Instructional Design & Program Funding
Some Initial Elements
SWW Robotics Program
Thursday, June 18, 2009
Nick Clark
The worlds of gaming and business offer some templates and protocols that we might look at as integrated parts of the Instructional Design of our robotics program. Just how we implement them is a challenge but let me illustrate just one way by which we could proceed.
1. This will be a goal and planning-driven course. It will have rewards for the completion of those goals and objectives, not just for students but for teachers mentors. parents, etc.
2. The structure will provide the means for measurement for both the students and the program.
3. The structure will not only support student advancement but also encourage students’ exceptional achievement.
4. The program will employ metaphors that replicate or illustrate the real world.
Example: SWWRocBot, Robots, Inc./Extreme 'Bots, Inc. (These are not given names, just examples of what the name might be.) or
Where’s the money?
The course is designed as a small business, SWWRocBot.
SWWRocBot has a variety of departments, from product design to public relations.
Each student who signs up for the program receives $1000 in faux money. This is theirs to “invest” in the company. This also represents their base line for success/passing the course.
The money each member has is to be “invested”/divided up among the variety of program projects, program expectations, departments within SWWRocBot. Each of these is essential to both the success of the “business”/program and of the investor/worker/student. These are the “accounts” the student must deal with over the course of the year.
The foundation of each department or account will be a fundamental course of study and include math, science, engineering, communications technologies, Web design, film-making (video), photography, digital arts, accounting, history and social studies. (See Proposal Part 3 - Curriculum)
The various corporate departments/accounts will have projects related to them. This will facilitate a multi-program multi-disciplinary approach, the cross-pollination of what might be called the “mechanical arts” and “liberal arts”.
The successful completion of each project renders students with a number of faux dollars that they can then “bank”. The concept of “banking” is important since it is this aspect of our corporate metaphor that will make the program more effective. The more dollars put into their accounts means money they can add to their initial capital: the thousand dollars in faux money.
If students simply complete the basic projects, the goals and objectives, they will “maintain” their account and, at the conclusion of the course, he or she will receive a “completed basic work and met basic expectations”. Their investment will have neither increased nor decreased.
However, let me suggest this scenario:
The Web Design account or department is responsible for designing, launching and maintaining a Web site. The account group decides to take the easy route: they use existing templates; they decide to use a static approach to the design; the decide against any user/site interactivity. The group fulfills the basic requirements which, all things being equal, renders the group members the minimum amount of money.But, let's say the Web Design department, decides to take a different approach. Showing initiative, they recruit the help of the Graphic Arts account to assist them in designing a unique graphical user interface. Then, since they have also decided to make the site dynamic, data-base driven and to encourage interactivity between the user and the site, they recruit the Computer Programming account to help them design and code a the site's digital structure.There a several payoffs for approaching their departmental goals in this way. First, it should be noted that the Web Design department will take some of their cash and pay it out to the Graphic Arts and Computer Programming departments, thus paying for their services. These two departments gain money for the work they do and their banked capital increases. The Website Design department also wins since it has gone waaaay beyond the basic requirements and for each additional component they add to the Web site, they get additional money. This not only makes up for the "money they spent" paying for the work done by the other two departments, they "profit" since the money awarded them is more than the money they paid out."
Just as in real life, however, there are always risks, decisions rewards or consequences. For example, if a student misses a day of school, for whatever reason, the student gives up some of his or her basic account. This means that the student must have extra money banked or earn additional money (extra work, project, etc.) so he or she can put “money” back into that basic account to get the basic award of “completed basic work and basic expectations”.
Communication and 21st century technologies are critical for any kid to learn and to succeed in life. So, a “money” earner must follow the corporation's communications expectations between and among students, staff, mentors, supporters, etc. Each time, for instance, a meeting notice is sent out, the student will earn a certain amount of “money” for responding to the notice, putting it on his or her calendar and actually attending the meeting. Failure to respond, put it on his or her calendar or attend the meeting will cost the student money from his or her basic account.
There are other ways of earning money or points. Those will be developed during the Instruction/Program Design project. This actually may be one of the money-earning projects taken on by the students and their teachers/mentors. This would increase student ownership of the class.
What might be interesting is to extend this metaphor to teachers and mentors!
Now, what’s the payoff for meeting and exceeding the program requirements – aside from learning how to think critically and creatively, learning new skills, gaining life experience? A lot.
For instance, those who have worked hard and leveraged their learnings/earnings would be eligible for “prizes”.
The winners or highest scoring members of the “mechanical arts” side of the student population would have the choice of three real and exciting prizes. Examples might include a week at NASA Space Camp, a thousand dollar scholarship or an internship at a major robotics lab. For those on the “liberal arts” side, the three highest scoring kids might have their choice of a week at Florida's SAIL, the world’s leading digital and graphic arts and animation school, a thousand dollar scholarship or maybe an internship with Ken Burns.
Oh, did I mention that teachers and mentors might work in with the same metaphor? In this case, the three highest scoring teachers/mentors would have their choice of really cool and important “prizes”. Or they could “donate” their points to students or corporate account groups of their choice.
Finally, the question of how to keep the program running from year to year and maintaining student involvement from semester to semester and year to year. As in real life and real business, promotions are in order for work done well. A mechanism of “job promotion” can be designed to enable kids to stay involved and maintain the program semester to semester and year to year.
This instructional design would encourage cooperative competition and collaboration among students and the establishment of reasonable evaluation protocols for both the program and students.
Funding
Funding for the design, development, implementation and evaluation of this program will come from public, private and individual sources. "In-kind" support will come from primarily private sector resources.
If you or anyone you know might be interested in becoming a contributing source or want to know more about this aspect of the project, contact Dan Drmacich, principal, School Without Walls, 585-546-6732 in Rochester, New York. You can also Email your questions to SWWRocBot
Nick Clark
Robotics Coach, School Without Walls
SWWRocBot@Gmail.Com
Timewarp3K@Gmail.Com
R. Buckminster Fuller
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