Course Content

Here are the assignments for this cycle. As you now realize, this is a six week course, meaning that there are often only one week in each cycle. Please do not get behind because the assignments build on one another. The assignments are generally broken up into three types: Text and Reading assignments (for which there MAY be follow-up reflections or activities), topical discussions that you will be asked to participate in, and some activities that will help you better understand the story invention process and its relevance to teaching and learning.

Finish reading Storyproof book and take the self-check that covers the entire book. This is a self graded quiz. When you are done post in the Drop Box in Canvas a reflection as to how well you did. Which questions you missed, which ones were a surprise, what you learned form taking the quiz, etc.

It is expected that his should take about 2.0 hrs to complete

Read Edward Branigan’s Branigan’s definition of story as synthesized from his book: Narrative Comprehension in Film. Hopefully, the discussion due this cycle will be influenced by whatever you glean out of these readings.

It is expected that this should take about 2.0 hrs to complete

There is a new discussion board set up in Canvas. This time, based on the new information you have gleaned form the readings on story invention and previous discussions on the topic, post on the board your personal definition as modified by your more current readings (or not).

This should take about an 1.0 hr to complete

1. To continue on our journey into story creation, this week you are being asked to evaluate a series of meStories created by former video production students. Based on Baranigan’s four elements, indicate in the rating surveys that follows each one, your evaluation/assessment of each video and enter one or two sentences to indicate your rationale for each vote.
2. Along the same lines, you need to go back to your previous submission of your Fantastic Binomial and post in Canvas in the Drop Box a short paragraph indicating how your new /updated definition affects the way you wrote your narrative.
   

   These should take about 2.0 hrs to complete

3. To help you understand some more about the visual concepts of story, you are to write out a story based on a series of paintings. Place your write up in the drop box on Canvas.
   
   Without cheating (looking it up on the ‘cheat sheet’ provided) see if you can get a sense of the story line that is being told by this medium. The goal is to demonstrate that there are many ways to tell stories: telling, text, video/film/ painting, dancing, pantomime, poetry… Hopefully, this well help you understand that a story is not a ‘thing’ but a structure, framework, or construct that is modifiable as to how it relays information and to help people recall what they are being communicated.

   This should take about 1.0-2.0 hrs to complete

Week one we introduced the final project . Spend some time this week relating any new ideas you have for your final story. You are encouraged not to wait until the last week to organize it.

These should take about 1.0-2.0 hrs to complete

This book chapter will be published in the summer of 2017. In it, the authors summarize what has already been discussed in the story proof book but also add one more dimension: the propositional analysis. It is not as difficult as it seems. In short, what the authors are suggesting is that, yes, one of the more commonly accepted rationales behind the power of story is its ability to add emotion and empathy with the characters to help contextualize the circumstances so that the ‘lesson’ is better recalled. Kintsch suggests, however, that the ties to learning through story are even stronger. His ideas on propositional analysis (i.e. a story always ‘proposes’ something…)is a construct embedded in all stories .. . that the ending of a story can be predicted… like in a video game, the main character has ‘allowable’ actions that are tied directly to his or her morals/character flaws etc. The story will result in predictive endings. The mere fact that a surprise ending is a surprise further makes the case.. the author is going against the grain of what was expected…

This chapter is provided to add one more dimension to your ideas about story and hopefully, will help you better articulate to others what it is about story that makes it a great teaching tool. In addition, there are several wonderful examples of how story has been successfully integrated into mathematics classes as an added bonus.

One caveat: It’s a draft so there may be some typos and misconstruction in the sentences.. but they will be corrected before it is finally published. We couldn’t wait to share it so we apoligize in advance for the draft nature of the reading

Final_Gunter_Kenny_Junkin_Narrative_Imperative

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JOURNAL OF FORMATIVE DESIGN IN LEARNING

Editor-in-Chief/Affiliation:
Robert Kenny/Florida Gulf Coast University

Associate Editors/Affiliations
Dr Tunde Szecsi, Florida Gulf Coast University
Dr Glenda Gunter, University of Central Florida

Editorial Manager/Affiliation:
Dr Charles Wang, Florida Gulf Coast University

Initial Editorial Board Members/Affiliations
Dr Brad Hokanson, University of Minnesota
Dr Susan Stansbury, Oklahoma State University
Dr Lauren Cifuentes, Texas A&M, Corpus Christi
Dr Robert Doyle, Harvard University
Dr Meifeng Liu, Beijing Normal University, Beijing, China
Dr Laszlo Varga, University of West Hungary, Hungary
Dr Eeva Hujala, University of Tampere, Finland
Dr Jessica Essary, Zayed University, United Arab Emirates
Dr Isabel Morales Jareno, Universidad Camilo Jose Cela, Madrid, Spain
Dr Junia De Carvalho Fidelis Braga, Universidade Federal de Minas Gerais – Brasil
Dr Norman Menezes, Rio de Janeiro, Brasil (invited)
Dr Charles Wang, Florida Gulf Coast University

Plus 2: One grad student and one emerging scholar

Frequency of Publication: 2-4 times a year
Format: Online
Anticipated Launch Date: Spring 2017

Journal to be published by Springer, bridges the gap between theory and practice by providing reflective practitioners in various target areas of teaching and learning (designers, teachers, instructors, researchers) with a source of scholarly content and a means for publishing articles related to their respective fields.

Goals:

• to establish and maintain a rigorous,scholarly standard with a primary focus on research-based design and development with a focus on applied research. Articles will include evaluation reports, case studies,action research, lessons learned, and design and development approaches. The articles will be based on design and development practice, as opposed to pure research, and reflection on Lessons learned that inform improvement in instruction.While the target audience is practitioners, accepted articles will nonetheless need to be grounded in
  established research and theory.
• to encourage and nurture the development of reflective practitioners of learning sciences with a goal of helping update and redefine the definition of learning. This journal will foster collaborations between researchers and practitioners who become stakeholders in the learning process. The resulting articles should inform
  the study and the practice of education and training.
• to reach out to other areas, such as Teacher Education, among others, to provide them a place to publish efforts in SoTL.
• to provide opportunities for junior faculty member and emerging scholars who are sponsored by and mentored by senior faculty members.

We also employ a formative acceptance process designed to help submitting writers understand the submission and review processes of a peer-reviewed academic journal. To this end, we host an annual symposium to guide emerging
scholars (both faculty and doctoral-level students) as part of the Professors of Design and Technology (PIDT) and next year’s Summer Leadership Academy.

Utilize the following checklist to develop your final design document for this course, along with any other element you deem necessary and appropriate. It is understood that the PK12 environment MAY not be the same in all instances as for business and industry.

Purpose:

This design document details background information, expectations, deliverables, and methods for producing a unit of instruction (that may or may not include several modules and assignments). For the sake of argument the ‘unit’ could include any of the following:

• Simulations
• Emulations
• Demonstrations
• Lectures
• Activities/Assignments
• Videos
• Train-the-Trainer (T3) Guides
• Training materials
• Handouts

Project Summary:

This project is being designed to meet a specific educational or training business need (define, as described below:

• [Background]
• [Need]
• [Unit Goal]

Audience/Learner Profile:

This project is being designed for a specific audience/learner/set of learners. This section should address:

• [Audience Analysis Summary]
• [Context Analysis Summary]
• [Content Analysis Summary]

Deliverables:

Upon completion of this unit, the following deliverables/artifacts will be available (please list 3):

• [Deliverable 1 (title and description)] – [Location (delivery system, archiving)]
• [Deliverable 2 (title and description)] – [Location (delivery system, archiving)]
• [Deliverable 3 (title and description)] – [Location (delivery system, archiving)]

Evaluation/Assessment:

Using the following, you should describe how the following will be measured:

• Learner previous knowledge [method]
• Learner Reactions – [method]
• Meeting Objectives – [method]
• Transfer of Training (how will you be able to assess whether the learner can transfer this knowledge to other contexts? – [method]

Resources Required:

In order to complete this development project in the time (and the cost, if applicable) allotted, what resources will be required? Pick from the following considerations what may be applicable in your situation:

• [Technology tool, application, hardware, etc.]
• [Human capital (course instructor, subject matter expert, developer, etc.)]
• [Learning environment, system, (i.e., CMS?), classroom space, lab]
• [Outsourcing (if appropriate)]

Maintenance:

Define what will happen after delivery.

• [Plan for managing change]
• [Ownership Roles (include copyrights and intellectual property rights)]

Timeline:

• Include “drop-dead” date and interim dates related to milestones.
• Issues / Risks:
  —Potential risks and plan for risk mitigation

This cycle is one week long. There are four assignments/activities. The readings and activities will take you most of the time. It is recommended that you do these activities in order

1. Review the Syllabus and Introduction Materials for this course. Become familiar with the learning cycles and due dates for this course and the relationship of the immersive-learning.org site and Canvas. Email me with any questions.
2. Make sure you purchase the textbook by the end of this first cycle.
3. Read over the materials and view the videos in the Primer on HTML. Follow the instructions on creating a browser readable page created using a text editor. Post a confirmation via your taking the T/F quiz located in the assignments page on Canvas. You may submit your coding via an attachment.
4. Read the materials on How the Internet Works. Then go ahead and read over the materials below. A reflection is due on your ah-ha!moments from both sets of readings.
5. Do the lessons on How Browsers work. There are three lessons.. please do them in order… Upload/post a text or audio limited to 2-3 minutes please!) reflection and post them in the Drop Boxes set up on Canvas.

Final Project

I am providing information on it now so you all know where we are headed. Just to be sure it is not all overwhelming, I have broken the project deliverables into three phases:

1. Phase 1  is Due June 1 : which is essentially a basic set-up that includes your selecting a hosting ISP, and providing a preliminary storyboard for your site.
2. Once you have gotten the hang of either WordPress or Drupal then you should begin to decide on some of the basics: a theme and some of the major plug-ins/add-ons for example. By  June 29  send me via Canvas, a more detailed outline and your decision, a revised sitemap that outlines your finalized premise/plan for the site. (What’s the story you are trying to tell us about your product/service/course?)
3. The final project  is due July 15 .

Click here for a description of the Final Project