On 2/24/19 at 1:15pm, I presented at the North Carolina Community College Fine Arts Conference with the Session Using Real-Life Clients In The Classroom at the Meroney Theater in Salisbury, NC. This was co-presented by Carla Osborne of Wake Technical Community College
Using Real-Life Clients in the Classroom
At this event, we discussed the ability to work with clients in our classrooms, from beginning to end. This process included setting out the fear involved with
you for attending our presentation this afternoon. I’m attaching the videos that were in the presentation with a short description:
Baking and Pastry Arts Introductions
Since the student chefs are on another campus, this was our way of introducing them to the graphic design students:
Client/Media Relations – Summer Session 2017
We have fun in our department and for this video we roped in one of our Networking instructors as the client:
Client/Media Relations – Summer Session 2018
For this video we recruited a theatre student from NCSU to play the part of the client for Beet Box:
Design Apps III
In this short video Julie Evans introduces the rebranding assignment for Joe Van Gogh
And here’s the interview with the owner:
We hope you found a few tips you could implement in your own classes. Please reach out if you have questions or if you would like to share your experiences with working with clients in your classes.
On 11/9/17 at 11:00am, I presented at the Wake Technical Community College Fall Professional Development Conference at the Session Gamification In The Classroom in the Engineering Technology Building in Raleigh, NC. This was co-presented by Tyler Dockery and Nicolas D’Agata of Wake Technical Community College
Gamification In The Classroom
In this presentation, we will cover 4 basic topics:
This presentation is part of a grant we ran in 2014, discussing the reason behind what we did, the lessons we learned, and how you might be able to integrate these ideas in your classroom. This grant was proposed and monies set aside to train and develop gamified systems in low-performing courses in the WEB curriculum model. In this first part, we will discuss some of these results.
When Things Go Poorly
LATE NIGHT ACCESS TO THE INSTRUCTOR
Story Form Engagement
By taking the students through the materials one item at a time, student were exposed to a story in serialized form. Each decision allowed student to take quizzes and open things like a choose-your-own-adventure book. A strict list of deliverables were noting requirements each week, and each was made available one item at a time with encouraging messages and explanations. Great artwork moved them through the story with chunked information.
Chocolate Covered Broccoli
Students mentioned in exit interviews that the course was exciting for the first 8 weeks or less only. After 8 weeks, the gamification storyline began to become less exciting and more filler content which stopped them from getting to the real meat of the course. Students who missed assignments or failed to turn them in missed content, stating that they could not follow the story any more. Students who did not read the course material failed to understand that there were minimum quiz grades and found they were flunking early in the semester, and many chose to drop.
After the midterm, many students said that they were facing fatigue. Too many classes, too many projects, and they admitted that by week 9 they were simply skipping over the content to get to the work. One student mentioned very specifically: “I didn’t read the story after the midterm. I just wanted to get my work done and find out what the next item on the list was and get my grade.”
Seems like building out all the dependencies and choose-your-own-adventure story lines were really some wasted time and effort. Scores did increase, but the story was not engaging. After
Second Time Is The Charm
In WEB141 Mobile Interface Design, students found that they were highly disengaged with the class, noting that book materials were very paint-by-number, and had little to do with real life problems. Students found it difficult to tell where they in the class, with scores for midterms, finals, and assignments clearly defined, but still hard to calculate where students should put their efforts. Student who fell behind in online courses felt that they could not gain any headway, and messing up on a project or two when coupled with the midterm left them flat with no way to raise their grade.
To combat the issue, Nic D’Agata looked at the data and changed his tactics to better meet student needs.
GAMIFICATION AT THEIR WILL
Since students in the first class found that the gamification content was a distraction, Nic built his material as an overlay. Content for the course changed little, with the gamification built over the top. Students had the option to ignore the gamification elements without detriment to the course content.
QUICK GAUGE OF PROGRESS
Many students found they could not tell which items were best for their grades, and the best uses of their time. Nic installed a system of “Money” earned through the course of the semester. Each week offered one or more project. Each project was a contract with a client, offering money for project which met the minimum requirements, and greater funds for projects which excel. Students were given the goal to reach $1 million by the end of the semester.
Nic also included a leaderboard where students could see their progress compared to other students. No names were given, so no privileged information is released, but it could encourage students to work harder if they’re in the wrong spot.
INCREASE RANK AT THE STUDENTS’ CHOICE
Students often found that getting behind was like getting in a hole too deep to get out of. At strategic points in the semester, students were treated to “Freelance” options, where they could troubleshoot existing code and earn money to increase their monetary income. This was essentially enrichment activities where students could increase their understanding or take on additional work to increase their grades.
RECOGNITION FOR A JOB WELL DONE
Using blackboard achievements and badges, students would be automatically notified of “industry recognition”. Students could see the badges and gain an instant warm fuzzy for having some minor graphics provided to them.
On the right track
Overall, students reported that they felt more engaged in a course with open-ended projects and gamified elements.
Best of both worlds
Students enjoyed some open-ended projects and did not miss the “paint-by-numbers” approach. Some people really liked the 8-bit gaming platform of the course, and most people enjoyed the scoreboard/leaderboard process. This, along with the monetary system, was super-effective at motivating students
Nothing is ever perfect
The assistant is a moving digital display which lays out the information needed in each lesson. In some lessons this outlines projects, in others, it outlines specifics about the learning methods. While only a small number found it detrimental, it was almost a 50/50 split on Liking/Not Caring for the assistant.
The leaderboard answered questions that many students had about their grades, their places in the class, and provided some good motivation. The material was helpful to most students, with many students noting it as a prime motivator. Some students (about 1-2 per semester) found the leaderboard to be a source of anxiety causing them to worry about their location in the class.
The Leaderboard was a simple tool plugin, and could quite easily be coded into your classes.
Hands-On Leaderboard Addition Demonstration
At this point in the presentation, Nicolas answered questions about adding in the leaderboard. Using HTML code directly in his blackboard course, Nic added the leaderboard in to an older course as a demonstration. It was complicated, but well-received.
SHOW AND TELL IS OVER
At this point, we’ve talked about our personal experiences, so lets begin some insight into how you can add this to your classes.
Blackboard Badging and Certificates
The blackboard badging and certificate systems are available to all current blackboard shells. They can both be accessed through the TOOLS menu options on the lefthand side. You can work with existing items, create your own, make your own certifications, etc. They are easily created, and can easily integrate with your course shells at any time.
At this time, we created a shown, in-person demonstration on the overhead.
The services we showed at the end of the material allowed us to include Quizlet materials for easy self-study materials, online games like Play Brighter or Virtonomics, advanced tools like Duolingo, or creating your own badges and materials with OpenBadges. The material was well received, and we did a few extra demonstrations on how to include teaching materials from duplingo, integrating quizlet, and Q&A was fairly sedate.
Dare to be naïve.
I found this presentation of the NCCFA 203 to be quite interesting. It is one of our most exciting discoveries that learning one thing leads to further discoveries along the same. Connected with this, we find that we no sooner get one problem solved than we are overwhelmed with a multiplicity of additional problems.
The deepest learning happens with a project-based classroom, but the projects can only be useful if people go into the projects with the core toolkit of ideas, so they can understand what’s actually going on an analytical way. Some students can approach these projects and problems with active solutions that are above grade level, but at least on the core concepts it allows every student to make sure that they have the core basics done and gives data to the teacher on where there is need for additional enrichment.
What we’re hoping for is information the teacher can receive letting the instructor know that the students in the class are ready for the next project or an alternate type of a project. IN this environment, you won’t have to give the traditional lecture. You won’t have to do the traditional homework, but you now have a larger responsibility to do more less-traditional stuff, which is to invent an interesting project or find an interesting project.
I felt this was a nice confirmation of the learning principals we use in the web and graphic design groups. I try very hard to get projects that the students can really dig their teeth into in order to better understand the skills and mechanics involved. Go Tyler Dockery and design!