulty: Design builds learner confidence (e.g., providing examples of acceptable achievement). Confidence This program is aimed at a specific target audience: the freecell/solitaire/sudoku crowd. For them, a game like this is better than chocolate Design promotes student satisfaction (e.g., provides recognition and evidence of success, practical application, etc.). Rewards Assuming a competent programmer for the scaffolding, the accuracy is up to the user. Error Free Yes, by design. The user must input the names and faces he/she needs to learn. User must also keep the input file current. Therefore the user controls the level of current relevance. Design makes learning outcomes relevant to students (e.g., connect content to learner goals, interests, learning styles, etc.). Real-World Nope! The goal here is to trick the brain into thinking it is getting its favorite junk food brain candy while actually teaching it something useful, like hiding broccoli in a poptart. Design stimulates learners' inquiry (e.g., give mentally stimulating problems that engage a deeper level of curiosity, etc.). Mental Design maintains learners' attention (e.g., utilize variation). I know from sad experience that the building could fall down around me unnoticed while playing a game like this. Design captures learners' interest (e.g., use simple unexpected events like a loud whistle or an upside-down word in a visual, etc.). Visual Acoustical Tactile Motivating and Engaging
  45. 46. Once the data file is built it could be shared with other people trying to learn the same set of names and faces Design facilitates open content (e.g., user-generated content, sharing of content and results, user-user or user-population comparisons of results, etc.) Open Content Design provides high prior-knowledge students with topic-contingent feedback (e.g., system directs learners to find the correct response or a path to additional information). Not Applicable. Response-contingent and topic-contingent feedback would not fit the solitaire model. Design provides low prior-knowledge students with response-contingent feedback (e.g., system explains reasons for correct/incorrect responses) Tunable Goal Specific Prior knowledge plays into the decision of which names and faces to input into the data base. Design determines learner's prior knowledge and goals (e.g., pre-assessment, iterations of a Leitner system, etc.) Prior Knowledge Learning Level Appropriate
  46. 47. List by Committee 22 July 2010 Rev
  47. 48. Providing Feedback <ul><li>After each response, feedback is immediate. </li></ul><ul><li>Includes knowledge-of-correct-response feedback (e.g., including response accuracy verification, providing correct answers, etc.) </li></ul><ul><li>Elaborative feedback is available for low certitude responses </li></ul><ul><li>Periodic feedback relates tracked data to learner goals (e.g., learning/achievement is definable (either by designer or user, i.e. five correct iterations) </li></ul><ul><li>Results of learning session are related to learner goals. </li></ul>
  48. 49. Scheduling Sequence and Spacing <ul><li>Sequencing reflects a scheduled framework (e.g., Leitner system) </li></ul><ul><li>Presentation of each item is discrete and spaced. </li></ul><ul><li>Design provides for at least one intersession interval of anywhere between one and thirty days (no &quot;cramming&quot;). </li></ul>
  49. 50. Motivating and Engaging <ul><li>Design captures learners' interest (e.g., use simple unexpected events like a loud whistle or an upside-down word in a visual, etc.). </li></ul><ul><li>Design stimulates learners' inquiry (e.g., give mentally stimulating problems that engage a deeper level of curiosity, etc.). </li></ul><ul><li>Design maintains learners' attention (e.g., utilize variation). </li></ul><ul><li>Design makes learning outcomes relevant to students (e.g., connect content to learner goals, interests, learning styles, etc.). </li></ul><ul><li>Design builds learner confidence (e.g., providing examples of acceptable achievement). </li></ul><ul><li>Design promotes student satisfaction (e.g., provides recognition and evidence of success, practical application, etc.). </li></ul>
  50. 51. Managing Cognitive Load <ul><li>Design takes advantage of verbal (text, narration, etc.) and non-verbal (photographs, illustrations, diagrams, etc.) input channels </li></ul><ul><li>Design avoids cognitive overload (e.g., text in close spatial proximity to visuals to avoid split attention cognitive load concerns). </li></ul><ul><li>Design acknowledges and adapts to limitations of audience (i.e. universal design and accessibility) </li></ul><ul><li>Design enables learner to efficiently &quot;chunk&quot; facts by identifying, connecting (grouping), and sequencing information. </li></ul>
  51. 52. Determining Prior Knowledge <ul><li>Design determines learner's prior knowledge and goals (e.g., pre-assessment, iterations of a Leitner system, etc.) </li></ul><ul><li>Design facilitates open content (e.g., user-generated content, sharing of content and results, user-user or user-population comparisons of results, etc.) </li></ul><ul><li>Design provides low prior-knowledge students with response-contingent feedback (e.g., system explains reasons for correct/incorrect responses) </li></ul><ul><li>Design provides high prior-knowledge students with topic-contingent feedback (e.g., system directs learners to find the correct response or a path to additional information). </li></ul>
  52. 53. Maximizing Academic Learning Time (ALT) <ul><li>Design ensures all instructional activities support desired learning outcomes. </li></ul><ul><li>Design ensures waiting and transitional time is minimized. </li></ul>
  53. 54. Acknowledgements <ul><li>Clip Art Faces from </li></ul><ul><li>http://www.best-of-web.com/search_term_pages/faces.html </li></ul>

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