Learning Problem Technologies Relative Advantage Expected Outcomes
1. Lack of ownership in the education process Design coursework as a game: 3-D Game Lab Student choice and challenge drives success. Students will own their process. Students will achieve higher standards. 2. Behavior may become inappropriate during scene or improv performance Teacher can utilize system to manage and track behavior: Class Do-jo Phone App & computer software allow instant positive & negative feedback and documentation. Behavior improves. Student, teacher, parent and administrator can see the process toward improvement. 3. Collaboration on written assignments & projects can be challenging. Use the following collaborative tools: Google Chat, Skype, VoiceThread, Google Docs Reduces time for feedback, allows for multiple people in- document, Google Docs timestamps revisions, & screenshare through Google Chat can reduce confusion. Work output increases. Students have a voice in all processes. All students are accountable via timestamping. 4. Lack of class time for teaching & practice (example - make up) Study prior to class, either at home or using school network: FlippedClassroom, vodcasts, podcasts, youtube Greater time to practice. Students can use devices in class. Subject Matter Experts can present material. Skills applying makeup increase. Students taught by experts in the field. Peer critique & collaboration increases. 5. Students are nervous to perform speeches in front of class Write, share, revise and refine: ispeechcards, italkrecorder, Google Docs, VoiceThread, Google Chat, Skype Students can organize their speech via device, practice alone & collaborate both with written speech and performance. Quality & confidence increase. Self and group practice & collaboration increases as well. Students feel prepared and less threatened. 6. Funding prevents travel for performance and design research Travel via virtual field trips and interviews: Google Earth, Oculus Rift, Virtual Student can visit places, see environments, see/listen to people, gain knowledge Productions will have greater texture. Students will want to conduct live Field Trips, Online Interviews, You Tube, Skype, Google Chat previously unavailable. interviews and discusions via Google Chat or Skype. 7. Students are intimidated to perform and collaborate on stage in role play Participate in Live Action Roleplay using: Second Life Students can collaborate, outfit their characters, explore characterizations from any capable device or computer. Performers will gain knowledge of elements of characterizations that are common to machinima and the actual stage. Confidence gained here will help in the transfer to live performances. 8. Students struggle organizing notes, research, related web articles and videos when studying plays Encourage student use of: Evernote Program and related App allow access to any device. Work can be consolidated by task, play or research. Student access to their notes will improve. This will encourage and foster good habits and more in-depth research. 9. Critique & performance are not combined. Critique hard to process Record student performances using: hudl, coachseye Critique can be on- screen, audio voiceover, or timestamped to accompany video Quality of performance increases, debates cease because critique is paired to performance. 10. Construction material is wasted. Design students are limited to pictures of finished set. Collaboration is challenging at best. Performers cannot visualize blueprints. Use a variety of formats to design, collaborate and refine: SketchUp, Design Workshop Lite, 3DS Max, Autocad LT, Second Life, Google Chat Waste is reduced. Design students are able to save step- by-step plans to portfolio. Collaboration can occur via screenshare on Google Chat. Performers can visualize and walk- through performing space. Creativity will increase. Students own the process & performers collaborate with design team. Quality of performances should rise.