DESIGN EFFECTIVENESS VERSUS INTENDED OUTCOMES
The evaluation found that the learning design was successful
in achieving the intended learning outcomes. All teaching
staff involved with the project found the project to be educationally
valid and implementations have continued, though with only
1-2 units each semester due to the resourcing implications.
UNEXPECTED LEARNING OUTCOMES
Perhaps the most significant unexpected learning outcome related
to the sense of community developed in the classes participating
in "Interactive Stories" projects.
HOW LEARNER ENGAGEMENT IS SUPPORTED
The learning design promotes significant engagement by learners.
Students are excited by the prospect of developing skills
in aspects of digital media. They have a great deal of fun
during the course of the project, which is always evident
in the presentation sessions when they demonstrate their final
The learning design put students in control of the creation
of their final production. They are creating something that
they can take with them after the learning experience is over;
something that can contribute to their learning portfolio.
Students work in small groups, each member bringing varied
skills and experience to the project. This leads to tremendous
opportunity for peer interaction in all aspects of the project.
Out-takes often show students correcting one another on matters
ACKNOWLEDGMENT OF LEARNING CONTEXT
A critical aspect of the learning design relates to the other
skills and experience developed during the course of the project.
While students are practising and developing language skills
in the four macro language learning areas, they are also developing
skills in digital media, team-work, and organization.
Therefore this project considers the broader context of university
education, developing generic attributes, thus providing students
with critical experience for their professional life ahead.
HOW THE LEARNING DESIGN CHALLENGES LEARNERS
A significant aspect of this learning design is that students
are able to go beyond the boundaries of the defined project,
creatively expressing their knowledge and experience of the
subject. While a base requirement is defined, students invariably
spend additional time fine-tuning their final productions.
OPPORTUNITIES FOR PRACTICE
The learning design encourages reflective practice through
continuous feedback throughout the learning process. Students
are continually gaining feedback through the process of group
collaboration with peers. Peer feedback occurs during the
script writing, filming and authoring (construction) and presentation
phases of the design. Teacher feedback is also gained at two
critical points, assessment of draft script and final production.