Proposal/Draft

Project Proposal/Draft:

I intend to craft a syllabus based on a collaborative project-based exploration of game narrative creation for a role-playing game (RPG) as an art-based learning experience for middle-school age students.

From the teacher perspective, the class will be a space to explore strategies for encouraging student involvement in the learning process

The syllabus will be designed to take into consideration different learning styles based on myriad factors including cultural affinity, temperament and levels of technological and pedagogical acumen.

This does not include ignoring currently recognized standards, strategies and best practices.

I believe that computer-based games, educational or not, should be concerned with narrative and art (the engines of immersion) than achieving a successful outcome defined as a “win,” and that desired learning outcomes are the result of being invited on a compelling journey.

I have signed up for a free trial of StoryboardThat, a digital storytelling engine designed for narrative creation.

StoryboardThat is not be the only tool planned for use but it will be the base-level digital tool around which the class will be designed.

I intend to craft this course based on the architecture of my ideal iteration of s classroom for project-based learning.

Although students will not be restrained from bringing their own individual technology tools to bear, the physical space will be centered around a primary CPU with a large (60”+) extended monitor or desktop.

The large monitor will be the theatrical focus of the classroom.

A different student will be assigned as “chief-engineer” (current working title) for each class-session. This role will be filled by each student designated on a rotating basis.

The role of chief-engineer is primarily one of data-entry.

This individual will be tasked with carrying out on-line research based on class participation in order to acclimate students to computer and internet use as research tools.

Questions based on class discussions (either resultant of small group discussions and brought in or general discussions).

Desks or workstations will be placed in a semi-circle around the primary computer station with a focus towards the large monitor.

During class-sessions or portions of class-sessions designated as “collaborative” the only powered-up technology allowed in the space will be the central computer.

Expected outcomes:

• To enhance student comprehension through team learning
• To develop cooperation skills
• To explore web-based research strategies that include:
  • Boolean string research queries
  • Locating resources and assessing their value and relevance

Strategy examples:

• Individual learning style testing
• problem-based learning
• small group discussions
• class discussions
• the use of theater or role-playing
• the use of concept maps

Assessment:

• Individual learning style testing
• student portfolios and presentations designed to measure/gauge student understanding
• standards-based assignments that require the students to apply their design, critical thinking and technological skills (including design and research—taking into account that some students will be stronger at at idea formulation and project management than design and implementation
• clearly defined criteria (rubrics) designed for consistent, fair evaluations of student work; and opportunities feedback of teachers, peers, and outside experts.