MULTIMEDIA PROJECT OUTLINE

Name: Henry A. Dixon Team Name: Infusion(ID) www.InfusionID.com Project Theme: Game Development with MITs SCRATCH Content Area: Computer Programming Date: 7/21/2013

Grade: 8th Grade

I will focus my project on 8th grade computer programming. I feel 8th grade is the perfect grade level to introduce programming. Identifying students that excel at this form of engagement at such an early age can set the tone for attending an Information Technology themed high schools and go on to rigorous college level computer science programs as highly skilled programmers. Students will be taken through a design process that ask them to research, design, build, assess and evaluate. This subject has so many possibilities with limitless potential, but I will try to keep in mind project, "requirements, time frames, resources available in our classrooms, and knowledge levels and baseline skills of our students." (Serim, P.27) "Teachers will want to choose multimedia production programs based on the ability level of their students." (Ivers, P.39) By 8th grade most students have been introduced to Microsoft Office tools, I will introduce my students to MIT's SCRATCH for the first time. With a short tutorial and online how-to instructional videos, students should be able to manipulate their sprite within days. Developing computational thinking requires cross-curricular application of knowledge. I will tap into many other content area subjects under the disguise of game design. Standards Subject Area: Pennsylvania Academic Standards for Writing in Science and Technical Subjects* PA COMMON CORE STANDARDS GRADES 6 - 8 Text Types and Purposes CC.3.6.6-8.B. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic.

MULTIMEDIA PROJECT OUTLINE

CC.3.6.6-8.C. CC.3.6.6-8.E. Production and Distribution of Writing Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. COLLEGE AND CAREER READINESS ANCHOR STANDARDS CCRAS 1 "Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words." (Serim, P.8) CCRAS 2 "Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation." (Serim, P.116) CCRAS 3 "Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience." (Serim, P.115)

CC.3.6.6-8.F.

CC.3.6.6-8.G

NETS:

Creativity & Innovation Students will have the opportunity to create original works in digital and text form. Specifically, Students will write progress logs, compile research, write a proposal, create a timeline, create a Mind Map and develop a game from scratch using SCRATCH. Communication & Collaboration Students will work in two person teams on projects, share their progress and ask questions of their peers through an edmodo discussion board. Students will also communicate information though presentations to the class. Research & Information Fluency Students will "locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. (Serim, P.9) Students will conduct independent research to analyses and draw conclusions from.

MULTIMEDIA PROJECT OUTLINE

Critical Thinking, Problem Solving, & Decision Making "Use of multiple processes and diverse perspectives to explore alternative solutions" (Serim, P.9) Students will develop computational thinking skills to program and solve problems using mathematical logic and computer science. Technology Operations & Concepts Students will "transfer current knowledge to learning of new technologies" (Serim, P.9) Students will apply knowledge of language arts, math, science and technology to new technical skills and processes. Projects will have short ramp-up times and require student to lean on 21 century skills learned in prior grades. Instructional Goals: Students will be able to (SWBAT): Goal 1 Conduct market RESEARCH on what kinds of games generate the most engagement. CC.3.6.6-8.C., CC.3.6.6-8.E., (Research & Information Fluency / ANALYZING) This writing assignment CC.3.6.6-8.F., CC.3.6.6-8.G will give students a chance to conduct research from many different sources, compile and report findings in a clear organized written document. Goal 2 WRITE a proposal for a game concept with rules based on research. (Critical Thinking, Problem Solving, & Decision Making /APPLYING) This writing assignment will allow students to think critically about their research, draw conclusions and decide how they can design and build something similar. This starts the buy-in process, creating commitment of the student to the final project. Once turned in, it will become a contract between the student Designer and the Teacher Project Manager. Goal 3 CREATE a Mind Map of Written proposal. (Creativity & Innovation /APPLYING) Creating a Mind Map of their proposal will serve as the brainstorming phase of the design project. This visual representation of their proposal will serve as their blue print when the development stage is reached. Goal 4 CREATE a project timeline for game development. (Creativity & Innovation /ANALYZING) Developing a timeline will help students self-assess their progress. Student will have to reflect on their combined group skill-set and set reasonable goals. Meeting bench marks on the timeline will be used in formative assessment of student work.

CC.3.6.6-8.C., CC.3.6.6-8.E.

CCRAS 1

CCRAS 1

Goal 5 EXPLAIN in paragraph form logic PROBLEMS in programming the game & provide possible SOLUTIONS. CC.3.6.6-8.B (Critical Thinking, Problem Solving , & Decision Making/ UNDERSTANDING) Programming requires a high level of commonsense, scientific and mathematical logic. If students can explain their problem in a

MULTIMEDIA PROJECT OUTLINE

logical manor, using appropriate technical terms, then also provide a solution and back up their theory with support; the student will have achieved a level of computational thinking reserved for computer scientist. Solving foreseeable problems before students start to build is a form of scaffolding that I do to minimalize the opportunity for students to become discouraged. The right amount of assistance helps engage students in the learning process, building interest and enjoyment (Henry, P.7) Goal 6 DEMONSTRATE proficiency in programming using objects/Logic Blocks. (Creativity & Innovation /CREATING) Students will work in programming teams of two to develop a playable game with logic (rules), variables and custom graphics. This will be original student work thats guided by a timeline and Mind Map and proposal. Projects will be graded using a rubric. Goal 7 Work COLLABORATIVLY to achieve stated goals. (Communication & Collaboration/Intrapersonal) Students will work in a partner system where each has equal say in decision making. No chance for groups to form and alienate a member with a different point of view. Goal 8 EVALUATE peer developed games. CC.3.6.6-8.B (Research & Information Fluency/ EVALUATING) Students will have the opportunity to play the finished versions of peer groups games. Form this experience, Students will be asked to evaluate the games look, responsiveness and overall playability using a rubric. Student will round-robin until every student has had a chance to play and evaluate every other game. Evaluation results will be shared with each associated programming team. Goal 9 Self-REFLECTION of outcomes, looking for opportunities to improve designs. (Critical Thinking, Problem Solving, & Decision Making/ Intrapersonal) Student will be able to reflect on the design process from initial research, design, development and evaluation to see whys to improve. Students will write reflections in an edmodo discussion board. This will be an ungraded journal writing assignment. Multimedia Project: Student Support (scaffolding) Media Types Delivery Method Materials / Technology Students will develop an Interactive game with logic and rules Class web site with Instructional Videos, Resources, Course Content and Downloads Video / Text / Web Course Web Site, Direct Instruction Computer Lab, Web Access, SCRATCH, MS Word, MS PowerPoint, MS Excel, Google Search

MULTIMEDIA PROJECT OUTLINE

Prerequisite Skills Assessment & Evaluation: Formative Assessment Students will need basic 21st Century skills of word processing, web search

Teacher generated online games with Quia.com will serve as an informal benchmarking tool for student understand of subject matter. Rubrics and Matrixes will also be used for, "other assignments as projects, essays, discussions, and student-led presentations, students need a clear picture of what is expected of them and how the instructor will assess their work." (Manning, p.158) Online Quizzes in the form of games will be used to benchmark student progress along with assignments and written progress logs. Teacher generated online Test with Quia.com. "The instructor sends students to a link where they are asked their first and last names and then taken to the quiz. Quia records the scores, and the instructor can either get a summary of all students who have completed the quiz and their scores or receive details outlining each students answers to each question." (Manning, p.154) I will use a summative assessment at the end of the project to gauge students knowledge of the SCRATCH programming language.

Summative Assessment

How are the following addressed: Constructivism The idea that, people learn by actively constructing knowledge, weighing new information against their previous understanding, thinking about and working through discrepancies (on their own and with others), and coming to a new understanding. (Ivers, P.12) My students will have many opportunities to actively construct new knowledge through the development of written document, visual aids, and computer programs. This will require the application of prior knowledge and experience in and outside the classroom to be successful. Where there are learning gaps, students will receive scaffolding in the form of online resources, instructor accommodations and peer support.

Blooms Digital Taxonomy CREATING Students will have many opportunities to Create using SCRATCH, WORD, PowerPoint and Excel. Creating the highest level of blooms requires students to apply knowledge and demonstrate learning. EVALUATING Students will be able to play and evaluate each others game projects. Students will also be evaluated by the instructor based on content knowledge of SCRATCH and programming concepts.

MULTIMEDIA PROJECT OUTLINE

ANALYZING Students will conduct original market research and analysis of sales trends of video games. Based on their finding, students will be required to produce a document proposal with recommendations as to what type of game they should develop. APPLYING Students will create visual representation of their proposal in the form of a mind map. Mind mapping helps students structure their thoughts and make connections. UNDERSTANDING Having students use cross curriculum skills mixing math and language arts to define in writing a problem with programming logic, exploring steps to solutions and explain it all in paragraph form will lead to greater understanding. REMEMBERING Having students enter progress logs on edmodo will provide a forum to share ideas with other Students, receive feedback and solutions to problems and ultimately become a Knowledge base for remembering. Multiple Intelligences (Rutherford, p.128-129) Logical/Mathematical logic problems experiments hypothesizing classifications timelines Visual/Spatial posters, graphs, diagrams use of color and shapes demonstration idea sketching map making Intrapersonal cooperative work self evaluation self discovery goal setting reflection periods

I would like to design this project to tap into all of the multiple Intelligences referenced above. Design and programming projects by their very nature require Logical/Mathematical thinking working in tandem with Visual/Spatial skills. The human aspect of the project develops interpersonal skills. Each step of the project should not only build the student knowledge and skills but also confidence. Self-evaluation and reflection are skills that are sometimes lost in the factory system we call K12 education. I will push my students to be self-sufficient, not needing others for information or validation. Moving their mind set from courses to resources, they can set personal goals beyond the walls of the classroom. Cooperative/Collaborative learning Cooperative learning takes place when students work together to accomplish shared goals. (Ivers, P.8) My students will experience cooperative learning by working in two person groups. This will maximize their learning, forcing each to participate equally. Cooperative learning also fosters social skills, which is important when working and collaborating as a team. Lastly cooperative learning provides an avenue for self-analysis an reflection on how well they are at reaching their goals.

MULTIMEDIA PROJECT OUTLINE

Benefits of cooperative learning include, peer teaching, increased use of metacognitive and elaboration strategies, the accommodation of individual differences, self-reflection, increased motivation and positive attitudes toward learning. (Ivers, P.10) How will multimedia be used to enhance the learning process? Research has demonstrated that developing multimedia projects can help students learn how to develop concepts and ideas, design plans, apply what they learn, refine questions, make predictions, collect and analyze research, communicate findings, and solve problems. (Funk, 2003; Neo 2007; Schacter and fagnano 1999) (Ivers, P.13) Throughout the many assignment and tasks I have outlined, I hope to create a Multi-Modal, dynamic learning environment that is as much informative as it is engaging and fun. Multimedia will be used as a tool for direct instruction, support resources for students and the creation of original works by students. Multimedia and various forms of technology will fully infused into this learning project.

Works Cited Ivers, Karen S., and Ann E. Barron.Multimedia projects in education: designing, producing, and assessing. 4th ed. Santa Barbara, Calif.: Libraries Unlimited/ABC-CLIO, 2010. Print. Manning, Susan, and Kevin E. Johnson.The technology toolbelt for teaching. San Francisco: Jossey-Bass, 2011. Print. Rutherford, Paula. Instruction for all students. 2nd ed. Alexandria, Va.: Just Ask Publications, 2008. Print. Serim, Ferdi. Digital learning strengthening and assessing 21st century skills, grades 5-8. San Francisco: Jossey-Bass, 2012. Print. Henry, L. (2002). Educational Concept of Scaffolding. Adolescent Learning & Development.