Fall 2006 Presentation

1. Fall 2006Presentation Jami Brandt Lenore Butcher Kuch Rhonda Hopkins Jason Wilhelm December 11, 2006

2. Agenda • Introduction • Performance Analysis • Needs Analysis • Task Analysis • Design Approach • Formative Evaluation Plan • Next Steps

3. Client Hoop Magic Sports Academy Chantilly, VA Curtis Symonds, Founder Patricia Symonds, Dir. of Corporate Marketing JoAnn Marshall-Hobbs, Project Liaison

4. HMSA and Northrop Grumman …Helping our youth to become promising leaders of tomorrow… …Supporting educational programs that aim to increase achievement and motivation in literacy, math, science and technology…

5. GMU Project Team Project Vision Improve motivation and academic achievement in Science, Technology, Engineering, and Math (STEM) disciplines Project Mission The project vision will be accomplished by allowing K-12 students to participate in the analysis, design, and development of sports-themed educational games focused on STEM content

6. Instructional Design Process

7. Performance Analysis A preliminary process to gather data to verify and justify a solution which meets the goals of the project • Data collection • Determine gap/discrepancy • Identify Drivers and Barriers • Work with client to define and clarify goals

8. Performance Analysis Data Collection: • Investigate model after-school programs • Consult research journals, periodicals, and other relevant literature • Collaborate with client • Meet with Subject Matter Experts (SMEs) • Interview target audience

9. Performance Analysis

10. Performance Analysis

11. Performance Analysis

12. Performance Analysis Today’s Learners are “Digital Natives”: • Receive information quickly using multiple media sources • Parallel processing and multitasking • Information to be delivered using pictures, sounds and video • Random access to hyperlinked multimedia information • Simultaneous interaction • “Just-in-Time” learning • Instant gratification and rewards • Instantly useful learning

13. Performance Analysis Why Gaming? • Meets learner needs and preferences • Provides “Contextual Bridging” • Provides authentic learning environments • Incorporates a variety of instructional methods • Drill and practice • Tutorial • Simulation • Problem solving • Discovery

14. Performance Analysis The Importance of After School Programs: • Three environments of children: • Home • School • Community • Noam’s definition of Bridging: “an attempt to foster a sense of continuity for youth as they traverse cultural contexts”

15. Performance Analysis Noam’s Bridging Theory: • Self contained • Associated • Coordinated • Integrated • Unified

16. Performance Analysis Capacity Building: • Activities that improve an organization's ability to achieve its mission • Internal (staff training) • External (community networking) Sustainability: • The ability to maintain a program over time • Durability over the long term

17. Performance Analysis Factors of Sustainability and Capacity Building: • Clear goals • Public partnership and community interaction • Continuous evaluation • Effective leadership • Adequate facilities • Quality staff development

18. Performance Analysis Barriers: • Access to target audience • Access to Subject Matter Experts (SMEs) • Programming expertise • Technological capability of target audience Drivers: • Motivated, organized, and involved client • Open communication • Consistency in communication across leadership • Realistic expectations

19. Performance Analysis Proposed Solution After School Implementation Gaming Intervention Capacity Building

20. Needs Analysis A procedure for setting goals and priorities based on the gap between the present state and the desired state of affairs of the learner • Identify things that are working • Determine the needs of the learner • Identify discrepancies/gaps • Define the task(s) to be completed • Rank instructional goals • Set priorities for action

21. Needs Analysis Planning and Data Collection: • Determine Primary Target Audience • Adapted from Morgan-Jinks Student Efficacy Scale (MJSES) • Collect demographic information, self-efficacy, motivation, learning preferences, computer use/ownership, favorite web site and video games, and time spent daily in select activities were collected. • Consider the Secondary Target Audience

22. Needs Analysis Data Analysis: • 19 surveys were usable • Most students: • attend Brookfield Elementary School • in grades K-3 • of African-American ethnicity • reported being good students and enjoying math and science • do NOT own computers • spend less than 1 hour per day reading and doing homework

23. Needs Analysis My classmates usually get better grades than I do. How much time do you spend daily in combined media/electronics use? Strongly Agree 7.5 hours Agree 1.5 hours Disagree 2.5 hours Strongly Disagree 2.5 hours Data Analysis

24. Needs Analysis What students said: • 93% of students who have involved parents said that they were good math and science students • 80% of students who said that what they learn in school is not important agreed that their classmates work harder in school than they do • 73% of students who enjoy science and math get grades as good as or better than their classmates • Students who have a computer at home were 15% more likely to say they are a good math and science student

25. Needs Analysis

26. Needs Analysis

27. Needs Analysis • Key Points: • Importance of engagement • Collaboration • Authentic environments • Promotes further learning

28. Uri Treisman’s Research on African-American Students More likely to study alone Separate study activities from social ones Study math 8 hours per week Do not seek assistance from peers or teachers Steele and Aronson’s “Stereotype Threat” Fear of confirming a stereotype Increased risk for minorities Negatively impact importance and self-efficacy Social vs. academic success Needs Analysis Minority Achievement Research

29. Task Analysis The collection of procedures for defining the content of an instructional unit • Define content required to solve problem • Subtle steps are identified • View content from learner’s perspective

30. Task Analysis

31. Task Analysis

32. Task Analysis Areas of Instructional Need for Brookfield Elementary: • MATH • Number Concepts, Theory, Sense, K-6 (5th) • Probability and Statistics, K-4 • Measurement and Geometry, K-2, 5-6 • Computation and Estimation, 3-4 • Patterns, Functions, and Algebra, 5-6 • SCIENCE • Physical Science (Force, Motion, Energy, and Matter), K-4 (4th) • Life Processes and Living Systems, K-2, 5-6 • Earth/Space Systems and Cycles, 5-6

33. Task Analysis GMU HM Project Team Fall 2006

34. Task Analysis GMU HM Project Team Fall 2006

35. Task Analysis GMU HM Project Team Fall 2006

36. Task Analysis GMU HM Project Team Fall 2006

37. Design The process of determining the most effective way to deliver instruction • What learning activities the learner can experience • The sequence of instruction • The medium or media to support instruction

38. Content Recommendations

39. Content Recommendations

40. Design Proposed Solution After School Implementation Gaming Intervention Capacity Building

41. Gaming Features: Clearly defined goals Authentic motivating challenges “Contextual Bridging” Scaffolding Personalization Continuous assessment What these Features canTeach: Higher order thinking skills Practical skills training Complex decision-making Reinforcement of rarely used skills Thorough assessment of a situation and appropriate decision making Cooperation Gaming Recommendations

42. Active learning Hands-on experiences Mentors/Role Models Freedom to follow interests Connect to experiences of learners Voluntary participation Tools/Activities support simple to complex tasks Learning through social interaction Share knowledge with others Documented processes and procedures Ongoing professional development of staff Degree of bridging Age appropriate Implementation Recommendations Attributes:

43. Capacity Building Recommendations Capacity Building: • Program Recommendations • Physical and psychological safety of participants • Supportive of health and mental health • Partnerships with families, schools and communities • Caring and supportive relationships with staff • Youth are partners in the program • Academic and social programs

44. Formative Evaluation Feedback(interviews and surveys): • Client on each component of the Proposed Solution • Subject Matter Experts (content, gaming, implementation, capacity building) • Members of primary target audience • Members of secondary target audience

45. Deliverables • Design Treatment Document • Needs Analysis • Task Analysis • Design Recommendations • Four White Papers • STEM Achievement • Gaming and Achievement • After School Programs • Sustainability and Capacity Building • Resource Toolkit

46. Next Steps • Expand Needs Analysis to include secondary target audience • Continued analysis and evaluation of gaming platforms and genres • Design and develop gaming prototype with primary target audience • Identify and assemble capacity building resources

47. http://immersion.gmu.edu/hoopmagic/fall2006/