Learning Problem Design Timeline Design Proposal Walking The Labyrinth by Ami Mehta Walking The Labyrinth by Ami Mehta March 3, 2001

Learning Problem Design Timeline Abstract Designing a model of a futuristic learning environment –explore the relationship between the virtual and physical worlds –use both technology and more traditional methods to help kids become better writers Technology 3-D Multimedia Experience Learning the writing process Design Technology/ Nature Community Clubhouse Audience 3rd Grade Learners

Learning Problem Design Timeline The Learning Problem Learning to write is an intimidating process for children. –Many children experience low self esteem and fall into a “learned helplessness” cycle which can affect their literacy learning. –Writing is a fundamental skill all children need to master. –Dewey states that the missing component in educating the whole child is in our lack of understanding they what don't want to learn.

Learning Problem Design Timeline Physical World Meets Virtual World Physical Labyrinth and Treehouse wired with technologies focused on literacy –Emphasizes the importance of blending nature and technology –Community Technology Center focused on literacy –Continual focus group for kids and technology Virtual 3-D Labyrinth and Treehouse precisely replicating the physical model –offering writing activities online –Extends the physical experience into a continued learning framework –Reifies the writing creation process

Learning Problem Design Timeline Design Goals Unleash the child’s inventive spirit by leveraging their interest in play to teach writing skills Motivating kids by having them actually “become” the story Design the curriculum, activities and lesson plans on the writing process helping kids to become more proficient in school, and life in general. Designing a gender-neutral environment, appealing to both girls and boys.

Learning Problem Design Timeline Technology Treehouse Design Community Clubhouse for kids Learning will concentrate on literacy w/ a specific emphasis on the writer’s workshop Projects will be based on learning the writing process through the character creation and collaboration

Learning Problem Design Timeline Online Multimedia Design Using virtual technology--kids will feel as if they are really walking through the labyrinth Create avatars as characters or personas of themseves Adaptive Learning Guides will interact with the kids guiding and informing them about the writing process

Learning Problem Design Timeline Activities Walk into the Labyrinth - Kids will independently write about a character which comes to mind after hearing the story. In the Treehouse - Kids will become the character they have written about and collaborate with two other kids to create a play of their respective characters. The Return - Kids will return to the mouth of the labyrinth to act out the play for parents and other kids.

Learning Problem Design Timeline Adventure Books For Kids Where The Wild Things Are by Maurice Sendak The Hobbit by J.R.R. Tolkein Harry Potter Books by J.K. Rowling The Lost Years of Merlin by T.A. Barron The Chronicles of Narnia by C. S. Lewis

Learning Problem Design Timeline Learner Testing Conduct user testing scenarios on the 3-D Labyrinth Activity. –Thinking aloud Observations –Pre and Post Tests based on the writing process –Student Interviews –Teacher Interviews –Parent Interviews –Videotaping

Learning Problem Design Timeline Deliverables Physical Model of the Clubhouse Learning Environment (like a diorama) Short 3D Multimedia Labyrinth Experience (created in Director)

Learning Problem Design Timeline Questions???? How can I ground my learning problem in the appropriate theories? How should I set up my research plan, of the enacted labyrinth activity, to ensure the collection of appropriate data? What is the best way to structure the writing activities and the underlying curriculum?

Learning Problem Design Timeline The Writing Process Kids will be read a book about dreams like Maurice Sendack’s book In The Night Kitchen. Kids will walk through a physical labyrinth and are faced with a series of writing challenges. They must write and draw an imaginative character. The goal is to get to the center of the labyrinth. Before reaching the center of the labyrinth the children will approach a gatekeeper. It is here there story will be checked for grammar, sentence structure, capitalization and word choice. If their story is cleared of all errors, they will be let through the gate and over the bridge, into the center of the labyrinth. In the center they will find the treehouse. The treehouse will serve as a community clubhouse using various technologies and traditional materials to encourage children’s literacy. The project will end with a collaborative performance by the kids.