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TSHIVENDA
http://www.stanford.edu/~cjimenez/Tshivenda/intro_page.html
Claudia Doug Hannah Junko Lin
summary
TSHIVENDA International, Inc. has developed an online character building site to promote discussions about character building Before the actual design and development, research was conducted to find learning problem and theoretical framework We began with ABCD and strong objectives – Bloom’s Taxanomy Built the site with ADDIE (With repetition/continuous revision) Assessment with parents (Pre/Post) -, Discussion Answers The site has not fully reached its final stage due to time constraints
What is tshIVENDA?
TSHIVENDA Character Building is a website to initiate and support discussions on character development for kids with the use of interactive scenarios and funs
TSHIVENDA is an African word for “character”
Chivenda is an African word for “character”
Objectives
Indirectly provide kids the opportunity to think about character building topics
Initiate and support discussions on character development for kids with parents
Building a website which can provide interactive scenarios for kids to voluntarily discuss the topics
LEARNING PROBLEMS
Don’t have enough time
answering students’ questions
Don’t understand concept
BORING!!!!!!!!!!!
Don’t have chance to talk about
character building because kids appear
not interested in the topic and we do
not know how to discuss on the issues
Theoretical frameworkThe Socratic Approach to Character Education This classical technique leads students to recognize contradictions between values they avow and the choices they make — and shows them that they have the power to choose (Elkind and Sweet, 1997).
Strength of the MediaVideo's strength is in its exceptional power to engage young people at the level where they make most of their behavioral decisions (Elkind and Sweet, 1998).
Power of Discussion and ReflectionThe best forms of character education also involve students in honest, thoughtful discussion and reflection regarding the moral implications of what they see around them, what they are told, and what they personally do and experience (Eric Schaps, Esther F. Schaeffer, and Sanford N. McDonnell, op.cit).
audience
The intended audience(s) that TSHIVENDA is designed for includes:– Primary audience: 4-10 Year old children with guidance from parents– Target audience: students who have minimal access to talk about
“characters”– Unintended audience: anyone who is interested in this topic can
participate in the program
The basic requirements needed by users of this e-learning course are:
– Basic conversational knowledge in English – Basic computer literacy (ie. knowing how to operate a computer,
use a mouse, etc)– Note: There are no physical limitations for learners who want to
participate in this program, provided they meet the requirements stated above
behavior
From participating in the course, learners will be able to demonstrate all of the following behaviors modeled on Bloom’s Taxonomy:
Improve discussion and reflection on building character and morality for global citizenship
Increase exposure to character building thinking situations to reflect more about it
Eventually aim to make “healthy” and mature choices in everyday life
condition
To participate in the tutorial, learners are required to have access to the following:
A simple, basic computer (found in public libraries, homes, and/or school computer labs)
One of the following browsers — Internet Explorer 7, Safari 2 or newer, or Firefox 2 or newer, speakers for sound and music
Low bandwidth internet connection (at least dial-up) Multimedia Player
Additional program specifications are: No use of flash, dreamweaver, etc. in this program
Settings in which the course can be implemented are: Self-motivated learning environment at home An after-school club An official course proctored by an instructor/teacher
degree
From participating in the course, learners will be able to demonstrate all of the following behaviors modeled on Bloom’s Taxonomy: The standard for acceptable performance for participants will require learners to discuss the topics
During the course:Learners are required to understand content material in its entirety for every lessonThe program is not designed to assess the “right or wrong” answers but promote the discussion on the topic
The program caters to individual learning, so no time limit is imposed on the learner to complete the program
ADdIE MODEL - ANALYZE
• ANALYZE: Principle Based
• ABCD Program Control vs. Learner Control
Pedagogical Agent & Personalization
Collaborative Learning with Asynchronous Interaction
Directive Instruction & Worked Examples What types of learning constraints exist? What are the delivery options? What are the online pedagogical considerations? What is the timeline for project completion?
ADdIE MODEL - DESIGNMayer’s Principles of Multimedia LearningInteractivity – choose your own destination
Rewards – passport, Stamp, Souvenir
Personalization – pick yourself, passport
Voice – Scenario Voice – non accented, human
Multimedia – Animated Simulation
Contiguity – Website
Modality - Scenarios
Parent Involvement – Discussion, Parent site, Q&A, Help,
Gagne’s 9 Events
ADdIE MODEL - DESIGN
Powerpoint Prototype
ADdIE MODEL - DESIGN
Guidance
Guidance
Community
Community
DiscussDiscuss
Progress of Kid
Progress of Kid
Talk w/kidsTalk
w/kids
w/other parentsw/other parents
FAQFAQ
Post TestPost Test How kids change
How kids change
Intro VideoIntro VideoPick
yourselfPick
yourself
ScenarioScenario
Back PackBack Pack
Good Passport
Good Passport
RewardReward
ExamplesExamples
Have Questions
Have Questions
StampStamp
SouvenirSouvenir
Respect Elders
Respect Elders
sitemap
ADDIE MODEL - DEVELOP
Website - Kids
ADDIE MODEL - DEVELOP
Website - Parent
ADDIE MODEL - DEVELOP
Scenario
ADDIE MODEL - DEVELOP
Scenario – Intro Video
ADdIE MODEL
• DEVELOP + IMPLEMENTProgress, Evolvement, Repetition
Website
Scenarios
Survey
Make it tailored…..After brainstorming, sketchy, and testing with a kid, it is designed and developed in accordance with the findings, brainstorming ideas and feedback.
Make it tailored…..After brainstorming, sketchy, and testing with a kid, it is designed and developed in accordance with the findings, brainstorming ideas and feedback.
ADdIE MODEL
• EVALUATION
Pre-Test : 17 participants
Post-Test : 16 participants
Surveymonkey.com
Time constraint
addie – EVALUATE - parentsTshivenda Pre-Test1.Do you think it is important to teach your children about character building, morality? Yes No Other() 2. How often do you discuss character building with your child? Multiple times a day Once a day Once a week Once a month Other( ) 3. Who usually initiate the discussion about character building? Father Mother Children None of above Other()4. How do you teach your children character building? Explaining the concept by talking Storytelling Book TV Scolding Other( ) 5. Do children understand character building easily after you teach them with the method above? Yes Somewhat Not really Not at all Other( ) 6. Do children show their interest in character building when you teach them by the method above? Yes Somewhat Not really Not at all Other( ) 7. Do you see any positive change in children after you teach them about morality with the method above? Yes Somewhat Not really Not at all Other( ) 8. Do you think it would be helpful to have an internet site to support character building? Yes Somewhat Not really Not at all Other()
Tshivenda Pre-Test1.Do you think it is important to teach your children about character building, morality? Yes No Other() 2. How often do you discuss character building with your child? Multiple times a day Once a day Once a week Once a month Other( ) 3. Who usually initiate the discussion about character building? Father Mother Children None of above Other()4. How do you teach your children character building? Explaining the concept by talking Storytelling Book TV Scolding Other( ) 5. Do children understand character building easily after you teach them with the method above? Yes Somewhat Not really Not at all Other( ) 6. Do children show their interest in character building when you teach them by the method above? Yes Somewhat Not really Not at all Other( ) 7. Do you see any positive change in children after you teach them about morality with the method above? Yes Somewhat Not really Not at all Other( ) 8. Do you think it would be helpful to have an internet site to support character building? Yes Somewhat Not really Not at all Other()
addie – EVALUATE - parentsTshivenda Post-Test1.How often do you discuss character building with your child now?2. Does Tshivenda increase the frequency of discussions about character building? Yes Somewhat Not really Not at all Other()3. Does Tshivenda motivate children to initiate the discussion about character building? Yes Somewhat Not really Not at all Other()4. Do you think Tshivenda is helpful for you to teach morality to your children? Very much Somewhat Not really Not at all Other()5. Do children show more interest to talk about character building after visiting the site? Very much Somewhat Not really Not at all Other()6. Do you see any positive change in children after visiting the site? Yes Somewhat Not really Not at all Please comment if you see any ()7. Which part in the site children are interested in the most? Choosing a character Watching scenarios Collecting stamps Buying souvenir
Tshivenda Post-Test1.How often do you discuss character building with your child now?2. Does Tshivenda increase the frequency of discussions about character building? Yes Somewhat Not really Not at all Other()3. Does Tshivenda motivate children to initiate the discussion about character building? Yes Somewhat Not really Not at all Other()4. Do you think Tshivenda is helpful for you to teach morality to your children? Very much Somewhat Not really Not at all Other()5. Do children show more interest to talk about character building after visiting the site? Very much Somewhat Not really Not at all Other()6. Do you see any positive change in children after visiting the site? Yes Somewhat Not really Not at all Please comment if you see any ()7. Which part in the site children are interested in the most? Choosing a character Watching scenarios Collecting stamps Buying souvenir
addie – EVALUATE - Result
How important do you think it is to teach your
children character building? (Pre-test)
addie – EVALUATE - Result
How do you teach your children character building? – Pre-test
addie – EVALUATE - Result
How often do you talk about character?
addie – EVALUATE - Result
Do you think Tshivenda is helpful to teach character building ?(Post-test)
REFLECTION- it was fun!!!
Collaborative Learning Experience
Repetition/discussion/survey/revision– progress and evolvement is really important – we are learning something!
What’s Next?
– peer pressure(2.0), also repetitive learning experience, application of real field activities(outings)
- Apply situated learning - focuses on patterns of coordination in groups of individuals engaged in joint action with material and informational systems in their environments – group discussion
