Maker Experience
This is one of the two long-term group projects. Throughout the semester, each group plans, designs, develops, tests, and revises digital or physical tools/devices/games that can enhance their teaching or learning in their subject area. They are evaluated and graded on both their maker experience process and the quality of the product(s) they create.
Through this project students learn to be innovative designers. In particular, they will work toward achieving the ISTE Standard●S 4a, 4b, 4c and 4d (see Figures 1 & 2).
What they are making must be practical and authentic. In other words, the reason for making it must be because:
Each group will identify what they need to make in their subject area and carry out their planning, designing, developing, testing, and revising tasks by following a human-centered instructional design process.
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Human-Centered Instructional Design Process
In my class students must follow the instructional design model by Morrison, Ross & Kemp (MRK model) (see Figure 3).
To make it easier for students to follow the instructional design and development process, I provide students with the Instructional Design Planning Sheet (see Figure 4). I designed the sheet so that students can address all the 9 components of the MRK instructional design model by answering the questions provided on the planning sheet.
Documentation
Design Studio
Students have access to a variety of design and development facilities on campus. They are not required to use them, but they are not limited to using only the tools they personally own.
① Design Studio (Henzlik 46)This is also where I have my office space, so I have 24/7 access to this facility.
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② Innovation Center |
Grading Rubrics
Each group is graded on how well they carried out their planning, designing, and developing process (i.e., followed the MRK model) and the authenticity and quality of the tools/devices/games they created. Below are some of the grading rubrics I use.