This week we broke into groups and began working on our advanced instructional design group projects. One member of my group has a real problem which we decided we wanted to address with this project.
At his university, he has incoming freshmen who are unprepared to manage their time as they should to be successful in college. His school offers a face-to-face one-hour long lecture-style seminar to these students to try and address this issue, but to date this method has proven ineffective. The schedule demands on new freshmen will not permit a longer face-to-face session, so my group member is seeking a way to increase instructional time by adding an online component. In analyzing the learners we determined one problem with added instruction was a lack of motivation; if the online activities were not intrinsically motivating to the students there would be little incentive for them to complete them.
Since the unit of instruction we are planning will be online and will likely involve media of some type, and since it is imperative we engage our learners and require their participation in the learning process, we decided the most appropriate instructional design model on which to focus would be the ASSURE model. This advanced ID model is perfect for technology mediated instruction and is very learner-centric.
As we discussed ways to engage the learners and offer intrinsic motivation, one medium that came to mind is educational gaming. An immersive virtual game environment which places the learner in a situation which requires time-management skills in order to be successful and solve the game challenges would allow learners to learn time management skills through play. Learners could go through a series of quests each involving various time-management skills such as scheduling, prioritizing, goal-setting, concentration, etc. Following the gaming activities, face-to-face facilitators could then make best use of the hour-long presentation to summarize needed skills and/or breakdown time requirements for the average freshman course load.
We have opened a Google Drive folder to share resources among the group members and have already met twice via Zoom Web Conference to discuss the project. A shared Google document allows us all to work together on the document to complete the writing. Our plan is to have a draft which includes an introduction and strengths and weaknesses of the model by Friday. As we work on the research to write these sections, literature we review in the process will be added to the literature review section so that we can slowly develop that section.