EDWeb Project Report – Jesse Elam

LVS - English Vocabulary Necessities for Development and Life-Long Learning

1.) Problem or Need

Asian ESL students have problems with basic present tense sentences structures as well as adequate vocabulary for conversation. Students face a more interesting problem then most English learners. Unlike Pacific-Costal languages, Asian languages use reverse sentence patterns as well as particles (sounds that mark parts of speech) to indicate subjects, objects and verbs in a sentence. Students also struggle with plurals and articles. But, according to the Dolch list these are some of the most frequently used topics in the English language. Young people are often hesitant to speak, because of lack of confidence and they only have an understanding of the words at the cognitive level.

ESL students will continue to make similar grammar mistakes and never reach a level of fluency in the English language without essential vocabulary and understanding of sentence structure from a young age. Through this course students can gain enough proficiency to build their confidence level and allow them to become more Learner-centered. Mastering recognition of these 60 words can help to boost their motivation, confidence and eagerness to read and speak English. Memorization is not enough and through strategic module design and hybrid class interaction, students can transfer this information into higher realms of The Knowledge Dimension. It will be delivered through the web on a dedicated server using Macintosh OSX Tiger. The course will cover 60 key words from the Dolch list, key phrases, as well as, present and future tenses sentences. These words will build on each other like building blocks, in order to form proper sentences in the final modules.

2.) Goals and Objectives

After completion of this course, Students will be able to spell, recognize and utilize 60 of the most frequently used words in the English language. They will be able to understand and create grammatically correct sentences. This program will be using an Essential-learning tutorial approach, where the students will be supplied with a number of different learning tools that will cater to a range of learning values. A consistent testing system will be put in place to monitor the students’ progress, achievement

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and weakness. If they can finish preliminary test with an acceptable time and accuracy, they will advance into a more difficult module. Through blended learning the students will be tested by instructors at Ritsumeikan Uji Rits Kids program on their ability to read, pronounce, understand and write sentences containing the Dolch list words from this game.

Learning Objectives

The students will be able to;

Recall the spelling of 180 essential words from the Dolch list. Match Dolch list words to associated pictures. Recognize Dolch list words by listening to native speakers` voice. Demonstrate comprehension of sentences utilizing Dolch list words. Use appropriate Dolch list words to complete grammatically correct sentences. Construct grammatically correct sentences using Dolch list words. Evaluate a sentence and Decide if it is correct. Classify words based on their part of speech. Explain why there is a mistake. (Japanese multiple choice)

3.) Analysis

Lesson Material

The mastery of the above objectives will enable students to gain the vocabulary and the understanding of the most used words in early childhood material by moving them through a cycle of 6 words at a time. Spelling, associating, identifying, reading, completing and then constructing. Using Bloom`s Taxonomy they will progress from Level 1 to Level 3.

The testing system ensures that students with a higher level of understanding will not become bored with material they already know. Variation along with Rubrics to judge their progression will allow them to identify their skill and compare themselves to other students of their caliber.

Students will be able to access a database of all students in their level and compare their abilities. A link to Babblefish or an on-line translating software package will be available, allowing them to translate words that are unknown. A graffiti board will be available for students who get a high score on a level. Also, Macintosh OSX translation widget will be configured on each lab computer.

The course will be broken up into 10 modules. Each module will contain 6 words and can contain up to 6 different activities (associated to the objectives above). Each level represents 1 module, giving us a total of 10 levels. At the end of the module students will be tested to assess their retention. If they pass the test under the required constraints they will

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move on to the next module, otherwise they will repeat the module. After every 3rd module the students will take a unit review test, where same constraints apply as the module test. If they pass they continue to the next module, otherwise they retry the test or have the opportunity to review the past levels again. Students will complete 1 specified module a week. Each week the students will be tested by a teacher at Ritsumeikan Uji Kids program based on their ability to read, pronounce, understand and write sentences. This data will be entered into the system and feedback will be input into a database and given to the students.

Major Topics of Instruction:1. Commonly used English articles.2. Most widely used colors.3. Essential numbers.4. Crucial transitive verbs.5. Helpful modifiers.6. Commonly used nouns.7. Important Demonstrative, Possessive and Interrogative Pronouns8. SOV and SVO sentence structures.

Students

They are ESL students ages 5-7, who are familiar with computers, but have little to no experience with the English language. Students should be familiar with ABC’s and have some experience with Phonics. They know a stock of common English words and phrases and can read/write their ABC’s. Some students have an affinity for English and others are forced to learn it. Presented in the correct manner, it can be fun for everyone! They can utilize the knowledge in the classroom and the real world.

The students’ reading and witting skills are stronger than their speaking skills. Therefore, they can more easily associate pictures with words. They have the means to retain a maximum of 9 vocabulary words at a time, but can easily forget them if they do not review. Audio and visual prompts are essential to keep the student on track. In the game they will choose a character. This character will gain and loose attributes as well as change age throughout the progression of the game, based on their performance. Each student will be supplied with a stuffed animal to represent his or her character chosen in the game. A Rubric and point system will be used in each stage and total points will be calculated at the end of each module. They have the ability to compare themselves against other students using the same system. High scoring students will have the opportunity to participate in bonus games and write on the graffiti board.

None of them have completed a lesson in an e-Learning environment, but a majority of them have had interaction with a computer and the Internet. For the past 2 years 80% - 90% have been trained in Microsoft Office and searching using Google. They are comfortable using a keyboard/mouse and navigating with Mac OSX. Isolation could cause a

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problem, but the idea of learning in a game will provide an intriguing environment that will help balance the situation and motivate them to become more self-directed to achieve goals. The game will be constructed as the solar system. They will begin on the outer edge and work their way to the sun. Each Level will have different themes, attributes to gain, animations, sounds, but the tests will be standardized throughout. This will allow for a lot of different styles of delivery and increase the interest. As the game progresses, students will progress into higher levels of the cognitive dimension. Also, time and point constraints will also become more difficult.

Since these students are interested in fun, excitement and games, they will respond well to encouragement and praise. They have short attention spans and get discouraged easily and constant failure can cause unwillingness to participate. Competition is key and achieving a goal is essential for these learners. They have very low confidence and are apprehensive about being different from other students. They also have problems making choices without knowing the correct answer.

All students will use the words/grammar weekly in their classes at Ritsumeikan. Some will use the skills they acquire in the course and apply them in their instructional English classes at school or private English institutions. Fortunate students will have a chance to interact with Native speakers. It will be Learner-led with automated training and supervision by the program, Help and tutorials on how to get started as well as how to play the game will be offered. I will administer development of the Rubric and assessment tests. Teachers will give achievement and feedback in class. The entire course will be integrated into their curriculum and be part of their assessment for the year at Ritsumeikan.

They will be mainly learning on-line and the students will be required to have T1, T3, ASDL, DSL, Cable, satellite or fiber-optic connection. Also, Flash player plug-in must be installed to their browser before they can access the game.

3.) Instructional Plan

Students will begin with an introduction test in order to become accustomed to the user interface in the game. Since, I am going to be dealing with a diverse range of ages, levels and skills, I am leaning towards a Blended-Learning approach. The instruction will be centered between facilitated and learner-led. In class they will be tested on the prior weeks’ words. If they fail they will be asked to repeat the module and bring a certificate to the teacher then take the assessment again. In computer class, each student will complete the next module of words, print a certificate with their statistics and give the certificates to their teacher. Competitions will be held in class each day and the top 3 students will receive a prize for their efforts. I want to give the students who are more advanced a chance to progress through the material at their own pace at home. Also, the lower level students will have a chance to review and

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keep up with the class. Therefore for best practice, this site will be hosted from a server, so it can be accessed from anywhere.

I am going to be using a few different types of methods that will contribute to the Learner-Centered Value. I will keep students motivated by use of a scoring rubric. They will have a way to assess themselves against the other students in their class and their goal will be to reach the sun. The method is meaningful because they will be using the vocabulary in their classroom. They will also be developing skills and vocabulary that they will use for life! An Absorb activity where the learner will see the pictures and the word at a fast or slow pace depending on their level will also be available. The students will have the choice of skipping this set if they wish.

Learning Values

A. There will be a chat function available for the students, which they can utilize at any time. Students can access the chat function from home or school and if any other students are online, they may chat in English or Japanese.

B. Inherently, this game has a lot of Contextual Values. It is training a student in a new language and being used as a supplement to classroom teaching. It is challenging and relevant for a number of reasons: Level 2 of Bloom’s Taxonomy states that students must start taking the knowledge that they have absorbed and practiced and transition it in real-world/meaningful situations. Also, using drill and practice activities to fill in the blanks and construct sentences. Later modules will allow students to evaluate sentences and classify parts of speech. This will be meaningful to their language skills and help them transfer reading and writing to spoken English.

C. I am trying to integrate Active values in a few different ways: It will be dynamic, because it will be adjusting to the students’ memory retention and skills. Also, using connect activities, the students will move to Level 3 of Bloom’s Taxonomy and be able to unscramble sentences and type there own sentences.

D. There are a lot of different types of Supportive value in my project. At the beginning of each module, students can choose to have a demonstration show. I am creating a many different types of fun games and the random combinations will keep the students interested. I am going to be including a hint and show me for students who are having problems. Students will also have a chance to access a translation and on-line dictionary.

Learning Activities

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I will be using absorb, do and connect activities in my project. There will be a total of 6 styles with some variations throughout the game.

(absorb) intro with picture, sound and word. (absorb) see picture and re-type the word. (do) match the word to the picture or sound. (do) match the picture to the sentence. (do) fill in the blank, completion, and hint. (connect) construct/type a sentence with words. (connect) evaluating sentences based on grammar and word

order. (connect) classify words based on part of speech.

I have a diverse group here, so I am trying to include a lot of Supportive value to help with this. I am planning on dropping the amount of text and distracting material, so students will focus in on the words and sentences in the main widow. After completion students may review modules at any time. I am also working on a way for them to access more ESL material.

Execution and Hindrances

1st Delivery (Oct. 1st) -.cvs or xml spreadsheet files that import the data required for the 6 different styles of games, will be completed and operational. Receive feedback from students.2nd Delivery (Dec. 1st) - Game structure created (Solar System) and modules inserted into each level. Navigation completed.3rd Delivery (Feb. 1st) - All scripting complete for Game Control and testing. ColdFusion database completed with functioning assessment system. Final Delivery (Apr. 1st) – Completed functioning version. Begin Formative evaluation.

Pictures to represent the English words will be a challenge. As well as audio with different types of accents for each word. Vocabulary list, dictionary and real-time interaction of students are another concern. My plan is to contract an illustration artist for the pictures. I will be paying the artist to create about 180 pictures for me. I will utilize my old co-workers in Japan to record audio. My prior boss will be supplying me with the vocabulary and sentences. I will pick up some books on Action Scripting and game making by Que, take some seminars or classes at community college to boost my Flash skills. I have prior experience using Flash and Object-Oriented programming. I focused on game programming in Java during my final year at university. I have begun working on this program, but didn’t finish because funding wasn’t available. I know game programming is very labor intensive and I will use all the resources I can to finalize this project within the time constraints above.

Chris Micschel, Linda Keays and Chris Wilson, who are all professional ActionScript programmers will spot check my code, offer

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alternatives and help me with issues. I will be approving and modifying all of the material given to me by my former boss and illustration artist. The feedback will be collected from the teachers, students and management of Ritsumeikan Uji Rits Kids program. This project is just going to be a supplement to the Ritsumeikan program. The school will be responsible for any profit-and-loss.

4.) Design Rationale

I will be working with a lot of novice students and I do not want them to be distracted by the navigation and crazy colors. I want their eyes to be drawn to the gaming area. The text will remain black.

The navigation will be pretty straightforward. On the right-hand side, the planets will represent the levels. If the user clicks they will be brought to that given level. 4 buttons will be available throughout the game in the lower right-hand corner. A volume control, time, score and mistakes, will all be located to the left. The lower center area will be where the words will be located. The lower left-hand will be where the module and level information is displayed. The top-left will be the actual gaming area.

Color Scheme I have decided to use an analogous color scheme, since my navigation will be in grayscale these two will not conflict each other. Each Level (Planet) will contain 4 different gradations of a given color. As they advance, the modules will stack on one another and appear as a visual key for the learner that they are making a progression. Each module will affect and change the Hue of the background. The 180 pictures will also use the complementary analogous schemes of the module.

Gaming area Hue and Module ColorLevel 1 Pluto

#330000  #553344  #776688  #9999CC  

Level 6 Mars#990033  #BB1133  #DD2233  #FF3333  

Level 2 Neptune#330000  #330044  #330088  #3300CC  

Level 7 Earth#330099  #223377  #116655  #009933  

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Level 3 Uranus#33FFFF  #33AAEE  #3355DD  #3300CC  

Level 8 Venus#333300  #777700  #BBBB00  #FFFF00  

Level 4 Saturn#FFFFCC  #FFFF88  #FFFF44  #FFFF00  

Level 9 Mercury#FF0000  #BB0011  #770022  #330033  

Level 5 Jupiter Level 10 The Sun#FF0000  #FF401A  #FF8033  #FFBF4D  

NavigationBlack Text/Sentences #FFFFFF

Gray Drop Area #CCCCCC

White Word Bank #000000

Typography I will be using Georgia for my site, it is similar to Verdana in that it is a very legible. My students are going to be novice as I stated before, so I am planning on keeping the text to a minimum and very basic. This way they can concentrate on it more and focus on the reading/writing/typing, rather than be distracted by a new font that they are not familiar with.

CARP Contrast: I used contrast in my project in a couple of ways. For the

navigation I choose to use Grayscale as a means of easily accomplishing this. I have used the center as the focal point for the student. I choose to use White boxes at 50% opacity. I used negative space with the surrounding area to draw the attention to the text. I did this in a similar way on the right hand side with the Links.

Alignment: I think my alignment is very cohesive here. There is nothing arbitrary on the page. This design stays consistent throughout the entire site and it is visually apparent what things do. I will also add graphics to sit next to the text to better stimulate the students with little animations.

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#FF3300  #FF7722  #FFBB44  #FFFF66  

Repetition: I have definitely used this to my advantage. The only thing that changes in the module is within the viewing or gaming area. The games are different, but overall they are unified in the way they are played and rules. The layout guides the student though the process without worrying about to much navigation and the elements and locations are consistent.

Proximity: I have done a great job with proximity in my site design. The Modules and Levels are grouped together. The Dolch list words are grouped next to each other in a table fashion. I have also organized the time, score and correct answers right below each other. The links are ordered in the same fashion. The planets are located above and all of the different sections are separated by boarders, which are actually meant to be the inside of the spaceship. There aren’t any orphans in my project.

Instructional Images – Currently I only have Decorative, Representative and Organizational images in my design. Please have a look at vlssoftware.xls for all Representative images.

Image Location Category ExplanationRits Logo Every page Decorative To make ownership.Character Attribute page Decorative Used to motivate students.Solar System Every page Dec/Rep Visually representation for Navigation.Background Every page Decorative To make game more realistic Cockpit Every page Decorative Makes the site more visually

stimulating and consumableStats Attribute page Organizational Breaks down all of the students’

achievements into a spider graph.

Prototype

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4.) Formative Evaluation

This program must be finished by Dec. 1st 2009 and be in flawless working condition. It will then be integrated into the Ritsumeikan Uji program from the rest of its existence. An immense amount of time will be placed on the development of the program, but I will be paid a normal wage to complete the process. Potential Administrators will be skeptical about the process of formative evaluation, but I will include it into the price of the final product. As Tessmer made a note, I will act as if it is part of the development process, while I am doing the rapid prototyping throughout the year.

Students and Environment

Students will have to be able to read the alphabet and have some prior knowledge of phonics. They will have to be familiar with how to use a mouse and type using a keyboard. Students will have to be familiar with simple SVO and SOV constructions as well as present and future tense verbs.

The learning environment will be primarily done at the school. Each week students come to Ritsumeikan Uji on Sat. from 7a.m. – 3p.m. They have 1hour of computer class and 1 module will be completed in class each day. Following the computer class, students will use the material that they just learned in class. They will attempt to transfer written and reading into spoken language in class. Students who have internet at home are encouraged to access the internet from home and work at their own pace.

This program wills envelope many different kinds of media. The majority will be Flash based, but DHTML, PDF, MP3, and FLV files will also be utilized.

Formative Evaluation Goals

identify programming, spelling and technical mistakes that cause confusion.

receive feedback about the Design and CARP. increase the Functionality of modules and Help/Introduction. Increase the number of activities available. Improve the instructional objectives to the proper scope of the students. Understand the average time it takes to complete 1

answer/module/level.Find out if teachers can transfer learning into classrooms.

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Burning Questions

Learning Effectiveness:1.) Are the instructional images representative of the words?2.) Are the audio examples coherent?3.) Do the modules build the proper learning experience?4.) Are the students able to interact with the UI seamlessly?5.) Are the strategies consistent with the objective of each game?

Learner interest/motivation1.) Are the learners motivated by the range material?2.) Do students want to use the product at home?3.) How many hours a week will the student pledge to use it?4.) Is the material too challenging or too easy?

Content Quality1.) Are there any spelling errors?2.) Are the pictures consistent with the images?3.) Are there any alignment issues?4.) Do programming errors or glitches impede the learning?

Technical Quality1.) Is the Layout and navigation consistent throughout?2.) Is the Layout and Navigation’s CARP aesthetically pleasing?3.) Are Animations, sound effects and music inhibiting?4.) Are students able to utilize all aspects of the program?

Implementability1.) Are teachers able to easily evaluation students’ progress?2.) Can students use UI after viewing introduction?3.) Does the student feel that the program will help his/her English?4.) Can teachers properly adapt the material in class?5.) Will the directors allow the program to run from the server?

Formative Evaluation Timeline and Focus

Groups/Date Participants Evaluation Focus

Self ReviewCurrent – Aug. 17th

2008Jesse Elam

Technical and Functionality:I will run an in-depth analysis of every button, link and movie clip to make sure it is operational.

Expert ReviewAug. 18th 2008

ILT 5860 classmates and instructors

Technical Design evaluation:I will ask my Friend Chris Mischele, my classmates and instructors to give me an objective evaluation about all topics contained in the Design section. I will also ask them to attempt to find mistakes in my spelling, code or links.

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1-on-1Sep. 1st 2008

12 selected students, representing the scope of age and ability at Ritsumeikan.

Usability testing: Instructor will work 1-on-1 with students using Adobe Connect. Utilizing the think aloud protocol, I will be able to pin-down any future problems or gaps in the navigation system.

Small GroupOct. 1st 2008

3 different classes: Beginner, Intermediate and Advanced at Ritsumeikan Uji. 9-14 students ages 6-9.

Design, Layout, Functionality, Acceptance and Motivational evaluation: I will purposely put mistakes in the game and ask students to find them. I will run the evaluation via iChat over a projector from America. Students will be asked to objectively critique the game and tell me 2 things they like and 2 things they don’t like. They will fill out a questioner at the end of the session.

Field TestApr. 1st 2009 – Dec. 1st 2009

(Rapid Prototyping and Research)

All levels: Ages 6-9 50 students.

Motivational, Usability, Acceptance, Effectiveness and Efficiency evaluation: I will return back to Japan for 1 year in order to do the Field Testing. I’m currently working with my old boss and trying to arrange a Research Visa for Ritsumeikan University, which directly tied to Ritsumeikan Uji. I will conduct a 1 year Field Test, which I will constantly be receiving feedback from the students and adjusting the program accordingly. I plan to use all of the data I collect and incorporate it into my research. I will assume my prior position at Ritsumiekan and observe the students test scores, speeds and spoken abilities. I will create feedback for the students and input the data into the database each week.

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Formative Evaluation Data Gathering

Groups/Date Participants Data Gathering Tools

Expert ReviewAug. 18th 2008

ILT 5860 classmates and instructors

Expert programmer Chris Mischele will review programming code and be given an oral interview. Classmates will be given a checklist and give feedback.

Small GroupOct. 1st 2008

3 different classes: Beginner, Intermediate and Advanced at Ritsumeikan Uji. 6-10 students ages 6-9.

During the Review, I will be present via I-Chat to answer the students’ question when they occur. Students will have a functioning version of the game. At the end of the game they will be given a questioner via JavaScript and it will be automatically sent to my mailbox.

Field TestApr. 1st 2009 – Dec. 1st 2009

(Rapid Prototyping and Research)

All levels: Ages 6-9 50 students.

Scaffolding and a consistent testing system will be put in place to see if students are able to apply skills at higher Meta-Cognitive levels in class. Scores will be stored in a database that will be visible in the game and I will be consistently taking notes about students’ interactions, problems and misunderstandings. Students will be observed once a week and give feedback in written form, audio recordings and video recordings.

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