Flashcard Program Design Rev Aug 3
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- 1. Flashcard Program Design August 3 Rev
- 2. My Version of the List July 29, 2010 Rev
- 3. The Rubric
- Learning Level Appropriate
- Maximizes Academic Learning Time (ALT)
- 4. Feedback
- Feedback supplies correct response
- Elaborative feedback is available for low certitude
responses
- Data is available to track progress
- Outcomes match learning goals
- 5. Sequencing and Spacing
- Sequencing reflects a scheduled framework (e.g., Leitner
system)
- Factoid presentation is discrete in space and time
- Cramproof (At least one intersession interval of between one
and thirty days)
- 6. Motivating and Engaging
- Design is engaging (visually, acoustically, tactilely and
mentally)
- Design makes real-world connections to learning outcomes
- Design builds learner confidence (error free)
- Design has a reward system
- 7. Manages Cognitive Load
- Design delivers information on both verbal and non-verbal input
channels
- Design avoids cognitive overload
- Design can be modified to accommodate individual user
profiles
- Design enables learner to efficiently "chunk" facts by
connecting and sequencing information.
- 8. Learning Level Appropriate
- Design incorporates learner's prior knowledge
- Design incorporates learner's goals
- Design can be tuned to low prior-knowledge students
(response-contingent feedback)
- Design can be tuned to high prior-knowledge students
(topic-contingent feedback)
- Removed: Design facilitates open content (institutional
bias)
- 9. Maximizes Academic Learning Time (ALT)
- 10. Rubric Table Feedback Sequencing and Spacing Motivating and
Engaging Manages Cognitive Load Learning Level Appropriate
Maximizes Academic Learning Time Immediate Framework Visually
Multi-Channel Presentation Incorporates Prior Knowledge Lean
Correct Response Space/Time Discrete Acoustically User
Accommodations Available Goal Specific Time Efficient Elaborative
Cramproof Tactilely Avoids Overload Tunable Progress Data Mentally
Chunking Outcomes Match Goals Real-World Connections Error Free
Reward System
- 11. Face/Name Flashcards Spider Solitaire Style
- 12. The Epiphany The Epiphany Sharee Lam Mich Cahon Liz Jones
Jessica Jaws Lillie Avao Sharee Lam Mich Cahon Liz Jones Jessica
Jaws Lillie Avao
- 13. The Epiphany Match the Colors Sharee Lam Mich Cahon Liz
Jones Jessica Jaws Lillie Avao Sharee Lam Mich Cahon Liz Jones
Jessica Jaws Lillie Avao
- 14. The Epiphany Match the Reward Sharee Lam Mich Cahon Liz
Jones Jessica Jaws Lillie Avao Sharee Lam Mich Cahon Liz Jones
Jessica Jaws Lillie Avao
- 15.
- 16. The Epiphany Match the Mini-Reward: Completed Sets Cascade
to Lower Left Corner Sharee Lam Mich Cahon Liz Jones Jessica Jaws
Lillie Avao Sharee Lam Mich Cahon Liz Jones Jessica Jaws Lillie
Avao
- 17. Rubric Feedback Sequencing and Spacing Motivating and
Engaging Manages Cognitive Load Learning Level Appropriate
Maximizes Academic Learning Time Immediate Framework Visually
Multi-Channel Presentation Incorporates Prior Knowledge Lean
Correct Response Space/Time Discrete Acoustically User
Accommodations Available Goal Specific Time Efficient Elaborative
Cramproof Tactilely Avoids Overload Tunable Progress Data Mentally
Chunking Outcomes Match Goals Real-World Connections Error Free
Reward System
- 18. Rubric Feedback Sequencing and Spacing Motivating and
Engaging Manages Cognitive Load Learning Level Appropriate
Maximizes Academic Learning Time Immediate Framework Visually
Multi-Channel Presentation Incorporates Prior Knowledge Lean
Correct Response Space/Time Discrete Acoustically User
Accommodations Available Goal Specific Time Efficient Elaborative
Cramproof Tactilely Avoids Overload Tunable Progress Data Mentally
Chunking As long as you dont think about what else needs to be done
today! Outcomes Match Goals Real-World Connections Error Free
Reward System
- 19. Include Chunking by Apartment The Fort The Wooten House Hot
Chocolate House Big Blue The MBA House
- 20. Include Chunking By Common Name Jared Jacob Ashley Jessica
Courtney
- 21. Halo Ward/Class File Matches Sharee Lam Mich Cahon Liz
Jones Jessica Jaws Lillie Avao Sharee Lam Mich Cahon Liz Jones
Jessica Jaws Lillie Avao
- 22. The Epiphany Audio On/ Off Sharee Lam Mich Cahon Liz Jones
Jessica Jaws Lillie Avao Sharee Lam Mich Cahon Liz Jones Jessica
Jaws Lillie Avao
- 23. Rubric Feedback Sequencing and Spacing Motivating and
Engaging Manages Cognitive Load Learning Level Appropriate
Maximizes Academic Learning Time Immediate Framework Visually
Multi-Channel Presentation Incorporates Prior Knowledge Lean
Correct Response Space/Time Discrete Acoustically User
Accommodations Available Goal Specific Time Efficient Elaborative
Cramproof Tactilely Avoids Overload Tunable Progress Data Mentally
Chunking Outcomes Match Goals Real-World Connections Error Free
Reward System
- 24. Program Opens Every Morning Sharee Lam Mich Cahon Liz Jones
Jessica Jaws Lillie Avao Sharee Lam Mich Cahon Liz Jones Jessica
Jaws Lillie Avao
- 25. Leitner-Programmed Timing Sharee Lam Mich Cahon Liz Jones
Jessica Jaws Lillie Avao Sharee Lam Mich Cahon Liz Jones Jessica
Jaws Lillie Avao
- 26. Rubric NO! Feedback Sequencing and Spacing Motivating and
Engaging Manages Cognitive Load Learning Level Appropriate
Maximizes Academic Learning Time Immediate Framework Visually
Multi-Channel Presentation Incorporates Prior Knowledge Lean
Correct Response Space/Time Discrete Acoustically User
Accommodations Available Goal Specific Time Efficient Elaborative
Cram-proof Tactilely Avoids Overload Tunable Progress Data Mentally
Chunking Outcomes Match Goals For the suitably addictive
personality Real-World Connections Error Free Reward System
- 27. The Fort The Wooten House Hot Chocolate House Big Blue The
MBA House Progressive Helps for High/Low Prior Knowledge Sharee Lam
Mich Cahon Liz Jones Jessica Jaws Lillie Avao
- 28. The Fort The Wooten House Hot Chocolate House Big Blue The
MBA House Help (Ctrl1) flashes misplaces Sharee Lam Mich Cahon Liz
Jones Jessica Jaws Lillie Avao
- 29. The Fort The Wooten House Hot Chocolate House Big Blue The
MBA House Help (Ctrl2) flashes one house full Sharee Lam Mich Cahon
Liz Jones Jessica Jaws Lillie Avao
- 30. The Fort The Wooten House Hot Chocolate House Big Blue The
MBA House Help (Ctrl3) shows it all Sharee Lam Mich Cahon Liz Jones
Jessica Jaws Lillie Avao
- 31. The Fort The Wooten House Hot Chocolate House Big Blue The
MBA House Game Choices Sharee Lam Mich Cahon Liz Jones Jessica Jaws
Lillie Avao
- 32. The Fort The Wooten House Hot Chocolate House Big Blue The
MBA House The Usual End of Game Data Sharee Lam Mich Cahon Liz
Jones Jessica Jaws Lillie Avao
- 33. Samples of Possible Variations Free Cell Style
- 34. Clip Art Faces from
http://www.best-of-web.com/search_term_pages/faces.html Naomi
Flinders Nat Flinders Jessica Jaws Lillie Avao Name Matching
- 35. Naomi Flinders Jessica Jaws Nat Flinders The Fort Big Blue
The MBA House Hot Chocolate House House Matching Emma Cone Heather
Kov Emily DeKan Shelby Davis Janell June Kenzi Mayo Nati Wallin
Ashley Mackay Jess Francon Baily Martin Mari Cook Cass Sheerer
Megan Tucker Niki Hunter Amanda And Malani Hill Ashley Macy Jess
Pate Emma Cone Heather Kov Emily DeKan Shelby Davis Janell June
Kenzi Mayo Nati Wallin Ashley Mackay Jess Francon Baily Martin Mari
Cook Cass Sheerer Megan Tucker Niki Hunter Amanda And Malani Hill
Ashley Macy Jess Pate Lillie Avao Emily Purdy Kristen Threlk
- 36. Whats Her Name? Variations First Name Only First and Last
Correct Spelling Close Enough Correct! Try Again
- 37. Ice Cream Parlor The Doll House The Nodule The Dungeon The
Fort Big Blue The MBA House Hot Chocolate House House Matching
Mixed Chris Hatch Bob Mitch Josh Winery Dani Davis Jaon June Karli
Mayo Mike Wallin Ashley Mackay Jess Francon Baily Martin Wills
HIckman Justin Hyat Megan Tucker John Penrod Lance Carl Chris Evans
Austin Mack Jess Pate Emma Cone Heather Kov Emily DeKan Shelby
Davis Jay Benz Ke Mayo Nick Wallin Ashley Mackay Jess Francon Baily
Martin Mari Cook Cass Sheerer Megan Tucker Niki Hunter Ammon And
Malani Hill Ashley Macy Jess Pate Jessica Jaws Lillie Avao Emily
Purdy Kristen Threlk
- 38. Rubric NO! Feedback Sequencing and Spacing Motivating and
Engaging Manages Cognitive Load Learning Level Appropriate
Maximizes Academic Learning Time Immediate Framework Visually
Multi-Channel Presentation Incorporates Prior Knowledge Lean
Correct Response Space/Time Discrete Acoustically User
Accommodations Available Goal Specific Time Efficient Elaborative
Cram-proof Tactilely Avoids Overload Tunable Progress Data Mentally
Chunking Outcomes Match Goals Real-World Connections Error Free
Reward System
- 39. It is assumed that a standard data entry scheme will be
incorporated into the program, allowing the user to
download/import/input names, relationships and pictures.
- 40. Rubric Feedback Sequencing and Spacing Motivating and
Engaging Manages Cognitive Load Learning Level Appropriate
Maximizes Academic Learning Time Immediate Framework Visually
Multi-Channel Presentation Incorporates Prior Knowledge Lean
Correct Response Space/Time Discrete Acoustically User
Accommodations Available Goal Specific Time Efficient Elaborative
Cram-proof Tactilely Avoids Overload Tunable Progress Data Mentally
Chunking Outcomes Match Goals Real-World Connections Error Free
Garbage in, garbage out! Reward System
- 41. Detailed Rubric With Explanations
- 42. Yes, as programmed by the user. Results of learning session
are related to learner goals. Goal Matching Yes, as per usual.
Periodic feedback relates tracked data to learner goals (e.g.,
learning/achievement is definable (either by designer or user, i.e.
five correct iterations) Progress Data Yes, at lower levels of the
game Elaborative feedback is available for low certitude responses
Elaborative Yes, but see note above. Includes
knowledge-of-correct-response feedback (e.g., including response
accuracy verification, providing correct answers, etc.) Correct
Response NO! By design, the user should have to fuss and guess with
as few hints as possible until all the cards are in the correct
place and then WHOOSH! they cascade into the bottom left hand
corner as serotonin bastes the brain cells with happy juice. After
each response, feedback is immediate. Immediate Feedback
- 43. Thats the plan! Nothing is worse that an old school
computerized solitaire program that takes a long, elaborate time to
deal the cards! Design ensures waiting and transitional time is
minimized. Time Efficient Building the data file will need some
guiding GUI boxes. Once the data file is built, the program is
meant to be intuitive to the average solitaire player. Design
ensures all instructional activities support desired learning
outcomes. Lean Maximizes Academic Learning Time It is assumed that
the programmer will build this into the game. Sequencing reflects a
scheduled framework (e.g., Leitner system) Framework Not
technically. The game is presented as the opening desktop each
morning. The user can choose to not engage. But the jones must be
fed! Design provides for at least one intersession interval of
anywhere between one and thirty days (no "cramming"). Cram-proof
NO. Pacing and presentation mimics that of a computer solitaire
game. Presentation of each item is discrete and spaced. Space/Time
Discrete Sequencing and Spacing
- 44. Yes. Chunking by common name and chunking by apartment.
Design enables learner to efficiently "chunk" facts by identifying,
connecting (grouping), and sequencing information. Chunking
Assuming a savvy programmer/designer Design avoids cognitive
overload (e.g., text in close spatial proximity to visuals to avoid
split attention cognitive load concerns). Avoids Overload Yes.
There are several game variations of increasing difficulty Design
acknowledges and adapts to limitations of audience (i.e. universal
design and accessibility) Accommodations Depending on the game
variation, audio input can be included. I would never use it.
Design takes advantage of verbal (text, narration, etc.) and
non-verbal (photographs, illustrations, diagrams, etc.) input
channels Multi-Channel Manages Cognitive Load
- 45. Yes, the game is tiered in the manner of spider solitaire.
One can play with increasing levels of difficulty: Design builds
learner confidence (e.g., providing examples of acceptable
achievement). Confidence This program is aimed at a specific target
audience: the freecell/solitaire/sudoku crowd. For them, a game
like this is better than chocolate Design promotes student
satisfaction (e.g., provides recognition and evidence of success,
practical application, etc.). Rewards Assuming a competent
programmer for the scaffolding, the accuracy is up to the user.
Error Free Yes, by design. The user must input the names and faces
he/she needs to learn. User must also keep the input file current.
Therefore the user controls the level of current relevance. Design
makes learning outcomes relevant to students (e.g., connect content
to learner goals, interests, learning styles, etc.). Real-World
Nope! The goal here is to trick the brain into thinking it is
getting its favorite junk food brain candy while actually teaching
it something useful, like hiding broccoli in a poptart. Design
stimulates learners' inquiry (e.g., give mentally stimulating
problems that engage a deeper level of curiosity, etc.). Mental
Design maintains learners' attention (e.g., utilize variation). I
know from sad experience that the building could fall down around
me unnoticed while playing a game like this. Design captures
learners' interest (e.g., use simple unexpected events like a loud
whistle or an upside-down word in a visual, etc.). Visual
Acoustical Tactile Motivating and Engaging
- 46. Once the data file is built it could be shared with other
people trying to learn the same set of names and faces Design
facilitates open content (e.g., user-generated content, sharing of
content and results, user-user or user-population comparisons of
results, etc.) Open Content Design provides high prior-knowledge
students with topic-contingent feedback (e.g., system directs
learners to find the correct response or a path to additional
information). Not Applicable. Response-contingent and
topic-contingent feedback would not fit the solitaire model. Design
provides low prior-knowledge students with response-contingent
feedback (e.g., system explains reasons for correct/incorrect
responses) Tunable Goal Specific Prior knowledge plays into the
decision of which names and faces to input into the data base.
Design determines learner's prior knowledge and goals (e.g.,
pre-assessment, iterations of a Leitner system, etc.) Prior
Knowledge Learning Level Appropriate
- 47. List by Committee 22 July 2010 Rev
- 48. Providing Feedback
- After each response, feedback is immediate.
- Includes knowledge-of-correct-response feedback (e.g.,
including response accuracy verification, providing correct
answers, etc.)
- Elaborative feedback is available for low certitude
responses
- Periodic feedback relates tracked data to learner goals (e.g.,
learning/achievement is definable (either by designer or user, i.e.
five correct iterations)
- Results of learning session are related to learner goals.
- 49. Scheduling Sequence and Spacing
- Sequencing reflects a scheduled framework (e.g., Leitner
system)
- Presentation of each item is discrete and spaced.
- Design provides for at least one intersession interval of
anywhere between one and thirty days (no "cramming").
- 50. Motivating and Engaging
- Design captures learners' interest (e.g., use simple unexpected
events like a loud whistle or an upside-down word in a visual,
etc.).
- Design stimulates learners' inquiry (e.g., give mentally
stimulating problems that engage a deeper level of curiosity,
etc.).
- Design maintains learners' attention (e.g., utilize
variation).
- Design makes learning outcomes relevant to students (e.g.,
connect content to learner goals, interests, learning styles,
etc.).
- Design builds learner confidence (e.g., providing examples of
acceptable achievement).
- Design promotes student satisfaction (e.g., provides
recognition and evidence of success, practical application,
etc.).
- 51. Managing Cognitive Load
- Design takes advantage of verbal (text, narration, etc.) and
non-verbal (photographs, illustrations, diagrams, etc.) input
channels
- Design avoids cognitive overload (e.g., text in close spatial
proximity to visuals to avoid split attention cognitive load
concerns).
- Design acknowledges and adapts to limitations of audience (i.e.
universal design and accessibility)
- Design enables learner to efficiently "chunk" facts by
identifying, connecting (grouping), and sequencing
information.
- 52. Determining Prior Knowledge
- Design determines learner's prior knowledge and goals (e.g.,
pre-assessment, iterations of a Leitner system, etc.)
- Design facilitates open content (e.g., user-generated content,
sharing of content and results, user-user or user-population
comparisons of results, etc.)
- Design provides low prior-knowledge students with
response-contingent feedback (e.g., system explains reasons for
correct/incorrect responses)
- Design provides high prior-knowledge students with
topic-contingent feedback (e.g., system directs learners to find
the correct response or a path to additional information).
- 53. Maximizing Academic Learning Time (ALT)
- Design ensures all instructional activities support desired
learning outcomes.
- Design ensures waiting and transitional time is minimized.
- 54. Acknowledgements
- http://www.best-of-web.com/search_term_pages/faces.html