Objective 1.1: Students will design and develop learning and performance opportunities and systems including direct instruction, student-centered learning, collaborative work, and performance support.
In ISLT 9471, I focused on training teachers in multilingual approaches to teaching reading. The project involved designing a professional development program that combined direct instruction with collaborative learning strategies. Teachers were trained on methods to incorporate multiple languages in the classroom, helping students transition between languages while learning to read. I conducted a needs assessment to determine gaps in current teaching practices and used that information to develop instructional materials tailored to a diverse group of learners. This experience not only improved my ability to create accessible and culturally relevant learning systems but also emphasized the importance of supporting both instructors and students through performance support systems, such as peer collaboration and ongoing assessments.
Objective 1.2: Students will design and develop learning opportunities and systems for meaningful learning; promote student engagement in online learning environments; and select appropriate technology and learning objects to support learners.
In ISLT 7888, I collaborated with two peers to design virtual environments for educational purposes. My specific project focused on creating an immersive virtual space using the SIMS platform to help tell creation stories in both English and San. This multilingual approach aimed to foster meaningful learning by exposing students to diverse languages and cultural narratives in a dynamic, engaging way. My peers created their own environments centered on space exploration, allowing us to explore different themes and learning objectives while utilizing VR technology. Through this project, I gained valuable experience in promoting engagement in online learning by carefully selecting tools and approaches that supported both language acquisition and immersive storytelling.
Objective 1.3: Students can conduct project management activities to support the total lifecycle of design, development, and implementation of learning opportunities and systems.
In ISLT 9473, I applied project management principles to design and implement a mental health initiative in South Africa. To support the total lifecycle of this project, I utilized SmartSheets to create a detailed timetable that guided each phase of the project, from planning through to execution. This included setting milestones, allocating resources, and coordinating with stakeholders to ensure the project’s success. The structured approach enabled me to manage the complexities of the project effectively, ensuring that all aspects—from development to implementation—were aligned with the project’s goals and delivered on time. This experience honed my skills in project management, emphasizing the importance of strategic planning and organization in educational and community-focused projects.
Objective 1.4: Students will demonstrate mastery of technological production skills in web development, digital asset creation, and other applicable development skills necessary for the creation of learning systems, (e.g. web page prototyping, game design, digital media, etc.).
In ISLT 9486, I designed “Cultural Chronicles,” a digital game incorporating Sepedi and English to convey Indigenous stories of the San people. This project involved developing digital assets, including visual and audio components, to create an immersive and educational experience. The game aimed to bridge cultural and language gaps by integrating indigenous narratives with interactive technology. This project showcased my ability to merge technological skills with cultural content, emphasizing the importance of inclusive design in digital media. By creating a tool that respects and celebrates indigenous cultures while utilizing advanced game design techniques, I demonstrated proficiency in developing engaging and educational digital solutions.
Objective 2.1: Students can choose and conduct appropriate analytical methods and apply the results to the systematic design and development of learning environments and systems.
In ISLT 9466, I applied learning analytics to analyze data from a study conducted at a rural school in Limpopo. This course equipped me with the skills to use data effectively, moving beyond basic functions to identify patterns and insights. By leveraging tools such as Tableau, I was able to create visualizations that demonstrated the impact of visual aids on students’ reading abilities. This analytical approach informed the design of educational interventions that addressed reading challenges, showcasing my ability to translate data into actionable insights. The project highlighted my competence in applying systematic methods to enhance learning environments, ensuring that educational solutions are grounded in empirical evidence.
Objective 2.2: Students will design assessments aligned with the intended outcomes of the learning environments, choose and implement appropriate methods to conduct formative and summative evaluation of the learning environment, and use data to continuously improve the instructional product(s).
In ISLT 9474, I focused on designing assessments aligned with the outcomes of learning environments, particularly through a research project on the Loskop Fish Breeding Facility and the redesign of the “River Guardians” game. The course emphasized the importance of aligning assessments with learning objectives and using diverse methods to evaluate instructional products. I used PhotoVoice as part of a participatory approach to gather qualitative feedback and conducted detailed questionnaires and surveys to collect quantitative data. These tools were instrumental in analyzing the effectiveness of multilingual educational tools and the game redesign. By integrating these findings, I was able to make iterative improvements to ensure the products met the educational needs of the users and achieved the desired learning outcomes.
Objective 3.1: Students will demonstrate ethical and inclusive practices to all aspects of analytical data collection and analysis methods used in the design and evaluation of instructional products or learning environments (e.g., sampling methods).
In the ISLT 9450 Research Methods course, I conducted a study focused on incorporating indigenous knowledge into serious games, particularly looking at water conservation and language education. This research aimed to address gaps in the acknowledgment of indigenous knowledge within scientific and educational communities. It included perspectives from the Wapishana people of Guyana, the Ndebele in South Africa, and the Frisians in the Netherlands. The research proposal and subsequent design work emphasized integrating comprehensive game design principles and highlighted how serious games can effectively incorporate indigenous knowledge while addressing educational and environmental issues. This approach not only enhances educational tools but also aims to influence policy and practice across diverse cultural and scientific contexts.
Objective 3.2: Students will design and implement instructional products and learning environments based upon Universal Design Principles.
In the ISLT 7384 Designing Games for Learning course, I created a narrative-inspired game called Meqoqo using Twine, which focused on integrating San folktales and incorporating both Sepedi and English languages for a rural school in Limpopo. This project aimed to provide a culturally immersive educational experience by embedding indigenous stories and multilingual elements into the game’s narrative. The use of Twine allowed for a dynamic and interactive storytelling approach, engaging students with culturally relevant content while supporting their language development. By applying Universal Design Principles, I ensured that the game was accessible and inclusive for diverse learners. This work demonstrated how to effectively design educational games that resonate with students’ cultural backgrounds and enhance their learning experiences.
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