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Ronen Cohen EdTech 503 Instructional Design Project Spring 2013 Dr.

Yu-Hui Ching

Designing Child Labor Themed Board Games

EdTech 503: Instructional Design Project


Ronen Cohen

Table of Contents
Part 1. Topic ........................................................................................................................................... 4
1a. Learning goal ............................................................................................................................................. 4 1b. Description of the audience ................................................................................................................ 4 1c. Rationale ...................................................................................................................................................... 4 2a. Description of the needs ....................................................................................................................... 6 2a1: Needs assessment survey ........................................................................................................................... 6 2a2: Needs assessment data report .................................................................................................................. 6 2b. Description of the learning context.................................................................................................. 7 2b1: Learning context ................................................................................................................................................ 7 2b2: Transfer context ................................................................................................................................................. 7 2c. Description of the learners................................................................................................................... 7 2d. Task analysis flow charts ..................................................................................................................... 8 3a. Learning Objectives ............................................................................................................................. 10 3b. Objectives and assessment matrix table .................................................................................... 11 3c. ARCS Table .............................................................................................................................................. 12

Part 2. Analysis Report ...................................................................................................................... 6

Part 3. Planning................................................................................................................................... 10

Part 4. Instructor Guide ................................................................................................................... 15 Part 5. Learner Content ................................................................................................................... 21


5a. Learning materials ................................................................................................................................ 21 5b. Assessment materials......................................................................................................................... 22 5c. Technology tool justification ........................................................................................................... 22 6a. Expert Review plan ............................................................................................................................... 24 6b. One-to-One evaluation plan .............................................................................................................. 24 6c. Small Group evaluation plan ............................................................................................................ 25 6d. Field Trial evaluation plan ................................................................................................................. 26 7a. Evaluation survey or rubric .............................................................................................................. 27 7b. Report the results of the expert review ....................................................................................... 28 7c. Comments on change ......................................................................................................................... 29

Part 6. Evaluation ............................................................................................................................... 24

Part 7. Formative Evaluation Report .......................................................................................... 27

Part 8. AECT Standards Grid ........................................................................................................ 31 Appendix A- Elements of Board Game Presentation .............................................................. 37 1 2 .......................................................................................................................................................... 37 3 4 .......................................................................................................................................................... 37 5 6 ........................................................................................................................................................... 38

EdTech 503: Instructional Design Project


Ronen Cohen Appendix B- Game Theme Chart .................................................................................................... 39 Appendix C- Board Game Making Planner- Teacher Example ............................................ 40 Appendix D- Incorporating Game Content into Board Games- Teacher Example........ 42 Appendix E- Board Game- Teacher Example ............................................................................. 43 Appendix F- Cards for Game- Teacher Example ....................................................................... 44 Appendix G- Board Game Making Planner ................................................................................. 46 Appendix H- Incorporating Game Content in Board Games- Monopoly .......................... 48 Appendix I- Incorporating Game Content into Board Games .............................................. 49

Part 1. Topic
1a. Learning goal
Learners will design a child labor-themed linear movement (race) type board game.

1b. Description of the audience


The target audience consists of 5th grade students who completed a 6-week unit on human rights.

1c. Rationale
The reason I chose this topic is due to a reflection session a colleague and I held after we analyzed last years summative task for the Human Rights unit. The assessment method we used was a pen-and-paper test. We felt that the answers students provided were too simplistic, and although they showed general understanding of different human rights themes, students did not demonstrate deep understanding on any of the themes we discussed (child labor, displacement and refugees, human trafficking, etc.) By adjusting the course of study and creating an engaging cumulative task that allows students to demonstrate their understanding of one topic (child labor), they will have opportunities to dig deep into this phenomenon both in their learning and in their summative project. The bulk of the assessment about the complexities of child labor would be assessed formatively throughout the unit, which allows for students to engage and enjoy their summative task with less pressure. Both the instruction that takes place prior to this task, and the task itself are of generative nature. We use an inquiry-based approach to our teaching and learning, and throughout the unit of study students are the ones stirring the direction of their learning, as the unit develops based on their group choices along the path. This cumulative task is revealed and discussed at the beginning of the unit of study, which allows students to gather ideas as they go. This way, by the time their summative task begins, they should have notes and ideas for all the content they would need for their task. This decreases anxiety and increases motivation. Throughout the unit students are reminded of the task, so that at the end of the unit they can begin creating an individual/group story using the content they accumulated as well

EdTech 503: Instructional Design Project


Ronen Cohen as their creative story ideas. Students then explore different board games. Through their prior experiences, exploration, and discussions, they are guided to derive different rules about board games and board game making. These rules turn into both the game creation and game evaluation guidelines for the class. Upon completion of their board games, students get to use their guidelines to evaluate their own and their peers games. The major instructional strategy my goal is classified as Problem Solving Instruction. In this strategy, students apply their knowledge to solve problems. In order to be successful, students are required to have knowledge of content (child labor) as well as of a process (board game design). They must give simultaneous consideration to principles and procedures, to carefully select what is applicable, and to apply it in a sequenced way. Problem solving requires learners to possess and apply three types of knowledgeprinciples, declarative knowledge, and cognitive strategies (Smith & Ragan, 2005). Students should have declarative knowledge about human rights and child labor, as well as about elements of game board design. Using cognitive strategies they then incorporate their knowledge of child labor into a board game, applying principles of design to create a finished product.

Part 2. Analysis Report


2a. Description of the needs
2a1: Needs assessment survey The following Needs Assessment (Google Docs) survey was given to 20 current 5th grade students in order to collect data for the Needs analysis.

Report information:
This link to graphs and summary response (Google Docs) provides a detailed response summary including graphs of the Needs Assessment survey.

2a2: Needs assessment data report The Needs Assessment survey indicate that students are excited about, and like to play with board games. There are many different board games, so a variety of favorites was expected. Students seem to prefer to play linear-movement type games, which may have to do with their age (these are less complicated than non-linear movement games). It is important to take into consideration students lack of, or little, experience in building board games and some students expression of lack of confidence completing such task. Students will need continuous guidance, support, and re-assurance in order to make sure their levels of confidence and enthusiasm increase and stay high. Students grouping preferences indicate one aspect of differing learning styles. Letting students choose their grouping might be the best way to approach grouping for this activity. Students reported some lack of confidence in what they believe Internet and different applications could offer in this area. It will be interesting to see how they feel once they are introduced to the surprisingly developed online world of Board Games. There are many pre-made templates to choose from, and even more ideas for game design. It is also interesting that students reported that handwriting looks neater than computer text, despite all the variety of fonts and colors available. A follow-up might be needed in order to clarify this point.

EdTech 503: Instructional Design Project


Ronen Cohen

2b. Description of the learning context


2b1: Learning context The assessment tool my school has been using in the past to assess students understanding of human rights issues does not seem adequate to me. Although students could list some existing human rights issues, they could offer only generic solutions, which were usually an oversimplification of problems. I would like my students to show their in-depth understanding of human rights and the complexity of such issues in a fun and engaging way. I would also like to have them create a product that can be used again and again as a fun and engaging learning tool for others. 2b2: Transfer context According to some students reports in the Needs Assessment, they have been building board games on their own- for enjoyment or for passing the time with family members. Designing and building games is a leisure activity. However, students continue to learn how to design and build things throughout their lives. The process they will go through will serve them well due to the planning of the board game as well as the ability to incorporate their research and understanding of a theme into a board game.

2c. Description of the learners


After conducting the Needs assessment survey, the following were determined:

Entry Behaviors/ Knowledge:


Learners are 10-11 year olds who will be completing a 6-week unit of study about human rights. Some learners have experience creating board games albeit limited. In addition, a few learners indicated they have had negative experiences building board games. Learners also predicted they would not have problems locating information about how to build board games from a variety of sources.

Prior knowledge of topic area:


More than half of the learners indicated they have experience building a board game in the last two years. This means they will need support and guidance along the way.

Attitude toward content and potential delivery system:


Learners reported positive attitude toward building a board game, especially a race/ linear-movement type game (such as Monopoly or Snake and Ladders). They would like

EdTech 503: Instructional Design Project


Ronen Cohen to work in a variety of group settings, and to make the games without the help of computers. Since the learners did not yet take part in the human rights unit, the survey did not include such questions.

Motivation to learn:
Learners reported they enjoy playing board games and most would like to build one. Their motivation may be greater depending on grouping choices (they prefer the freedom to choose their own grouping) and the method of building (by hand). Some students indicated they have negative experiences building board games, and so providing continuous support and encouragement along the way would be necessary.

2d. Task analysis flow charts

1. Describe your game theme

2. Incorporate your story's content into your board game

3. Evaluate your game

4. "Publish" your game

1. Describe your game theme

Linear movementThematic story

Beginning

Middle

Ending

Setting

Plot

Complications

Success

Failure

EdTech 503: Instructional Design Project


Ronen Cohen

2. Game Content

Movement through Space

Shortcuts

Goals

Choice and Decisions

Random or Uncontrolled Events

Paths in a race game

Jumping along paths

Getting cards or tokens

Strageties for accumulation

Dice, spinners, or chance cards

Part 3. Planning
3a. Learning Objectives
1. After a presentation about game content, the learners will describe the games setting, plot, at least 10 complications and the consequences for each, and suggest at least one possible name for their board game. 1.1- After a presentation about game content, the learners will describe their games setting. 1.2- After a presentation about game content, the learners will describe their games plot. 1.3- After a presentation about game content, the learners will describe at least 10 complications and consequences for each they would like to use in their board game. 1.4- After a presentation about game content, the learners will suggest at least one name for their board game. 2. After a brainstorm session about the complexity of the issue of child labor, the learners will include at least one complex issue in their game. 3. After a presentation about game content, the learners will explain how each of the elements is used in a linear movement type board game (Monopoly). 4. After a presentation about game content, the learners will explain how each of the elements would be used in their game. 4.1- After a presentation about game content, the learners will explain how pieces move through space in their game. 4.2- After a presentation about game content, the learners will explain how shortcuts take place in their game. 4.3- After a presentation about game content, the learners will explain the players goal in their game. 4.4- After a presentation about game content, the learners will explain what choices and decisions are available in their game. 4.5- After a presentation about game content, the learners will explain what random or uncontrolled events take place in their game.

EdTech 503: Instructional Design Project


Ronen Cohen

3b. Objectives and assessment matrix table


Learning Objectives (a) 1.1Describe the board games setting. 1.2Describe the board games plot. 1.3List at least 10 complications and the consequences for each. 1.4Suggest at least one name for their board game. 2Include at least one complex issue. 3Explain how each of the elements is used in Monopoly. 4.1Explain how pieces move through space. Blooms Taxonomy Classification (b) Analysis Format of Assessment (c) Written Description of test form (d) Constructed answer Constructed answer Constructed answer

Sample items (e) Fill out the Board Game Making Planner sheet by giving details about each of the elements. Fill out the Board Game Making Planner sheet by giving details about each of the elements. Fill out the Board Game Making Planner sheet by giving details about each of the elements. Fill out the Board Game Making Planner sheet by giving details about each of the elements. Fill out the Board Game Making Planner sheet by giving details about each of the elements. Fill out the Incorporating Game Content in Board Games Homework sheet by explaining how you incorporated each of the elements into your board game. Fill out the Incorporating Game Content in Board Games worksheet by explaining how you incorporated each of the elements into your board game. Fill out the Incorporating Game Content in Board Games worksheet by explaining how you incorporated each of the elements into your board game. Fill out the Incorporating Game Content in Board Games worksheet by explaining how you incorporated each of the elements into your board game. Fill out the Incorporating Game Content in Board Games worksheet by explaining how you incorporated each of the elements into your board game. Fill out the Incorporating Game Content in Board Games worksheet by explaining how you incorporated each of the elements into your board game.

Analysis

Written

Analysis

Written

Analysis

Written

Constructed answer Constructed answer

Analysis

Written

Application

Written

Constructed answer

Application

Written

Constructed answer

4.2Explain how shortcuts take place.

Application

Written

Constructed answer

4.3Explain the players goal.

Application

Written

Constructed answer

4.4Explain what choices and decisions are available. 4.5Explain what random or uncontrolled events take place.

Application

Written

Constructed answer

Application

Written

Constructed answer

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EdTech 503: Instructional Design Project


Ronen Cohen

3c. ARCS Table

Attention
A1. Perceptual Arousal Projection of the Its Game Time! page A2. Inquiry Arousal Use of Think-Pair-Share strategy to brainstorm what students have learned about Child Labor throughout their unit of study. Playing of board games prior to the task, and a sharing of why playing board games is fun. Playing the example board game (teacher created; See appendices C and D) would raise inquiring thoughts among the students, such as Wow! I wonder how my teacher created this cool board game). A3. Variability Students work in a variety of groupings- initially through the teachers direct instruction as a whole class, then discussing in a Think-Pair-Share setting, and throughout the game making project they work in their chosen groups.

Relevance
R1. Goal Orientation The instructor reminds students of the Needs Assessment they filled out, and especially their interest in games and their desire to create games as a way to show they knowledge and understanding. The instructor reviews the units Central Idea, Lines of Inquiry, and Summative Task to provide students with a clear connection between the unit and the board game making project. R2. Motive Matching Students choose the grouping they would like to work in when creating their board games. Students choose if they would like to use a pre-made template or create their own board game templates.

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EdTech 503: Instructional Design Project


Ronen Cohen Students are encouraged to work individually or with their partner/s, thus they must take responsibility for their work. Students create their own games; hence they can take ownership over the process and product. Throughout the project, the instructor uses positive examples of student work to encourage students to work with more focus and more creatively. R3. Familiarity In the Needs Assessment, students indicated they would like to make board games, and some students reported they make games on their own time. Applying their knowledge and understanding of Child Labor issues would allow students to better understand what they see around them (living in India).

Confidence
C1. Learning Requirements Students are provided with several different examples of work done by their teacher on the specific theme of child labor. C2. Learning Activities Students receive frequent teacher feedback for their work- both on their group and individual assignments. Students receive peer feedback several times prior to publishing their games. The instructor ensures students follow their plans (which they received feedback for). C3. Success Attributions The finished product will clearly show students diverse efforts, creativity, and abilities.

Satisfaction
S1. Self-Reinforcement Having fun working with/around peers on a hands-on project rather than the traditional learning setting. 13

EdTech 503: Instructional Design Project


Ronen Cohen When done, a sense of pride of students accomplishments due to hard work and a creative product. S2. Extrinsic Rewards Sharing of students process and product with peers and other students allows them to take pride in their efforts. Positive comments on students report cards. S3. Equity Assessment is based on a student-created rubric (which comes late on in the project).

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Part 4. Instructor Guide Introduction (Approx. 45 minutes)


Active Attention or Gain Attention
Tell the students that in the past, the summative task for this unit was a paperand-pencil test. Ask them if they can think of more interesting and fun ways to show their understanding of human rights concepts. Solicit responses. Tell the students that their ideas are great, and that the team will consider them for next year, but this year you already planned a fun way to check their understanding. Project the PowerPoint Presentation (Appendix A) with a variety of game boards on the board and the title Its Game Time! (Slide #1).

Establish Purpose or Inform Learners of Purpose


Go over the units Transdiciplinary Theme and Central Idea, and remind students that this unit has to do with human rights, what they mean, and how they are observed (or not). Explain the task to the students: In this project students will be using what they learned about human rights and child labor to create a fun, engaging, and educational board game to help others to better understand child labor and how complex and difficult the situation can be sometimes.

Arouse Interest and Motivation or Stimulate Learners Attention/Motivation


Tell the students they will have about 10 minutes to play the games you set up in the back of the room. They will then discuss why playing board games is so much fun, and how board games are built, so they will be able to plan their own board games better. Show them the teacher-created board game (Appendices E and F) and tell them that their board games can eventually look similar to this one. Allow the students to play. Solicit responses as to why playing games is so much fun. Tell them that in a few minutes you will explain to them how board games are built. Tell students you will begin by thinking about child labor, to make sure everyone has some ideas as to what they would like to include in their games. Use the Think-Pair-Share strategy to brainstorm what students have learned about Child Labor throughout their unit of study. They can use notes from their notebooks. Make sure to record the information on a large poster board.

EdTech 503: Instructional Design Project


Ronen Cohen Ask the question, Why is the issue of Child Labor around the world complicated? Make sure they touch upon the important reasons, such as: o Poverty often forces families to use all the labor force they have in order to bring in money for food. o Everyone agrees there should be laws to protect children, but not everyone agreed what these limits should be. o Often there are laws in place, but people dont follow them and the country does not do enough to stop it (they want to stop it, but also want to continue supporting the business industry). o If child laborers no longer provide money for their poor families, then income must be supplemented somehow in order for the family to break out of the cycle of poverty Record students ideas on a separate sheet of paper, and make sure to display it around the classroom. Tell the students that today they will choose how they would like to work to create their board game. They can work alone, with a partner, or in a small group of 3 students. Have students choose partners (if they wish). Group students according to their choices.

Preview the Learning Activity or Provide Overview


Explain that today they will learn about different board game elements through a PowerPoint presentation, and then decide on the content they would like to include in their game. By the end of the lesson each student/group would need to have a pretty good idea of what their game is going to include.

Body (Approx. 120 minutes)


Recall relevant prior knowledge or Stimulate recall of prior knowledge
Return to the Its Game Time! slide you projected earlier and ask students if they are familiar with the games displayed (snakes and ladders, Monopoly, etc.). Ask what the game is about (procedures, rules, goals, etc.)

Process information and examples or Present information and examples


Tell students that these types of games are called Linear Movement games because there is only one path players can use. They are also classified as race games because the goal is to get to a place or accumulate things before your opponent. 16

EdTech 503: Instructional Design Project


Ronen Cohen

Focus Attention or Gain & Direct Attention


Explain to students that there are different elements in board games that they would need to consider when creating their own game, and that now you will go over them.

Employ Learning Strategies or Guide or Prompt Use of Learning Strategies


Go through the slides: o Slide 1: Its Game Time!!! o Slide 2: Title. o Slide 3: Game Content Chart. Tell students that these are the elements you will discuss. o Slide 4: Movement through Space: Meaning: How game pieces advance on the board. This relates to how they design their board. Explain that in Monopoly players go around the board, while in Snakes and Ladders the path goes in curves, covering the whole board. o Slide 5: Shortcuts: Meaning: Ways players can advance faster. This relates to the Complications they created. Shortcuts can be placed on the board (such as in Snakes and Ladders), through the use of dice, or through chance cards (will be discussed later), such as in Monopoly. o Slide 6: Goals: Meaning: What does winning mean? What is the goal of the game? The goal you create can be about reaching a certain point (like in Snakes and Ladders), getting the most cards or tokens (such as in Monopoly), stopping another player from achieving something or reaching somewhere, and more. o Slide 7: Choices and Decisions: Meaning: Some games allow the players to make choices and make decisions. Relates to your board design and the game pieces (such as cards) you choose to include. Example: In Monopoly you can choose if you want to buy property. o Slide 8: Random or Uncontrolled Events Meaning: Some events can take place regardless of the players choice.

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EdTech 503: Instructional Design Project


Ronen Cohen Using the board, dice, spinners, or change cards you can create unpredicted events and make the game more exciting. Examples: Go to Jail cards or board squares, different dice outcomes, or cards that force the players to exchange something with another player. o Slide 9: ARE YOU READY? Ask if there are any questions, and answer accordingly.

Practice or Provide for and Guide Practice


Explain to students that in order to create an educational board game that is fun and engaging, a lot of planning needs to take place. The first thing to do is to make up a story about Child Labor. Display the chart titled Game Theme Chart (Appendix B). Discuss what setting, plot, complications, and success and failure are. Tell students that now they will work on elements of a story in bullet points about Child Labor. Hand out the Board Game Making Planner sheet (Appendix C). Remind the students of the reasons the issue of child labor around the world is complicated. Tell them that when they design their board game they must make sure they include information that will teach the players about the complexity of the issue. Show students the teacher-made example for the planner (Appendix D) and go over it with them. Students will need to decide on the goal, create a Setting and Plot (where, when, how, why, etc.), and make up at least 10 complications (bad and good things that can happen in the game, and explain what happens if you win or lose- what success and failure look like), and at least one possible name for their game. Circulate around the room and help students complete this part of the task. Pay careful attention to struggling groups (socially or academically), as they may have difficulties to make up complications and consequences. Once all groups are done, have them all gather in front of the screen. Go to http://www.only2clicks.com/pages/stonehillp8/624876 Together, show students the first four links about types of board games with some examples. Browse through the template links. Remind them they will have a choice between printing a template and creating their own. Now let students explore the website and links on their own, adding/changing information in their planners as needed. Once done, have students go back to their seats, and turn in their planners, so you can check them. While you are checking the planners, students should be working on the Incorporating Game Content in Board Games- Monopoly sheet (Appendix H) for them to work on.

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EdTech 503: Instructional Design Project


Ronen Cohen Explain, You will be using the game Monopoly to explain how each of the elements we discussed earlier is used in the game, and record the information in the Incorporating Game Content into Board Games- Monopoly worksheet. While students are filling in the worksheet, go over their planners and provide feedback for their work. Pay a careful attention to the complications and consequences they came up with, as a variety of consequences is important. Feel free to suggest an additional complications/consequences to help them with their thinking. When done, explain to students that they will now be using the Incorporating Game Content in Board Games sheet (Appendix I) to record the content elements they would like to include in their own board game. Show students and discuss the teacher example (Appendix D). Make sure students understand how the information from the worksheet was translated into the actual game. Ask if there are any questions as to how to fill in the sheet. If not, have students begin working.

Evaluate Feedback or Provide Feedback


While students are filling in the worksheet, use your notes from their planners to support and provide feedback for students work.

Conclusion (Approx. 10 minutes)

Summarize and review or Provide summary and review


Discuss what students have learned today. Solicit answers for what each game content element means (Movement through Space, Shortcuts, Goals, etc.) Solicit student examples for Complications and provide feedback. Make sure to praise students for creative Complication ideas.

Transfer learning or Enhance transfer


Remind students of todays work. Tell students that their board games will serve as an excellent educational tool for other students as they learn about this important issue.

Re-motivate and Close or Provide Remediation and Closure


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EdTech 503: Instructional Design Project


Ronen Cohen Praise students for their work today, and for sharing creative ideas with their peers. Ask if any student has any question about todays work.

Assess Learning or Conduct Assessment Evaluate


Learning is assessed based on students work in groups or individually, their planners, and their application of game content in Monopoly.

Feedback and Seek Remediation or Provide Feedback and Remediation


Students planners are checked and comments/ suggestions are provided. Feedback on the assignment of explaining game content in Monopoly is provided.

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Part 5. Learner Content


5a. Learning materials
In order for students to have a better idea of what a child labor themed board game could look like, I created an example for them. Appendices A, B, C, and D are the process I went through as I created the board game and the accompanying game cards. Appendices A and B are the planning tools students will be using. They will be used as students plan their board game. Appendices C and D are the actual board and cards I created. These tools can be used throughout instruction, but will be explicitly used at the beginning of the unit, when students try out various board games, as well as during the discussion of how different elements can be incorporated board games. * Please note: All highlighted items below are downloadable through Scribd.

Material Name Elements of Board Game Presentation Game Theme Chart (image) Only2Clicks Page (website) Board Game Making PlannerTeacher Example

Purpose This PowerPoint presentation includes information about different board game elements. It explains to the students what the different elements are, and how they are incorporated into different games. This chart outlines the different story elements that learners will need to create for their board games This page includes different links I found and stored for students to use in this project. They include board templates so students can choose if they would like to use them or to create their own design of boards.

Location

Appendix A Appendix B

---------

This teacher-created example gives students an idea Appendix of how the Board Game Making Planner should be C filled out. Appendix D Appendix E Appendix F

Incorporating This teacher-created example gives students an idea Game Content into of how the Incorporating Game Content into Board Board GamesGames worksheet should be filled out. Teacher Example Board GameTeacher Example (image) Cards for GameTeacher Example This is a board game created by the teacher. It serves as an example for students as they design their own boards. These cards are game pieces for the board game created by the teacher.

EdTech 503: Instructional Design Project


Ronen Cohen

5b. Assessment materials


In order to assist students to meet the objectives, several tools have been created, and will serve as formative assessments of students designs. The following is the list of the materials created for this project, the rationale for their use, and the objectives they relate to. The actual materials are attached at the end of this project, as Appendices. Material Name Board Game Making Planner

Rationale for Use

Objective(s)

Location

This planner allows students to record their ideas about how and which story elements they would like to include in their board game. Incorporating This worksheet allows students to Game Content demonstrate their understanding of how in Board game content elements are used in board Gamesgames by explaining how they are applied in the game Monopoly. Monopoly This worksheet allows students to Incorporating demonstrate their understanding of how Game Content game content elements are incorporated into Board into games by explaining how they will be Games used in their own board game.

1.1; 1.2; 1.3. 1.4; 2

Appendix G

Appendix H

4.1; 4.2; 4.3; 4.4; 4.5

Appendix I

5c. Technology tool justification

Technology Tool Computer and Projector PowerPoint Presentation Student Computers

Rationale for Use To project the PowerPoint presentation and student worksheets. It is more convenient to discuss notes and lecture from a centralized location rather than each student browsing separately. This presentation includes most of the information (content and images) students would need in order to understand what game content are and how each is incorporated into different games. In order for groups to make a decision about their boards design, each would need a computer so they have their space to browse and discuss different templates.

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EdTech 503: Instructional Design Project


Ronen Cohen This page contains different website I located and gathered. These sites would help students get a better understanding of what boards look like, and how they can design their own boards. Below are the different webpages I included: http://boardgames.lovetoknow.com/Free_Kids_Board_Games_Printable _Downloads An excellent list of boards to choose and print, divided by shapes and types. http://pinterest.com/cdaughertyhill/game-board-templates/ This Pinterest page has lots of different pins related to board game design. Students can get ideas for both board design and game pieces. Another reason to use this website is that Pinterest is a website we use throughout the year. http://heartofthematteronline.com/homemade-board-games/ This website offers few yet excellent links to board templates as well as to some ideas for interesting dice and spinner design. http://donnayoung.org/homeschooling/games/game-boards.htm This website offers several templates for game boards and dice. The simple interface would be appealing especially to ESL students.

Only2Clicks Page #1. Blank Board Games #2. PinterestIdeas for Board Games #3. Homemade Board Games #4. Game Board Templates

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Part 6. Evaluation
6a. Expert Review plan
In order to arrange for an Expert Review Evaluation, I would ask two colleagues of mine, Dr. Andrew Crouse and Ms. Niki Doran, to assist me with this task. I will be sending them the Guide in the next couple of days, and would ask them to return it by the end of next week (around May 5). Here is why I chose these two colleagues as my experts: Dr. Andrew Crouse: Although Dr. Crouse has little formal knowledge of board game building, he did put together some of his own games (mostly online), and was a Personal Project supervisor for a 10th grade student who chose to create and present his own board game. In addition, Dr. Crouses reasoning and communication skills, attention to detail, and excellent pedagogical skills are also reasons for my choice of him for this Expert Review Evaluation. Ms. Niki Doran: Ms. Niki is a fantastic colleague of mine, and the main reason for asking her opinions is because she has experience teaching this unit and that she is familiar with curriculum writing and instruction of 5th graders.

6b. One-to-One evaluation plan

In order to conduct a one-to-one evaluation, I would e-mail three of my students and their parents and ask them if they would like to help me with my course (I talk about my studies with them all the time) and participate in a lesson about creating board games with Child Labor themes, which would be the Human Rights units Summative Task (They already know about this task). I would be choosing three students of different academic levels (high, mid, and low), as well as a combination of boys/girls. The instruction will take place during students ECAs (Extra Curricular Activities) after school. Once confirmed, I would meet with them and go over the goals of this exercise, which are for me to check if:

EdTech 503: Instructional Design Project


Ronen Cohen they understand instruction; instruction and examples make sense, are detailed enough, and are not too long; they know what to do at each stage; they understand the charts used; and, they can give me any other feedback which would help me to design a better lesson. I would begin instruction and provide students with all the materials they need, similar to the way the real lesson would take place. I would make sure to stop and ask if students understand the instructions, tasks, etc. frequently. I would make sure to have a paper copy of the entire lesson so I can take notes as the lesson progresses. After instruction, I would use the suggested graphic organizer (the table on page 331) to chart data and create a plan of action for each comment.

6c. Small Group evaluation plan


The purpose of the small group evaluation is for me to check how well my revisions from the one-to-on evaluation are, as well as to get feedback from more students, and from a more varied group of students. In order to conduct this evaluation, I would gather a group of 8-10 students and explain to them what they would be doing today. I will make sure to keep the following evaluative questions in mind: Did my students have sufficient prior knowledge about Child Labor? What was the difference in outcomes between those who did have adequate prior knowledge and those who didnt? How long did the lesson take? Was there any part that took too long for students to stay focused? How did the student feel about the way the lesson went? (The instruction, task, grouping, etc.) What else should I change in order to design a more engaging and clear lesson? Did my written instructions make sense as I read through them? Are ALL of the materials used the best they can be (in terms of instruction, design, etc.)? Are the objectives applicable to their level of knowledge, skills, and work? 25

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During instruction, I will make sure to conduct instruction exactly as I wrote it, making sure to help only when serious problems arise (observing how students solve their own problems and answer their own questions). Needless to say, I will be taking notes of interactions, attitudes, interest level, problems, questions, etc. I would also consider videotaping the lesson and view it later on.

6d. Field Trial evaluation plan


The purpose of conductive a Field Trial evaluation is to determine the effectiveness of past revisions, to make sure no problems arise during administration in real situation, and to validate the instruction with a large enough of the target audience. In order to conduct a field trial for my unit, I would gather a group of about 10-15 students (less than the recommended number, but realistically, these are the numbers I can work with in a small school). I would have someone else be the instructor so I can observe. The instructor would explain to the students the goals of this evaluation, and I would have the instructor conduct the lesson exactly as it would be taught in the real environment- in terms of materials, instructors role, and assessments, using all the materials provided. Ideally, I would also try the lesson with slightly older and younger students, just for comparison reasons. I would hope that the following questions would be answered: Can instruction be implemented as it is at the moment (after the revisions were made)? Did the instructor encounter any problems with administering the lesson? Was students prior knowledge (and entry level skills) appropriate? Is the level of work appropriate? (steps, objectives, goals, etc.) Is the estimated completion time appropriate? Were the revisions effective? How similar and different was the actual administration from the way it was designed to be delivered? What other changes are needed? Once instruction is completed I would analyze students work, interview the instructor about the administration of the lesson, his/her thoughts, feelings, and experiences conducting the lesson. I could use an adapted version of the questionnaire from page 339). I would also meet with a few students to discuss their perspective in terms of engagement, interest, attitudes, difficulty of task, level of instruction, etc.)

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Part 7. Formative Evaluation Report


7a. Evaluation survey or rubric
Since both my experts are colleagues, I decided to hand them the information in a packet, which included all the relevant materials. In the envelope I also attached the following letters:

Dear Andrew, Thank you for agreeing to assist me with my board game design project. I have no doubt your feedback would be of great value to me as I continue to revise the guide for this project. In this packet you will find several documents that would assist you as you go through the instructional guide I created: An overview of the project (goals, primary objectives, the ARCS motivational chart we discussed earlier, and the actual instructors guide). A stapled packet with all the appendices I created for the project. The documentation of my project-in-progress, which, again- you do not necessarily need to go through, but may prove useful in case you have questions about background/other information (rationale, needs assessment, etc.)

As you go through the information, I would appreciate it if you could provide me with feedback in regards to the following areas: Progression of instruction Sufficient guidance provided by the examples and support materials (so they understand what each elements means, and able to apply these elements into their own board game) Board game elements- Are they explained accurately? Should I include others in my guide? Inquiry- Are there enough elements of inquiry in this unit? Where else could I include more opportunities for inquiry?

Again, thank you for your assistance and support throughout this project! Please let me know if you have any questions. Take care, Ronen

Dear Niki, Thank you for agreeing to assist me with my board game design project. I have no doubt your feedback would be of great value to me as I continue to revise the guide for this project. In this packet you will find several documents that would assist you as you go through the instructional guide I created: An overview of the project (goals, primary objectives, the ARCS motivational chart we discussed earlier, and the actual instructors guide). A stapled packet with all the appendices I created for the project. The documentation of my project-in-progress, which, again- you do not necessarily need to go through, but may prove useful in case you have questions about background/other information (rationale, needs assessment, etc.)

As you go through the information, I would appreciate it if you could provide me with feedback in regards to the following areas: Progression of instruction Support- Do you think the appendices and instruction provide sufficient guidance to students? Motivation- Are there any other ways to increase motivation in students? Inquiry- Are there enough elements of inquiry in this unit? Where else could I include more opportunities for inquiry? Summative Objectives- Do you think this summative task allows students to demonstrate their understanding of the complexity of the issue of Child Labor? Length- Do you think 2.5 hours would suffice as the instruction component of this project?

Again, thank you for your assistance and support throughout this project! Please let me know if you have any questions. Take care, Ronen

7b. Report the results of the expert review


Dr. Crouse: Dr. Crouse was very meticulous in his review of my materials. He has gone through the entire packet, and left notes in regards to not only my questions, but also other areas he noticed questionable content. Here is a summary of his comments: Concerns about grouping- if students choose their own grouping then there is no assurance for balance. Weak rationale- not enough data cited to support the assessment modification (there could have been problems with instruction rather than with the assessment). Complications- Ten complications are too many.

EdTech 503: Instructional Design Project


Ronen Cohen Game Elements- The elements chosen to include are simple enough for 11 year olds to understand and be able to apply. The explanation together with the examples, teacher support, and their experience playing games should be enough for them to understand. Extrinsic Rewards- Some students may not be satisfied with their board games

Ms. Niki: Unfortunately Ms. Niki had personal circumstances that did not allow her to adequately complete her expert form. Through a conversation we had she mentioned the need to have more examples for how complex child labor may be, as well as that 90 minutes may not be enough for the amount of work they are required to do in the Body section.

7c. Comments on change


Throughout the paper, Dr. Crouse has left comments in regards to details. He felt that not enough detail is provided for the anonymous instructor. I went through his comments and tried to add information an examples to better illustrate my explanations. Dr. Crouse commented that ten complications are too many for 11 year olds to come up with. When I created my own game I found this to be true. It was not easy to make up a variety of complications. However, I believe that a game without theme-related complications would not work. Instead of reducing the required number, I decided to provide students with more guidance as they work to invent complications and consequences. Grouping- I decided to not restrict students choice of grouping. The results of the groups work would reflect its members performance. Through observations the instructor would be able to assist struggling groups as well as discern the level of involvement and contribution. Weak Rationale- I discussed the rationale with another educator, and we ended up agreeing that assessment of students understanding of child labor concepts is done not only through this summative task. It will be done mostly throughout the unit, as formative assessment. This task is an assessment of the ability to apply their understanding of the complexities of child labor. I decided to add a bit about the formative assessment that should be done throughout the unit. Rewards- It is true that not all students are always satisfied with every project. However, since students work in groups they are more likely to be successful. In addition, this is only one of the extrinsic rewards I suggested. Nikis comment on complications- I added a complication, which is basically that if child laborers no longer provide money for their poor families, then income must be supplemented somehow in order for the family to break out of the cycle of poverty.

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EdTech 503: Instructional Design Project


Ronen Cohen Time- I increased the Body part from 90 to 120 minutes. Just to be on the safe side Allowing more time is always better than ending up with unfinished products and stressed students and teachers

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Part 8. AECT Standards Grid


Professional Standards Addressed (AECT)
The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work.

Standards Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement

Assignments meeting standard in whole or part

X X X X X X X X

ID Project ID Project; ID Case Analysis ID Project ID Project ID Project Selected Discussion Forums; ID Project ID Project ID Project

X X X

ID Project Reading Quiz; ID Project (all assignments)

X X

(all assignments) ID Project

X X

ID Project

EdTech 503: Instructional Design Project


Ronen Cohen
5.3 Formative and Summative Evaluation 5.4 Long-Range Planning X ID Project

COURSE GOALS & OBJECTIVES The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to: 1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define instructional design. 6. Define the word systematic as it relates to instructional design 7. Define learning and synthesize its definition with the practice of instructional design 8. Relate the design of instruction to the term educational (or instructional) technology 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses 32

EdTech 503: Instructional Design Project


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i. ii.

Create and conduct various aspects of a front-end analysis Identify methods and materials for communicating subject matter that are contextually relevant

b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. ii. iii. Construct clear instructional goals and objectives Develop a motivational design for a specific instructional task Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication

33

EdTech 503: Instructional Design Project


Ronen Cohen AECT STANDARDS (Applicable to EDTECH 503) 1.0 Design
1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. 1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.

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EdTech 503: Instructional Design Project


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1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

2.0 Development
2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utilization
3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts.
3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption.

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EdTech 503: Instructional Design Project


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4.0 Management
(none specifically addressed in 503)

5.0 Evaluation
5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).
5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.

SMET = School Media & Educational Technologies

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Appendix A- Elements of Board Game Presentation

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38

Appendix B- Game Theme Chart

Appendix C- Board Game Making Planner- Teacher Example


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EdTech 503: Instructional Design Project


Ronen Cohen

41

Appendix D- Incorporating Game Content into Board Games- Teacher Example

Appendix E- Board Game- Teacher Example

Appendix F- Cards for Game- Teacher Example

EdTech 503: Instructional Design Project


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Appendix G- Board Game Making Planner

EdTech 503: Instructional Design Project


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47

Appendix H- Incorporating Game Content in Board Games- Monopoly

Appendix I- Incorporating Game Content into Board Games

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