INTELLIGENT CLASSROOM DESIGN

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DESIGN PRINCIPLES

TECHNOLOGY IN THE CLASSROOM

Scott McCloudScott McCloud is a comic artist

His books teach others how to create successful comics

He was the comic artist for Google when his comics prepared the way for the new browser Chrome.

He believes good design comes down to 5 choices:

Image : BULLSEYE

Focus

Frame

Image

Word

Flow

What exactly do you want to

teach?

What is the focus of the lesson, the

image, the text, the

presentation?

What do you want your

students to know at the end of the

session? The presentation?

Is your message clear at the

start?

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TEACHING FOR EFFECTIVE LEARNING

4.1 BUILD ON LEARNERS’ UNDERSTANDINGS

Government of South Australia 2011

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Identify basic misunderstandings

• Have plenty of examples to clarify.

• Ask others to set the picture straight.

• Show how search engines/translators can be faulty.

• Ask about interpretations and what something could and might mean.

Frame What is your angle?

Are you focussing on detail and complexity

or is it a general overview and

contextualisation?

Is it inclusive?Who are you

including?

Where are the boundaries for today?

Where does this lesson fit in with the

rest of your narrative?

Image

Are your images

inclusive?

Do you want your images to

teach a subtext?

Are the images crystal clear?

What kind of

atmosphere are you setting?

Are your images able to

contribute to visual literacy?

WORD

What register are you using and

why?

Are you using words which will convey meaning

to students?

Do you need to include

clarification of terms?

Are you preventing

misconceptions?

Are you captioning when and where you

can?

FLOW

Are you showing how one thing leads to another?Are you showing how this connects to prior knowledge, life, the world, other subjects?

Have you explained which part of the picture you are in at the moment and where that can lead?

Are you making connections with what you have taught and what comes next?

Resources• A photographer’s frame of mind

• Literacy Today

• A rhetoric of sequential art

• 30 graphic novels in 30 days

• TeFL

• paper.li

• Scoop.it

• I’d like to thank Shoo Rayner for allowing me to download and splice the Mr. British Culture clip

Game TheoryGAME THEORY

The Principles

Interaction

Cognitive interaction

Explicit interaction

Beyond the object

I

Introduction

• Both Katie Salen and Eric Zimmerman are well credentialled academically and in the gaming industry to look at gaming principles from a theoretical point of view .

Classroom implications

• As classroom practitioners we could benefit from looking at the principles which attract our students to games and try to apply the theory to ensure more effective learning in the 21st century.

• Interaction

Teacher is the author of the classroom

Teacher provides content and teaches it

Teacher’s approach may be in conflict with student agenda

The action is going on separately in the head of teacher and student

• Examples

• Lecture• Presentation• Video• Demonstration• Talking through examples

• What can you do to provide absorbing content which engages student brains more comprehensively?

• Question

• Cognitive interactivity

Functional activity of button clicking and page turning

Students are clicking on web links

Students click on the button to get to the next set of information

Students read a page

• Examples

• Web quests• Independently viewed

presentations• Web research• Completing sets of exercises• Filling in spaces

• What resources can you provide at the button clicking page turning level which will want them to click and turn?

• Question

• Explicit interactivity

Participation with designed choices or activities

Students have their own input to consider

Students are creating something as they learn

Students can see they learn better by consulting

• Examples

• Using what is learned to create a video• Presenting what is learned to an

audience• Creating an assignment but including

reflection and feedback• Allowing students to act and make

choices relevant to content and assignment

• What assignments and activities can you provide to ensure students are using their new knowledge in an interactive, connected way?

• Question

• Beyond the object interactivity

• This is the fan base, the merchandising the getting users to engage with the game in ways so that they identify strongly with the game.

• Discussion

• You need to think about and discuss this. Do we need fan bases for French? Maths? Science? Are there ways we can do this ethically as classroom practitioners?

• Getting students to participate in extra curricula events

• Making students aware of expos, films, special events, competitions

• Having focus days• Creating clubs, teams, special interest

groups• Publishing work online

• Examples

• Question

• Do you show how the love of the subject and the new knowledge can be used to connect with others and the real world?

• Affective interaction design• Eric Zimmerman• Rules of play• A meaningful read• Gamelab’s hustler

• Resources

Content Share Feedback

• MICROSOFT OFFICE FOR MAC 2011

• CATHY WOODS • ADELAIDE, JULY 2013• @SALL07