Spectrum Educational Training
P3 – Conceptual Model
Chapman, Hailey, & Hutto
Abstract
Spectrum Education Consulting: Website Design & Creation
Our group, a sub-division of Seals Co., will create interactive tutorials and supporting website content
for new site. Spectrum Education Consulting and Dr. Tripp are committed to enhancing education
nationally. This projects aim is to create Educational Teacher Training through Animated Case Studies.
There are many teachers in the College of Education that teach classes on how to address and react to
challenges in the classroom. Our objective is to provide a set of automated case studies that develop
based on choice input from the user in order to train new teachers.
Client: Dr. L. Octavia Tripp - 8weeks
1.WireFrame models
1.1 Application Wireframe
1.1.1 Introduction screen
Figure 1. Intro Screen
This will be a type of splash screen with some possible options to configure.
1.1.2 Screen 2: Scenario Presentation
Figure 2.Scene Presentation
This is where the actual material will be presented
1.1.3 Scene 2 Alternate 1
Figure 3. Scene Presentation Alternate 1
An alternate way to present the Scene and Question
1.1.4 Scene 2 alternate 2
Figure 4. Scene Presentation Alternate 2
This is another option for scenario and question presentation.
1.1.5 Reflection
Figure 5. Scene Reflection
This is where the user will be presented on something to think about or some type of question on the
material presented.
1.1.6 Results
Figure 6. Scene Results
The user will receive feedback on question answers or concluding information on what was previously
presented.
1.1.7 Final results
Figure 7. Module Results
The questions, user’s answers and correct answers will be displayed here.
1.1.8 Backgrounds
Figure 8. Example Background
This is be sample background. The sprites mentioned in the next section, will be superimposed on the
background (and possibly animated) to create the scenes.
1. 1.9 Sprites
Figure 9. Sprites
1.2 Scenario Wireframe
1.2.1 Case 6.1 Corn Kernels, Critical Thinking, and Classroom Control
We are thinking of using modified versions of the following images for their sprites and as backdrops for
our scenes since their art style is fairly consistent pleasing to look at and easy to expand on or
reproduce.
Our scenario ‘Corn Kernels, Critical Thinking, and Classroom Control’ begins with Melissa shopping for
supplies in a store. We will use thought and dialogue boxes to narrate her ideas for a new biology lab
which will illustrate to her students the phenotypic ratios present in colored Indian Corn.
We can use this backdrop and manipulate Melissa sprite as well as the student sprites as she describes
to the class the objective of this genetics lab and briefly reviews the concept of genotypes and
phenotypes.
We can cycle between this image and the previous image to narrate how the class begins to become
disruptive as that fail to grasp the concept that was so clearly apparent to Melissa. The scene will
continue to play until we wish to present the user with a question related to the current situation. Then
the scene will pause and the menus illustrated in section 1.2-1.4 of the application wireframe section
will minimize the scene and scroll in and allow the user to reflect on the situation or answer a question.
At the end of this scenario we will use the final results display (layout 1.5) to display the questions posed
the answers selected by the user and the resolution that Melissa came to as well as the insight provided
by Melissa and her university supervisor on the situation.
1.2.1 Case 6.2 Ms. Davis Sparks John’s Understanding
This scenario shows the importance of analogical reasoning and probing questions
-John is a student in Ms. Davis’ middle school class who is worried about an upcoming test on electricity
-John approaches the teacher about the concepts. Ms. Davis asks probing questions to understand what
John needs help with
-Ms. Davis compares electricity to a previous class on aquariums and pumps.
-Using the board, Ms. Davis draws out analogies between the two lessons (ie. Comparing pipes to
electric wires, water pressure to voltage)
-Ms. Davis then asks John to explain electricity using these analogies.
-She helps him through, also explaining that no analogy is perfect, they are only tools
-John feels confident in the material and is no longer concerned about the test
Questions for reflection:
1.2.1 Case 6.3 Social Constructivism: A Referent for Thinking About Teaching or a Way to
Teach
The aims of class (from Student teachers Prelesson Views) were to use the constructivism and social
constructivism in presenting physics material via allowing the students to develop deeper, synthesis
questions in groups. The underlying issue is that the teacher feels very constrained by the time that can
be allotted for this exercise.
-The teacher allowed the students to develop their problems while observing and offering general
advice.
-Each group picked one or two people to represent the groups ideas to the class.
-The Prisoner and the Guillotine problem was presented to the class and a group came up with a
solution.
-This solution was contested by the observer due to its disagreeance with common sense.
-Because of the time pressure, the teacher did not consider any other solution or that the answer did
contradict commons sense. (this showed that the class lacked the ability to refute any presented
material)
Reflections/ Questions and Critiques from Advisor
-Re-present the scenario (as an adventure)
Conclusion and Final Reflections (Postlesson and Conclusion)
2. Software Process
We will be using scrum as our Software development process. After closely considering both lean
software development and the scrum development process we have decided that scrum is the best
option for our project and situation. I really like the Lean development strategy of not using time or
resources for any other goal other than the creation of value as well as its short list of draw backs.
However, there is not as much documentation and assistance readily available for the lean software
process as there is for scrum since you have previous experience with scrum. Also scrum seems to fit our
project type better since we can make our sprints each a week or two weeks long for the phase turn ins.
3. Literature
3.1 Paper Summary 1
Norman, K. L. The electronic teaching theater: Interactive hypermedia and mental models of the
classroom. Current Psychology, Summer90, Vol. 9 Issue 2, p141.
This paper attempts to elaborate on the development of a computer integrated classroom, an
“electronic teaching theater”, that can sustain the load of presenting/teaching material rather than
being an aid in the classroom environment. Norman investigates the mental model of the classroom
from the students and teachers perspective. He introduces the domain by describing the current usage
of computers in the classroom as being not fully integrated, but added as an ad-hoc supplement. To
change this view, he posses that the question about how to use computers in the classroom be changed
from:
"How will this particular application improve the instructional process?" to, "What is the instructional
process and how can it be facilitated in a computer environment?"
Norman lists several goals that he believes the system should meet such as providing hypermedia during
lectures and increase student-to-student and student-to-teacher collaboration. But, of primary concern
(to us) is the development of the user interface. Norman utilizes user’s existing mental model and
metaphors associated with current classroom.
3.2 Paper Summary 2
Peterson, E. and Langellier, K. The performance turn in Narrative Studies
This article "The performance turn in Narrative Studies" written by Eric Peterson and Kristen Langellier
goes in to detail about the application of narrative. The author of this article describes the uses of
narrative claiming, "The storyteller takes what he tells from experience - his own or that reported by
others. And he in turn makes it the experience of those who are listening to his tale." This illustrates
how out scenario narratives of real previously experienced situations and their resolutions will be useful
to learning teachers who lack relevant personal experience. The paper goes into more detail about the
characteristics of narrative as a learning tool as well as it limitations.
3.3 Paper Summary 3
Cortazzi, M. Narrative Analysis
This document by Martin Cortazzi is called “Narrative Analysis”. Martin Cortazzi has a lot to say on the
subject of learning teachers. He characterizes a teacher’s classroom knowledge as personal practical
knowledge which is different from academic knowledge. This paper also suggests that teachers’
knowledge is event structured and contextual. So a teacher’s instructional actions or strategies of class
management are based on specific events they have experienced. Many of the claims in this paper
support our method for teacher training using scenario narratives.
3.4 Paper Summary 4
Sng, Clarice. and Gribovskaya, Sasha. "Using a mixed methods research design to evaluate the student
teaching experience" Paper presented at the annual meeting of the American Association of Colleges for
Teacher Education. Feb 07, 2008
This paper was written by Clarice and Sasha talks primarily about evaluation of teacher training services
and programs. The paper places great importance on empirical findings on in support of the
effectiveness of an educational training method. Clarice and Sasha state the "de facto definition of good
research as consisting of experimental studies that yield prescriptions for action". Clarice and Sasha also
state that "Educational decision makers find quantitative research useful and attractive because of the
relevance and validity of its findings as a basis for designing and evaluating teacher education programs"
In closing the paper suggests the use of multiple or mixed methods of evaluating educational programs.
3.5 Paper Summary 5
Hay, D. B., Kehoe C., Miquel , M. E., Hatzipanagos, S., Kinchin, I. M., Keevil, S. F., and Lygo-Baker, S.
Measuring the quality of e-learning. British Journal of Educational Technology, Vol 39 No 6. pg. 2008
1037–1056.
There is a difference between memorizing or rote learning and actual learning such as internalization
and later application. Teaching methods have only been recently evaluated on the learning of the
students. This is an obvious, but overlooked, measure of input versus output. E-learning is unique in that
the material is presented to the user in a generic, almost sterile fashion. The output (learning) is being
evaluated to see if this teaching method is effective. Novak (1998) has defined a framework for
evaluation of learning. Three different cognitive maps show the amount/relationship of knowledge a
person has. Any progressive change is interpreted as learning.
Hay et al state that their approach was, “… designed to measure the quality of knowledge change that
was a consequence of the student’s e-learning experience.” They use a module of an existing e-learning
solution that is used to train 3rd-year medical students of King’s College London on MRI techniques.
They summarize with:
This paper provides empirical evidence for change that is indicative of different qualities of
learning. It suggests that student learning quality is a product of student activities and behaviors
(rather than any direct consequence of taught content). Nevertheless, we also suggest that the
ways in which teacher’s present new knowledge to students can have an important bearing on
the ways that their students learn. Our data suggest that measurement of student prior
knowledge is key to effective e-learning materials design.
3.6 Paper Summary 6
Oberg, Terry. GIVING YOUR CLASSROOM A BIT OF FLASH. Screen Education; Autumn2009, Issue 53,
p112-117.
This article gives an overview of Adobe Flash and its use in the media classroom. It describes the
usefulness of Flash animation in such applications as television, gaming and internet content. It has an
introduction to the interface and tools. It also explains frames and rates and how they work with Flash.
Sounds, artwork and video are all handled as different layers within the application. The article also
describes vectors and bitmaps and how they relate to Flash animation. It goes over different animation
methods. These include frame-by-frame animation, shape-tweened animation and motion-tweened
animation.
3.7 Paper Summary 7
Bishop, M, Amankwatia, Tonya, Cates, Ward. Sound’s use in instructional software to enhance learning:
a theory-to-practice content analysis. Educational Technology Research & Development. Aug2008, Vol.
56 Issue 4, p467-486, 20p, 5 charts
This article tests the theory that sound can increase and enhance learning. The general idea is that
sounds can help a learner focus, reduce distraction and make learning engaging and more tangible. The
authors developed a model of instructional learning with sound, and tested the model against the
“current practice” in the form of award winning educational software. They tested music, sound effects,
and narration. After their analysis, the authors found that sound is not being employed as well as it
should in educational training. They compared this idea against video games, which have long employed
sound as a crucial aspect of the software and environment. The authors believe much can be done to
integrate sound more efficiently into education design,
4 Lexicon
Case Narrative – specific events intended to illustrate in some depth how to achieve a goal of
observable value
Pedagogical Studies – Study of being a teacher. The term generally refers to strategies of instruction of a
style of instruction. (Wikipedia)
Constructivism – assumes that all knowledge is constructed by cognizing beings and does not exist
independently of knowers. (Glasersfeld)
Social Constructivism – assumes knowing and learning to involve interactions described in terms of
recursive interrelationships between individual, social and cultural components.
Referent – a set of theoretical ideas taking the form of cabal propositions, narratives and images of
practice. (can be used while reflecting on action and/or inaction to make sense of what is happening
and to identify ways to improve the quality of teaching and learning.
Habitus – other tacit knowledge that is inaccessible to language and exists only in action.
5 Hardware and Software Requirements
One concern for users of the program in terms of hardware is processing power. Our animated scene
will take up the majority of the screen and until we figure out how to make rendering more efficient it
may take up lots of cpu. If the time it takes for a users computer to render each frame is longer than the
default frame rate set for the animation the program may not run as intended. Either the scene will not
finish rendering completely for each frame or the animation frame rate will slow down in which case
sounds may not sync up(if we use sound).
In terms of software, the main requirement or limitation to users will be having an html 5 compatible
browser. Because the html 5 standard is still being defined browsers will not be able to fully support all
of its features. However most of the latest browser releases do currently support the basic features we
will be using including Opera 10, Firefox 3.5, Safari 4 and a few others.
6 Schedule
P1 (October 16 )
Meet with Dr. Seals (and Mr. Tripp)
Develop the project Abstract, Lexicon and Schedule
2hours
P2 (October 23)
Create Wireframe models
3 Article citations and summary
4 hours
P3 (November 2)
Develop conceptual model
Schedule in Microsoft Project
4 hours
P4 (November 6)
Preliminary paper
Progress report with Dr. Seals and Dr. Tripp
2 hours
P5 (November 12)
Prepare for usability testing
4 hours
P6 (November 20)
Conduct usability test
6.5 hours
P7 (December 4)
Final Project Report as conference style write up (should include results and conclusions)
Prepare presentation
6 hours