AECT Standards Met
The following AECT standards were incorporated into this collaborative team project with Laureen Kodani.
The following AECT standards were incorporated into this collaborative team project with Laureen Kodani.
Standard 1: Design
1.1 Instructional Systems Design (ISD)
1.1.2 Designing 1.1.3 Developing |
Standard 2: Development
2.1 Print Technologies
2.3 Computer-Based Technologies 2.4 Integrated Technologies |
Constructive Feedback
The following feedback was provided during the formative development of my assignment and used to improve the final project.
The following feedback was provided during the formative development of my assignment and used to improve the final project.
Instructor feedback from
Dr. Bert Kimura |
"Very organized guide, well thought-out, clear and descriptive sections, great visuals, addresses all requirements. Excellent work!"
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Peer feedback from
Dan Stuntz |
"Wow. You set the bar too high. You guys really suck. :-) I mean, your resource site is simply AAAAAmazing and you of course are awesome. I'll be commenting more accordingly later...*sigh*. What to do...what to do..."
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Peer feedback from
Jessica Leauanae |
"I was just going to say the same thing Dan...what the heck! How are we supposed to even come close to this? You guys are untouchable and truly my "idols" when it comes to this technology stuff. I absolutely love this page and have it bookmarked for the resources and for the "standard" to try to come close to. Seriously, before I even scrolled to the bottom of the page to see who created it, I immediately thought--this has the feel of Adam boy or Laureen. And it was both of you. I am amazed. Thanks for constantly pushing me to ELEVATE MY GAME!"
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Personal Reflection
This collaborative project consists of an instructional web-based site that provides students with a list of research sites and scholarly search engines. Laureen and I decided at the onset that we wanted a minimalist approach, With this strategy in mind, the kiosk-like interface is simplistic in design with the intended purpose of appealing to a broad number of visitors. As a means of adding symmetry to the site we balanced the image button links on both sides of the page. We provided download links for files that might be of interest to the visitor. The feedback received from our instructor and peers was substantial in helping us gauge our progress. We suspected that we were on the right track.
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AECT Standards Met
The following AECT standards were incorporated into this collaborative team project with Darryl Funai and Kalwea Correa
The following AECT standards were incorporated into this collaborative team project with Darryl Funai and Kalwea Correa
Standard 1: Design
1.1 Instructional Systems Design (ISD)
1.1.2 Designing 1.1.3 Developing |
Standard 2: Development
2.1 Print Technologies
2.3 Computer-Based Technologies 2.4 Integrated Technologies |
Standard 5: Evaluation
5.1 Problem Analysis
5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation |
Constructive Feedback
The following feedback was provided during the formative development of my assignment and used to improve the final project.
The following feedback was provided during the formative development of my assignment and used to improve the final project.
Instructor feedback from
Dr. Peter Leong |
"Great job on your draft module prototype! More importantly, I’m very impressed with your peer feedback for each other. Over the course of this semester, I’ve noticed the vast improvement in the quality of your peer feedback. Each team should definitely review all the peer feedback and make the necessary revisions prior to conducting your 1-on-1 formative evaluations. Overall, congratulations on your draft module prototypes! Now, please make the necessary revisions based on all your peer feedback and proceed to collecting your individual 1-on-1 formative evaluation data."
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Peer feedback from
Helen Torigoe |
"Thank you for posting your revised Content Analysis Report. It helped me to understand your plans, and I think it is logical (with exception of the goal statement in Instructional Goal section not matching your new instructional goal). It looks like a fun instructional module, both for the learner and for the teacher! I'm thinking that something like this could be a good unit in a high school Health class, as the early awareness and habits of diet and exercise will have lifelong consequences. I look forward to seeing your instructional module prototype!"
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Peer feedback from
Mia Beatty |
"So far your draft looks good. I like the graphic of the iPad, maybe you could add a funny weight loss picture or cartoon along with it to grab the audience attention with a little humor. The needs and justification makes sense, and the target audience is very clear as to why you chose them and this goal. I am understanding your goal is for the learner to learn how to go about using a weight loss app on the iPad? Is part of the goal finding the appropriate weight loss app or one that suits their needs? Or is there a specific app you are using for this module? Those are the only parts of the goal I wasn't too clear on. Looks like you are off to a good start for part 2 of content analysis."
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Personal Reflection
This collaborative project consists of a module prototype geared toward educating individuals on healthy food options.
With the the use of a mobile app titled "My NetDiary" for the Apple iOS platform, this module was initially conceived with the purpose of walking individuals through the steps of operating this piece of software. As we began to receive feedback from our instructor and peers, we realized that our objective and approach for the module was unclear within the context of instructional design. When we finally came around to understanding our intended goal, we managed to pull the module together with some clarity from other teams who clearly new what they were doing. Their example helped to set the tone and direction for our final module prototype.
With the the use of a mobile app titled "My NetDiary" for the Apple iOS platform, this module was initially conceived with the purpose of walking individuals through the steps of operating this piece of software. As we began to receive feedback from our instructor and peers, we realized that our objective and approach for the module was unclear within the context of instructional design. When we finally came around to understanding our intended goal, we managed to pull the module together with some clarity from other teams who clearly new what they were doing. Their example helped to set the tone and direction for our final module prototype.
AECT Standards Met
The following AECT standards were incorporated into this collaborative team project with Darryl Funai.
The following AECT standards were incorporated into this collaborative team project with Darryl Funai.
Standard 1: Design
1.1 Instructional Systems Design (ISD)
1.1.2 Designing 1.1.3 Developing |
Standard 2: Development
2.1 Print Technologies
2.3 Computer-Based Technologies 2.4 Integrated Technologies |
Standard 5: Evaluation
5.1 Problem Analysis
5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation |
Constructive Feedback
The following feedback was provided during the formative development of my assignment and used to improve the final project.
The following feedback was provided during the formative development of my assignment and used to improve the final project.
Instructor feedback from
Dr. Peter Leong |
"The team did a good job with the design document and reviewed the checklist when creating the paper and it shows in the final result. Reading the paper and going back though the module, one suggestion is to create a zone or learning chart at the front of the build to assist in achieving your learning objective. Also, recommend using hovertext or notecards to provide more instructions to learners as they navigate through the sim. Excellent work! Congratulations!"
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Peer feedback from
Frank Jumawan |
"Your instructional unit idea and proposal covers a very interesting and specific topic that will definitely be a great addition to the all the great projects that have been done on Second Life. It is very well organized and very well thought out. You have covered great detail into each section and I am very impressed on how you incorporated Gagne’s Nine Events into the instructional strategy. Timeline and sequence seem very reasonable and it is accomplish-able by the learner provided that he or she does not encounter any technical setbacks. These are the areas that I feel you could improve on. I definitely believe that this is a very good topic to cover and I am very sure you will make this instructional unit very immersive and engaging. I look forward to seeing the final product! Good luck!"
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Peer feedback from
Eduard Merc |
"Congratulations on finding a very interesting topic for your final project in instructional design in Second Life for Fall 2012! First of all, I really like the overall organizational level of your design document! It was very easy to follow individual sections of the document as well as how important each portion is to make this final project very successful in the end. I was also impressed by the overall layout of the instructional strategy of following Gagne's Nine Events of Instruction. I especially enjoyed reading event #4,
I noticed that you will dedicate roughly 15 minutes to the video presentation in your learning module. While using video is an excellent choice, 15 minutes of attention devoted by the participants might be little too long. I would suggest segmenting the video into 3 5-minute portions, each followed by a simple interaction with the participants, such as a simple question or very short survey to see how much they are learning from this video presentation, thus reiterating the learning process for this important segment in your "SL" module. These are just simple suggestions to make your already great idea about the final project even more successful." |
Personal Reflection
This collaborative project consists of an instructional module within a 3D virtual environment known as SecondLife. This module provides visiting participants with an interactive learning experience where they can dynamically engage with informational content within various "virtual" activities. As participants progress through the module, they learn three important key aspects (recognize, respond, and rest) within the field of concussion education. From the very beginning, Darryl and I knew that we wanted the environment to blur the line between reality and virtual reality. In order to achieve this goal, we made it our challenge to make the "learning center" (brain institute) as realistic as we could get it. Everything from interactive informational pamphlets and magazines, to activity-based kiosks and concussion simulations, to assessment driven computer workstations and televisions are part of the immersive experience. The feedback received from our instructor and peers helped us to address a number of potential technical issues that may prove counter intuitive in terms of successful delivery and assimilation of pedagogic content.
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AECT Standards Met
The following AECT standards were incorporated into this individual project.
The following AECT standards were incorporated into this individual project.
Standard 1: Design
1.1 Instructional Systems Design (ISD)
1.1.2 Designing 1.1.3 Developing |
Standard 2: Development
2.1 Print Technologies
2.3 Computer-Based Technologies 2.4 Integrated Technologies |
Constructive Feedback
The following feedback was provided during the formative development of my assignment and used to improve the final project.
The following feedback was provided during the formative development of my assignment and used to improve the final project.
Instructor feedback from
Dr. Mike Menchaca |
"Adam, you were very skilled in applying the techniques learned though the tutorials in a creative and entertaining way. You provided mindful and critical contributions to the forum postings. When your classmates needed a different perspective or a critical eye, you were always willing. And your final project was excellent. Thanks for helping make a successful class. I look forward to summer!"
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Peer feedback from
Ryan Yoshizawa |
"Did you use the multiple camera animation or just a single camera? I thought about trying the multiple camera effect, but couldn't visualize how I could get it to work for what I wanted. In any case, nice job! Your grand piano looks so polished (and shiny)! I also like your background with the seating areas.
Like I said before, YOU DA MAN!!! Take care." |
Peer feedback from
Susan Miyasaka |
"Wow, what a beautiful piano, Boy! I like the clever detail of naming it Halemano, the lettering lifting up out of the camera view, and the animation of the keys. That piano was amazingly life-like! And at the very end, you animated the keys too. I couldn't figure out how to do the camera fly-around combined with animation in my blender video. Wow! You are a Master of Blender!"
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Personal Reflection
This individual project consists of a virtual 3D animation created in a popular open source software package called Blender. This assignment initially started with basic key concepts on how to effectively utilize the animation tools provided within the software. The conceptual design behind my 3D animated project stemmed from my lifelong passion for music (specifically music created on a piano). While the finished product is a 360 degree flyby of a grand piano, the original goal was not as lofty. I would have settled with the modest creation of piano keys. However, as the course continued on, my skill level increased, which directly affected my goals and objective for the project. After completing the keyboard, I decided that I would give a shot at creating the body frame of the grand piano. This soon led to the hinged lid and ornate legs of the piano. Just when I thought I was done with the project, another challenge presented itself and I found myself willing to meet the challenge just for the fun of it. The positive feedback from my instructor and peers gave me the incentive to push me beyond what I perceived to be my own comfort zone and personal limitations. It's akin to a long distance runner who is motivated by his or her mobile cheering squad.
Association for Educational Communications and Technology Hawaii Chapter
(Click image to view AECT Standards)
(Click image to view AECT Standards)