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School. Home. TSHIVENDA. http://www.stanford.edu/~cjimenez/Tshivenda/intro_page.html. Claudia Doug Hannah Junko Lin. summary. TSHIVENDA International, Inc. has developed an online character building site to promote discussions about character building

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School

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  1. School

  2. Home

  3. TSHIVENDA http://www.stanford.edu/~cjimenez/Tshivenda/intro_page.html

  4. Claudia Doug Hannah Junko Lin

  5. summary • TSHIVENDA International, Inc. has developed an online • character building site to promote discussions about • character building • Before the actual design and development, research was • conducted to find learning problem and theoretical • framework • We began with ABCD and strong objectives – Bloom’s • Taxanomy • Built the site with ADDIE (With repetition/continuous revision) • Assessment with parents (Pre/Post) -, Discussion Answers • The site has not fully reached its final stage due to time • constraints

  6. What is tshIVENDA? TSHIVENDA Character Building is a website to initiate and support discussions on character development for kids with the use of interactive scenarios and funs TSHIVENDA is an African word for “character” Chivenda is an African word for “character”

  7. Objectives • Indirectly provide kids the opportunity to think about character building topics • Initiate and support discussions on character development for kids with parents • Building a website which can provide interactive scenarios for kids to voluntarily discuss the topics

  8. LEARNING PROBLEMS Don’t have chance to talk about character building because kids appear not interested in the topic and we do not know how to discuss on the issues Don’t have enough time answering students’ questions Don’t understand concept BORING!!!!!!!!!!!

  9. Theoretical framework The Socratic Approach to Character Education This classical technique leads students to recognize contradictions between values they avow and the choices they make — and shows them that they have the power to choose (Elkind and Sweet, 1997). Strength of the Media Video's strength is in its exceptional power to engage young people at the level where they make most of their behavioral decisions (Elkind and Sweet, 1998). Power of Discussion and Reflection The best forms of character education also involve students in honest, thoughtful discussion and reflection regarding the moral implications of what they see around them, what they are told, and what they personally do and experience (Eric Schaps, Esther F. Schaeffer, and Sanford N. McDonnell, op.cit).

  10. audience The intended audience(s) that TSHIVENDA is designed for includes: • Primary audience: 4-10 Year old children with guidance from parents • Target audience: students who have minimal access to talk about “characters” • Unintended audience: anyone who is interested in this topic can participate in the program The basic requirements needed by users of this e-learning course are: • Basic conversational knowledge in English • Basic computer literacy (ie. knowing how to operate a computer, use a mouse, etc) • Note: There are no physical limitations for learners who want to participate in this program, provided they meet the requirements stated above

  11. behavior From participating in the course, learners will be able to demonstrate all of the following behaviors modeled on Bloom’s Taxonomy: • Improve discussion and reflection on building character and morality for global citizenship • Increase exposure to character building thinking situations to reflect more about it • Eventually aim to make “healthy” and mature choices in everyday life

  12. condition To participate in the tutorial, learners are required to have access to the following: • A simple, basic computer (found in public libraries, homes, and/or school computer labs) • One of the following browsers — Internet Explorer 7, Safari 2 or newer, or Firefox 2 or newer, speakers for sound and music • Low bandwidth internet connection (at least dial-up) • Multimedia Player Additional program specifications are: • No use of flash, dreamweaver, etc. in this program Settings in which the course can be implemented are: • Self-motivated learning environment at home • An after-school club • An official course proctored by an instructor/teacher

  13. degree From participating in the course, learners will be able to demonstrate all of the following behaviors modeled on Bloom’s Taxonomy: • The standard for acceptable performance for participants will require learners to discuss the topics • During the course: • Learners are required to understand content material in its entirety for every lesson • The program is not designed to assess the “right or wrong” answers but promote the discussion on the topic • The program caters to individual learning, so no time limit is imposed on the learner to complete the program

  14. ADdIE MODEL - ANALYZE • ANALYZE: Principle Based • ABCD • Program Control vs. Learner Control • Pedagogical Agent & Personalization • Collaborative Learning with Asynchronous Interaction • Directive Instruction & Worked Examples • What types of learning constraints exist? • What are the delivery options? • What are the online pedagogical considerations? • What is the timeline for project completion?

  15. ADdIE MODEL - DESIGN Mayer’s Principles of Multimedia Learning Interactivity – choose your own destination Rewards – passport, Stamp, Souvenir Personalization – pick yourself, passport Voice – Scenario Voice – non accented, human Multimedia – Animated Simulation Contiguity – Website Modality - Scenarios Parent Involvement – Discussion, Parent site, Q&A, Help, Gagne’s 9 Events

  16. ADdIE MODEL - DESIGN Powerpoint Prototype Mayer’s 10 principle Gagne’s 9 Events

  17. ADdIE MODEL - DESIGN Kids sitemap Intro Video Good Passport Parents Pick yourself Progress of Kid Back Pack Guidance Scenario Discuss Talk w/kids Reward Stamp Community w/other parents Souvenir Examples FAQ Respect Elders Have Questions Post Test How kids change

  18. ADDIE MODEL - DEVELOP Website - Kids

  19. ADDIE MODEL - DEVELOP Website - Parent

  20. ADDIE MODEL - DEVELOP Scenario

  21. ADDIE MODEL - DEVELOP Scenario – Intro Video

  22. ADdIE MODEL Make it tailored….. After brainstorming, sketchy, and testing with a kid, it is designed and developed in accordance with the findings, brainstorming ideas and feedback. • DEVELOP + IMPLEMENT Progress, Evolvement, Repetition Website Scenarios Survey

  23. ADdIE MODEL • EVALUATION Pre-Test : 17 participants Post-Test : 16 participants Surveymonkey.com Time constraint

  24. addie – EVALUATE -parents • Tshivenda Pre-Test • Do you think it is important to teach your children about • character building, morality? • Yes No Other() • 2. How often do you discuss character building with your child? • Multiple times a day Once a day Once a week Once a month Other( ) • 3. Who usually initiate the discussion about character building? • Father Mother Children None of above Other() • 4. How do you teach your children character building? • Explaining the concept by talking Storytelling Book TV Scolding Other( ) • 5. Do children understand character building easily after you teach them with • the method above? • Yes Somewhat Not really Not at all Other( ) • 6.Do children show their interest in character building when you teach them • by the method above? • Yes Somewhat Not really Not at all Other( ) • 7.Do you see any positive change in children after you teach them about • morality with the method above? • Yes Somewhat Not really Not at all Other( ) • 8. Do you think it would be helpful to have an internet site to support • character building? • Yes Somewhat Not really Not at all Other() 1st Draft Final Draft

  25. addie – EVALUATE -parents • Tshivenda Post-Test • How often do you discuss character building with • your child now? • 2. Does Tshivenda increase the frequency of • discussions about character building? • Yes Somewhat Not really Not at all Other() • 3. Does Tshivenda motivate children to initiate the • discussion about character building? • Yes Somewhat Not really Not at all Other() • 4. Do you think Tshivenda is helpful for you to teach • morality to your children? • Very much Somewhat Not really Not at all Other() • 5. Do children show more interest to talk about character building after visiting the site? • Very much Somewhat Not really Not at all Other() • 6. Do you see any positive change in children after visiting the site? • Yes Somewhat Not really Not at all • Please comment if you see any () • 7. Which part in the site children are interested in the most? • Choosing a character • Watching scenarios • Collecting stamps • Buying souvenir 1st Version Final Draft

  26. addie – EVALUATE - Result How important do you think it is to teach your children character building? (Pre-test)

  27. addie – EVALUATE - Result How do you teach your children character building? – Pre-test

  28. addie – EVALUATE - Result How often do you talk about character?

  29. addie – EVALUATE - Result Do you think Tshivenda is helpful to teach character building ?(Post-test)

  30. REFLECTION- it was fun!!! Collaborative Learning Experience Repetition/discussion/survey/revision– progress and evolvement is really important – we are learning something! What’s Next? – peer pressure(2.0), also repetitive learning experience, application of real field activities(outings) - Apply situated learning - focuses on patterns of coordination in groups of individuals engaged in joint action with material and informational systems in their environments – group discussion

  31. Thank you

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