Project Update: March 27th, 2016

As I brainstorm my interactions for the week, I look to the reading to help form questions and responses. 

*Engage, enthusiastic participants- While I want my participants to be engaged all throughout my presentation, I want them to feel as if they have learned something.  If homesteading is  not an interest for them, it will at least provide them with a knowledge base for future conversations.

*Quality of the activity- Instead of using interactions just to "have them", they should be meaningful.  This should be a place for my participants to reflect on their activity.  This also a place for two-way communication to take place to gauge the effectiveness of the project/presentation.

I hope my interaction and participation  in this project helps to guide future student learning to be authentic and engaging.

March 14th, 2016: Project Update/ Weekly Readings

My project is coming along, slowly but surely.  I am struggling with the physical work in Articulate Storyline and how to make certain points happen in my presentation. I have kept the idea of "following" a woman through her homestead and learning about each section.



The weekly reading helped me gain some perspective where I am headed, specifically the following points:

*Flow analysis- my presentation is slated to be a step by step guide to homesteading.  In order to have various elements, information is kept at a minimum for each topic.  The user is essentially "shadowing" the character.

*Historical Analysis- I read and applied this a bit differently than what was intended.  At the actual homesite I would like to provide some information on the roots of homesteading and the returning trend of small living and self-sufficiency.

*The ending "quiz" will be more of a reflection for the learner- what do they think an actual day of a "homesteader" is like.  Is it time-consuming? Rewarding? Do they plan to implement any of the elements discussed in the story?