2.  The Business Education Department of Pasco High School needs a 3D curriculum that guide/support a diverse group of students to meet the demanding skills and competencies of the 21 century learners  Business ed. teachers are collaborating to come up with ideas and possible solutions to meet this essential objective.  They have decided that a well-articulated, practical and relevant instructional curriculum is required for teachers to follow in teaching 3D content to the students

3. › Providing 3D learning content and projects that meet some of the Washington State skills and standards of the 21 century learners (NETs, ISTE, OSPI Educational Technology standards: › http://www.k12.wa.us/EdTech/StandardsAlignments/TechStandards.aspx http://www.k12.wa.us/EdTech/StandardsAlignments/TechStandards.aspx

4.  Research indicates that 3D environment helps people visualize concepts and ideas better and students favor video games in the classroom setting (Bourgonjon, J., Valcke, M., Soetaert, R., & Schellens, T. (2010))  Computer Game industry needs experienced 3D users and creators to join their team in building virtual environments on the Internet  Game can be incorporated in learning to assist and motivate students study (Marc Prensky, Don’t bother me mom- i’m learning!, 2006)

5.  A total of 6 computer-classrooms equipped with sufficient teaching technologies  A diverse group of learners from various backgrounds, and social economic levels  Two state of the art computer labs are available for students and teachers to access and utilize  Instructional software are installed in Pasco High School’s computer labs

6.  Diverse student population of high school students (different ages, ethnic background, and diverse social- economic )  A group of experienced computer users who took computer literacy, keyboarding, and multimedia courses as prerequisites before the enrollment of this course  Students who learn in different instructional pedagogies (Personal Based Learning, Lecture, Team-oriented, Service Based Learning, Online Discussion, Collaboration, etc.)  Different learners with different learning styles (kinetic, visual, audio, critical thinkers)  Proficient with the Internet and able to communicate using different technologies

7. Upon completion of this course, students will be able to (SWBAT):  Articulate different applications for 3D and Modeling art-works  Identify appropriate software to develop art- works for their multimedia portfolio  Gain technical skills and multimedia knowledge related to the 21 century learners  Present and rationale the learned skills from the course to seek future employment

8.  Quizzes  Assignments  Hands-on Projects  Reflective writing  Participations

9. › Gagne’s Instructional Model was used to build this 3D curriculum. › Gagne’s 9 steps of effective lesson plans was implemented to help teachers organize teaching contents and presentation to students.

10.  In class learning objectives are reviewed and observed  Online comments and feedback  Wikispaces activities and data are used to show the interactions and students’ engagement in the course.  At the end of each assignment in the course, students are required to provide an anonymous critique to help improve the quality of the assignments, projects, and assessments in the course.

11.  How can the contents of 3D Animation be improved?  Do you feel the objectives are covered well by the instructor/teacher?  How can your instructor improve in term of teaching this course?  What additional comments and suggestions do you have to help your instructor makes 3D Animation course better for the next group of students?  Are you knowledgeable about 3D Animation and know how it can be apply in the workforce?

12. › Assignments are continued to be modified to clarify confusions › Continue learning and training are required for the Teachers who will teach this course. Professional conferences, and workshops regarding to 3D content are vital to keep up current knowledge and skills.

13. › This 3D curriculum will assist teachers at Pasco High School to effectively teach 3D content to their students. › Any questions or suggestions can be directed to › Chi Nguyen: yumebushi@hotmail.com

14.  Washington State K-12 Essential Academic Learning Requirements & Grade Level Expectations- Web source: http://www.k12.wa.us/EdTech/StandardsAlignments/TechStandards.aspx http://www.k12.wa.us/EdTech/StandardsAlignments/TechStandards.aspx  Prensky, M. (2006). “Don’t Bother Me Mom, I’m Learning!”: How computer and video games are preparing your kids for twenty-first century success and how you can help! St. Paul, Minn: Paragon House  Bourgonjon, J., Valcke, M., Soetaert, R., & Schellens, T. (2010). Students’ perceptions about the use of video games in the classroom. Computers & Education, 54(4), 1145-1156. doi:10.1016/j.compedu.2009.10.022.  NETs, ISTE standards: Web Source: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/N ETS_for_Students_2007_Standards.pdf http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/N ETS_for_Students_2007_Standards.pdf