Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Group 4
Table of Contents
Change Table
Overview
Instructional Objective
Objectives Addressed
Learners
Learner Characteristics
Context of Use
Scope
Universal Elements
Competing Products
Motivational Issues
Statement of Work
Prototype
Reviews
Sign-offs
Conclusion
Timeline
Screen Capture, Linoit Board, Sample Interfaces, Technical Demo Video, Prezi, and Sketches
References
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Word Work Application
Design Document
Change Table
Per instructor: Overview is somewhat Read over the updated written responses
ambitious and does not align with Dr. Davis from Dr. Davis and watched the updated
suggestions in terms of realistic contexts of video with Dr. Davis and Dr. Evans. Revised
use, e.g., he has discouraged using an the overview based on clarification of product
interactive whiteboard design.
A more detailed mock-up was needed to A wireframe mockup was created to augment
convey what the application would like and the HTML5 mockup. This was built in
display some of the functional aspects Lucidcharts and displayed as an external link.
Pinup # 2: Design Process: You need more The linoit board was updated to include
emphasis on how your decisions rationale behind design decisions. It now
(instructional and graphic design) were includes course reading references for each
informed by principles discussed in the type of design - graphics/multimedia,,
course readings. e-learning/instruction and context. Sketches
were added to the design document.
Pinup #3: Design Process: You still havent This time, to make everything tangible and
convinced us that you are maximizing relevant to previous work, we have created a
principles from the course readings to inform presentation using Prezi for pin-up 4. This
details out the ideas as extracted from each
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your design decisions (instructional and phase of design throughout the semester.
graphic design). Additionally, it details out final design
decisions which were made as a result of the
feedback from instructors and self evaluation.
Audio Addition to Word Work Application Audio has been added to the app. Every time
a user moves a letter, there is a sound.
Sound and letter associations increase
cognitive learning and provide a better
learning experience.
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Design Document
Overview
While there are many apps on the market that claim to improve reading skills, elementary
teachers have not been able to find one that mimics a true classroom Word Work. The client
has requested this team to design a simple touch screen application that teachers can use
one-on-one with fourth and fifth graders in the classroom who are falling behind in reading and
are in need of intervention. In response to this request, the team has designed the Word Work
App as a tool for teachers to use to facilitate reading instruction. The Word Work Apps
instructional activities, based on teacher input, will deepen students understanding of
letter-sound association and patterns which will improve spelling, and reading skills while also
building vocabulary. Students use their finger to drag and drop single letter tiles to build words.
As they progress, students have the ability to sort words and make sentences.
The Word Work App will be made available through tablet and touchscreen laptop platforms in
order to maximize the use of tactile movement and learner engagement. It is not the intent of
this app to replace the teacher and drive instruction; that is the teachers job. The design team
acknowledges that the teacher is the expert and therefore gives total flexibility to the teacher to
utilize the installed titles to build word banks based on individual students needs. However, the
Word Work App utilizes scaffolding to allow the teacher the ability to guide students in more
independent practice as the student becomes more proficient.
Before working with a student in the application, the teacher will have already assessed the
students word knowledge and knows which word banks in the application she will pull from to
work with the student. Although the student and teacher will be interacting on the same device,
the application will have two interfaces. On the front end is where the student and teacher will
work together, and the back end will contain a place for the teacher to create a word bank and
also monitor progress. In this area, the teacher will be able to keep track of which words the
student has built correctly and make notes regarding the progress.
The Word Work App is not designed to be a game. It is designed to foster metalinguistic talk
between the student and teacher in order to enhance students learning and build mastery .
The student is forced to use metacognitive skills by thinking about the letter sound patterns
while building words. The student is using tactile movements when moving tiles around on the
screen to form a word, which prompts dialog between the student and teacher. At this point, the
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teacher may sound out the letters as the student is moving the tiles, use the word in a sentence
or request the student to pronounce the letter and explain the reasoning in choosing the letters.
After the word is formed, the app allows a space on the screen for the student to write the word
or a sentence, per teachers verbal instructions.
While the design team understands the basic design of the app should be simple, they also
know that this age group is interactive with the Internet on a daily basis and expects some
design characteristic that will catch their eye and encourage their engagement within the app.
Therefore, the team will utilize the various e-learning evidence-based multimedia principles to
help engage learners in a multi-sensory experience. Students have the opportunity to earn
badges based on their accomplishments, which are awarded by the teacher.
While the Word Work Application will be most appreciated for its ability to challenge and
engage students in active learning, teachers will also appreciate the fact that they will no longer
have the time consuming task of manually preparing for the word work. It will all be done
digitally.
Instructional Objective
The instructional objectives of the Word Work App follow the Common Core State Standards for
4th and 5th grade English Language Arts. The Word Work App is an instructional tool designed
to assist teachers in effectively working with students who have difficulty in their reading
development. The objective is for students to master their grade level reading skills.
Objectives Addressed
4th & 5th Grade Standards: Reading: Foundational Skills
Fluency
CCSS.ELA-LITERACY.RF.4.4 and CCSS.ELA-LITERACY.RF.5.4
Read with Sufficient accuracy and fluency to support comprehension
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as
necessary
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Learners
Good readers are phonemically aware, understand the alphabetic principle, apply these skills in
a rapid and fluent manner, possess strong vocabularies and syntactical and grammatical skills,
and relate reading to their own experiences. Difficulties in any of these areas can impede
reading development. The children who with these issues enter kindergarten and the
elementary grades without early experiences. These readers have not consistently engaged in
the language play that develops an awareness of sound structure and language patterns. This
product is designed for this type of learner who have reading difficulty and lack typical letter
sound knowledge.
Learner Characteristics
Education level 4th - 5th grade 4th - 5th grade 4th - 5th grade
Reading level 2nd- 3rd grade 4th - 5th grade 5th - 8th grade
Prerequisite skills Low writing skills Some writing skills Strong writing skills and
and inquiry based and inquiry based inquiry based problem
problem solving problem solving solving ability.
ability. ability.
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Time Availability minimum of 3 - 45 3 - 45 minute class 3 - 45 minute class
minute class periods periods
periods. Additional
time available if
needed.
Context of Use
This application will be used with a teacher trained in the application and intervention. This
application is a digital version of the paper form of the linguistic intervention demonstrated by
Dr. Davis. It will be used in an educational setting where the intervention can be used and
studied. This application would be used in a setting separate from other students in a
one-to-one setting. The application can be used repeatedly as the words/letters would be added
in the backend by the teacher/researcher. The addition of words/letters would occur prior to the
intervention taking place and be stored in a word bank. The application would, eventually, allow
for the independent use of the application by students outside of the class. This would be
accomplished with the use of scaffolding, but moreso with the use of badges to establish
mastery and move the student into higher order word sets. Student acquisition of these digital
badges in other programs has been shown to motivate students towards knowledge and skill
development (Gibson, Ostashewski, Flintoff, Grant, & Knight, 2015).
Data would be recorded for analysis and documentation after the intervention. Any web-capable
platform would be appropriate for this application. However, it is not currently being developed
as a mobile application due to the available expertise of the team.
Scope
The application is scalable per student as the teacher can add words/letters as needed. The
student would open the application and have the ability to log in. Once the student was logged
into the application they would be presented with a screen that shows the badges earned by the
student, a welcome phrase, and a start button. The student would then start off based on the
level they have attained.
All users will login from the same page. Depending on the users assigned role, they will be
directed to one of two pages. Students will be directed to a landing page that shows their
earned badges, and avatar with their name, and a start button. On pressing start, they will be
either directed to the activity or receive a message that their teacher has not yet unlocked their
activity.
Teachers will go to a landing page that has a student selection pane, individual and class
metrics, and a button to go to the admin page. The admin page would allow the teacher to add
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words (by student or all), lock and unlock student access, add letter sets, and grant student
badges.
See the screenshots below and the following link for a wireframe visually representing the
above pages.
https://www.lucidchart.com/documents/view/fab8e10c-5254-47aa-8d89-26e878fad4e2/5
Universal Elements
We are modeling an application that is meant to help a child with letters and words. Having
graphics or other design features that distract the student or don't serve to help achieve that
goal might be counter-productive. However, there are certain elements such as color that will
give the application some appeal. Icons for the badges will be engaging and relevant and the
color scheme will use the principles discussed in the WSINYE text.
There will also be sounds on the letter pickup and drop functions so the students know the
operations have worked.
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An HTML mock-up we developed can be viewed below. The progress thus far has been
functional with the aesthetic features to be added.
http://danielkelly.co/letters/
Competing Products
Cookie games: This website contains several games that are related to word-building and
vocabulary. Some of them are discussed below:
ABC Jigsaw: Jigsaw for the graphic only and not for letters in the word which would have
been more useful.
Simple sentences: This game helps students build sentences using multiple words by
popping word bubbles in the correct order. Does not reinforce pronunciation.
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Word Family: Helps in learning words that have same suffixes. Users can only choose the suffix
but cannot build words using the set of letters by themselves.
Matilda Syllable game: This is the exact reverse of the game that we are building. It allows
users to divide the words into syllables instead of building it.
Motivational Issues
The badge system allows students to reach individual milestones and to visually represent their
progress. These are an attempt to keep the students motivated in the face of adversity (Gibson,
Ostashewski, Flintoff, Grant, & Knight, 2015). Badges allow for students to play at their own
individual levels, while some badges may be more simple to earn others might require higher
levels of thought, which leads into the engagement principle by asking students to build on prior
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knowledge, some of these badges could also prompt students to answer reflective questions
about their learning, taking advantage of the fact that these opportunities for self-explanation
increase level of generative processing for the learner.
This media also engages students creativity as they must form new words from abstract
combinations of letters. This format triggers students need to be creative while working towards
the goal of earning badges. By limiting unnecessary information presented on the app screen
we are able to help foster generative processing, allowing the learner to relate more directly to
the information presented.
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Statement of Work
The team has designed the Word Work App as a tool for teachers to use to facilitate reading
instruction. The Word Work Apps instructional activities, based on teacher input, will deepen
students understanding of letter-sound association and patterns which will improve spelling,
and reading skills while also building vocabulary. The app is designed to foster metalinguistic
talk and develop metacognitive skills in students.
This app will not have complicated features like gamification, use of graphics and multimedia on
each page or a complicated database backend. Data will be stored in simple files like .XML or
.DAT to enable teachers to work freely.
Prototype
The first prototype was created by each of the team members based on their own perception
about the product. The team sat together and discussed the principles that were common in all
designs and the ones that differed. After careful scrutiny, they came to consensus and began
designing the next version of the prototype.
The second version was build using Lucidchart which is a web based tool that can be used to
create diagrams of different types. This tool can also be used to work collaboratively and
members can contribute to the same diagram. A wireframe for the entire app was designed in
Lucidchart and sent for review.
The last step will be to design the backend system. Attention will have to be given to the type of
files that must be used to support the database. For example, having an external database will
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make it difficult for all teachers to access, modify and maintain it. Instead a directory structure
with a directory for each teacher and a subdirectory for each student which contains a data file
in the .XML or .DAT format will be the most feasible solution. The data file will contain entries for
all words created by students and badges that they have earned.
Reviews
The client for this app is Dr. Davis who will be providing the final review. Peer reviews are
conducted within the team to ensure that distribution of work does not hamper cohesiveness of
content. Ongoing evaluation throughout the design and development process will be key to
delivering an effective and successful product. Wireframes will be evaluated from time to time
ensuring timely improvements affecting the overall development of the app.
At several points during the design and development process, Dr. Evans and Ms. Boulden will
be asked to review the work produced thus far. These reviews will have different focuses: the
user interface design, pedagogical attributes of the multimedia program, principles of multimedia
and principles of interaction. Sound pedagogical evidence will be provided in the form of
references to validate these aspects against planned development of all standards of learning.
As deliverables are completed, these will be shared with Dr. Davis for his review. We will ask
our clients to please share with us any changes they would like made so that the production
team can make updates throughout the process.
Sign-offs
As critical parts and modules of Word Work app are complete, our client will be asked to sign off
on the work that has been done. We respectfully request sign-offs at the following junctures:
The Hope page aesthetics match the clients expectations
Login page and user profile management features are implemented
The student Home Page is functional
The lock feature is working and tested with teacher privileges
Activity page is working as expected
Visualizations and student reports are generated appropriately
Database is functional and modifiable with teacher privileges
Conclusion
Dr. Davis, Dr. Evans and Danielle Boulden have the final say on the product as the clients.
Requirements of the project will be met according to agreed upon needs of the client and the
project rubric. Review feedback will be incorporated at every stage of project design. Approval
of changes will be through feedback collected at each stage of development from peers and
clients.
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The final aim will be to meet learning objectives of the course by making choices based on the
studied literature and leveraging digital documentation skills of all team members.
Timeline
Task Deadline
Team members individually create project development briefs that will be 2/19/2017
ongoing throughout the project. The first of four is due 2/19/17, and the final is -
due at the end of the project. 4/30/2017
Team corresponds through email and Google hangouts throughout the project 2/22/2017
to discuss project development and assign task.
Watch Video: Pin-up#2 Tips & Tricks: Balancing Design Requirements with 2/26/2017
Resource Constraints
Refer to client question and answer document as a guide to ensure team is on 3/5/2017
the right track with the Word Work App project.
Pin-up #3 Due: A final full version of the entire design and documentation is 4/16/2017
due for presentation and submission for grading.
Items Due:
Design Document: cover page, change log, table of contents, and table
of comments received from peers and actions to-be-taken in response
Linoit page of screen captures, slides, photos, or scanned images and
sketches from the pin-ups
Analyze client and peer comments, then respond to the feedback and polish 4/23/2017
work. Group will finalizing the Word Work App project and ensure it is ready to
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present to client.
Degree of Fidelity
Video No video
Narration No narration
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Animation No animation
Screen Capture, Linoit Board, Sample Interfaces, Technical Demo Video, and Sketches
Screen Capture/Mock-up
http://danielkelly.co/letters/
Wireframe:
https://www.lucidchart.com/documents/view/fab8e10c-5254-47aa-8d89-26e878fad4e2/5
Storyboard: PowerPoint demonstration of the different webpages of the Word Work Application
https://docs.google.com/presentation/d/1MDOKCUhSpBUGofS1QvdZI3rhC3BQzotgp3_xbalrEp
s/edit#slide=id.g1f30e4c328_0_0
Pin-up 4 Prezi:
https://prezi.com/igp00-svfwk6/pin-up-4/?utm_campaign=share&utm_medium=copy
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References
English Language Arts Standards, Reading Grade 4, Common Core State Standards Initiative.
(2017) Retrieved from http://www.corestandards.org/ELA-Literacy/RF/4/
English Language Arts Standards, Reading Grade 5, Common Core State Standards Initiative.
(2017) Retrieved from http://www.corestandards.org/ELA-Literacy/RF/5/
Elghandour, I., Aboulnaga, A., Zilio, D.C. et al., Recommending XML physical designs for XML
databases,The VLDB Journal (2013) 22: 447. doi:10.1007/s00778-012-0298-2
Susan T. Fiske, Robert C. Pianta, TeacherStudent Interactions, Policy Insights from the
Behavioral and Brain Sciences Vol 3, Issue 1, pp. 98 - 105
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Books & Journals
Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., & Knight, E. (2015). Digital badges in
education. Education and Information Technologies, 20(2), 403-410.
doi:10.1007/s10639-013-9291-7
Ruth Colvin Clark and Richard E. Mayer. 2007. E-Learning and the Science of Instruction:
Proven Guidelines for Consumers and Designers of Multimedia Learning (2nd ed.).
Pfeiffer & Company.
Golombisky, K., & Hagen, R. (2010). White space is not your enemy: A beginner's guide to
communicating visually through graphic, web & multimedia design. Amsterdam: Focal
Press/Elsevier.
Johnson, J. (2010). Designing with the Mind in Mind: Simple Guide to Understanding User
Interface Design Rules. Amsterdam: Elsevier.
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