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| The Chapel of St. Michael |
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The Environment:
I created St. Michael's Church in medieval Europe during the height of the bubonic plague. I started with walls and the east doors. I had some difficulty getting the doors to work properly. I tried a different script and once installed, it worked better than I had hoped. I then went about the arduous task of decorating it. I even used some images of real Gothic stained glass from the period. I added sun rays to the windows for added realism. I then added an alter, host, and communion wine. I created some candles using my Porgan Particle Generator. I then added my Logic System for the questions. Finally, after some expert advice, I added some sounds and prizes to the logic system for added emotional response. It took almost four full days to complete and I could still add to it. I finally had to say enough is enough. My goal is for this to serve as a vignette for a larger role playing adventure. The warrant they receive from the priest upon completion of the quiz gives them information that they would use in the next vignette. Once complete, they would have reviewed for their Chapter 14 test in my class.
Tranceformational Learning Principles:
- Objectives- Tranceformational Learning (TL) acknowledges the importance of good and measurable objectives but goes further in setting goals for the learner inner motivation for learning. In other words, the objective taps into the learner's own creativity and drive to complete the task. This could apply be me having greater focus on how my lessons draw out the students own creativity instead of just repetition.
- Attention- TL also focuses on engaging the learner. Similar to how the marketing and the entertainment industry creates content for their target audience, TL tries to tap into their target audience. Activities are designed to capture and recapture attention throughout. The learn is stimulated and their engagement is maintained throughout. This does not mean that we simply entertain but that we create our activities with meaning so that the engagement is either personal, motivating, or something they are interested in. I already employ this to a certain degree but there is always room for improvement. One of the things I plan to do post graduation is take a long hard look at all of my presentations to critique the ebb and flow of the material.
- Together- TL studies the dynamics involved in group learning. Traditional group or shared learning doesn't necessarily mean greater learning and engagement. The group members still have to have meaning and purpose. TL often employs a Guild-like approach to group work. In a Guild, each member has clearly defined, self-selected roles. Each member plays to their strengths and has a more cohesive, shared experience. This is a daunting task in the sixth grade. There skill are often not developed enough to recognize and put into guild-like groups. I do try on one particular activity in class and they do not particularly like it, until they have a hand in putting their own groups together and the gain an appreciate my pairings.
- Immersion- This is where TL and applications like Second Life really make hay. Immersion refers to creating an environment where the learner can forget themselves and become part of the fantasy. In 3D virtual environments, the learner can experience from audio and visual receptors. Highly engaging, immersive experiences can often times give the user more control over outcomes. I am attempting to create an immersive environment in OpenSim. I look forward to a time when I can focus on its creation.
- Emotion- As with Attention, a lot can be learned by how marketing and entertainment tap into our emotions. We are more engaged when we have desirable emotion associated with an activity. TL research has shown that learning can increase as much as 40% when emotion us used effectively. TL calls emotion "the instant cement for learning." Emotions have there limits and cannot be sustained too long. TL warns that a balance must be struck between being bored and overwhelmed. Middle schoolers are never short on emotional response to anything. I always use the emotion of humor to carry units and discussions along to great success. Last year, I had a class that could not handle humor. They would laugh and then take 5-10 minute to settle back into order. They were very difficult.
- Authentic- TL strives for authenticity in both the activity and the feedback the learner receives. TL attempts to remove all distractions to engage the learner directly in the content. The new content becomes part of the experience. The learner can then apply some of that learning in authentic situations. (I did enjoy his anecdotes about story problems!) I try to add authenticity to all of my into all of my units. In ancient history, it is hard.
- Learning- Learning is always a goal or objective of education but, TL make a point to clearly focus on the mechanics of learning, specifically in the realm of long term retention and application of knowledge. I like the statement that "learning has an impact on the individual." So many lessons are just churned out to meet a state standard, cover a chapter, etc. This goal re calibrates what it is all about, having a lifelong impact on our students.
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| The Chapel of St. Michael |
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| My Pikkubot Father Mulcahy |
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| Inside the chapel |
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| The Holy Sacrament |
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