project

Iwantyoutosummarizethetwopartsoftheprojectbelow.docx

I want you to summarize the two parts of the project below :

1- initial unit flow:

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2- initial storyboarding:

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This is just an example

June 1st, 2nd, 3rd, 2018 – initial unit flow

· These days were so busy and hectic. The conference is over, but I decided to stay in DC for a week to tour the city. I usually go out in mornings and dedicate evenings to work on the project.

· To make it easier, I wrote my ideas and start thinking about the high-level design of the unit. This design will guide all coming activities and storyboard. Below are photos are taken from my notebook.

· I think I have a good draft and I decided to start with the flow of the unit. Below is what I did so far. I also sent it to the professor and will continue and wait for her input.

· In general, and from what I have read in Merrill’s book and the feedback I received during the first video session, I decided to focus more on demonstration and application (130 minutes) compared to information presentation (30 minutes).

· Another important decision which should be taken at this moment was related to the length of the sessions or videos. In general, and from my own experience, I think the sessions should be as short as possible. All online learning platforms, i.e. Coursera, Khan Academy, Udacity, Lynda, etc. are designing their courses to be 5 minutes or less.

· I searched internet to read more about this topic and relevant research. There are huge debates and discussions around this topic. I was looking for a specific number, but seems the topic is much more complicated that I thought

· The span of attention isn’t only related to the length of instructions. Many factors effect it and these factors should be considered during the design phase. What make it even more complicated in my project is that I’m dealing or targeting young learners of 8 – 16 years old.

· One of the studies reads: In another study of student attention, trained observers watched students during a lecture and recorded perceived breaks in attention. They noted attention lapses during the initial minutes of “settling-in,” again at 10-18 minutes into the lecture, and then as often as every 3-4 minutes toward the end of class. (Source: https://www.opencolleges.edu.au/informed/features/30-tricks-for-capturing-students-attention/)

· The same study in another section reads: Instead, across all three courses, they observed a pattern in which the first “spike” in reported attention lapses occurred just 30 seconds into a lecture segment, reflecting the “settling-in” period; the next spike occurred at 4.5 to 5.5 minutes into the lecture; the next at 7 to 9 minutes; and the next at 9 to 10 minutes in.

· The previous statement is very important as it tells me that I MUST get the learners attention during the first 30 seconds and try to keep their attention as much as possible. This will affect the whole unit design as I must start with an attention grabber before moving further.

· One of the advantages of having video sessions is that learners will be able to watch the videos as much as they want. That’s exactly what happen to me when I watch video lessons as sometimes I got distracted but can watch the video again and again.

· Back to the first point, initially I decided to make sessions of 20 minutes length but decided to make them only 10 minutes length. Again, length of sessions isn’t the only factor to get and maintain learners’ attention. Other factors should be considered too.

June 4th, 2018 – initial storyboard

· Today I spent many hours to prepare my initial storyboard. I started with revisiting Storyboard tutorials and searched internet for high quality images to be used in storyboard frames.

· I submitted three hours late as I was trying to finish all drafted ideas in order to get a completed feedback.

· One mistake that I did is not checking the Rubrics before designing the storyboard frames. It also took considerable time to be completed as I needed to critique the components individually rather than collectively.

· Another main decision is that I deleted the Integration phase from unit flow. Instead, I decided to help learners integrate their new knowledge differently. Application problem, reflection, and sharing solutions are a few techniques to be used. Below is the updated unit flow.

Introduction

(1 session/ 10 min)

Demonstration

(10 sessions/ 100 min)

Application

(3 sessions/ 30 min)

Summary

(1 session/ 10 min)

Introduction

(1 session/ 10 min)

Demonstration

(10 sessions/ 100 min)

Application

(3 sessions/ 30 min)

Summarization

(1 session/ 10 min)

Integration

(1 session/ 10 min)