RobynHauptman ReflectiononSLO#1ReflectivePractice Artifact:GettingOpenFlashApplicationforSED671:DesigningEducationalSoftware

Descriptionofartifact AdobeFlashisanapplicationthatcancreateimpressivegraphicsandinteractivedesigns.In SED671:DesigningEducationalSoftware,theassignmentwastocreateapieceofsoftwaretohelp studentsunderstandadifficultconcept.Igeneratedapieceofphysicaleducationsoftwareforstudents touseduringaninvasiongameunit.Invasiongamesaresportswhereoneteaminvadesthespaceof anotherteaminordertoscore,suchasbasketball,football,soccer,orUltimateFrisbee.ThesoftwareI designedwastohelpstudentsunderstandtheconceptsofgettingopenandmovingawayfroma defenderinagamesituation.ThesoftwareprogramIdevelopedtakesstudentsthroughdefinitionsand simulationsofmovingtoopenspace,changingspeed,andchangingdirectiontogetawayfromthe defenderwiththeintentionofstudentsthengoingoutsideandpracticingtheskillscoveredinthe software.ThiswasthefirsttimeIhaveeverdesignedanythingmorethansimplemotioninFlash.

HowitrelatestoSLO#1 TheSED671:DesigningEducationalSoftwarecoursewasdesignedtothinkcriticallyabouta pieceofcontentinmysubjectmatter.TheStudentLearningObjective#1:ReflectivePracticecallsfor criticallyexaminingtheirsubjectknowledgeandpedagogicalskillstoimprovetheirdiversestudents learning.Inotherwords,reflectivepracticeisanactionbasedonthinkingaboutthewayoneteaches inordertocontinuetolearnandmakeimprovementsonteachingpractices.Theassignmentbeganby thinkingaboutsomethingstudentsstruggletounderstandandsomethingImightstruggletoteach.The

premisebehindtheprojectwastoteachadifficultconceptbetterafterreflectingonwhatistypically difficultforstudentstounderstand. IstarteddesigningtheGettingOpensoftwarebecausetheconceptofgettingopentostudents canbedifficultforstudentstounderstand.Studentsusuallyknowwhatgettingopenmeans,buttheydo notdemonstrategettingopeningamesituations.Physicaleducationclassesdonotusuallyusemuch technologytoconveydifficultconceptstounderstand.Infact,mostinstructiontendstobeverbal instructionsofwhatstudentsneedtododuringthelesson.TheFlashsoftwareaimsatproviding physicaleducationinstructioninadifferentwayforstudentswhomightnothaveextensiveathletic experience. WhenIusuallyteachtheconceptofgettingopen,Igiveademonstrationofwhatstudentsmight dotogetopen,andthenthestudentsengageinamodifiedgametoreinforcethedemonstration.The FlashAppisagreattooltouseinadditiontotheregulardemonstrationsandgamesthestudentsmight participate.ThesoftwareIcreatedwouldbegoodforstudentstoclickthroughbeforeclassontheir ownorevenasavisualforstudentsasawholebeforethelessonstarts.Anotherwaytheapplication couldbeusedisindividuallywithstudentsasIcirculatetheclass.Normally,Iwalkaroundtheclass observingstudentsplaythemodifiedgamelookingforademonstrationofgettingopen,helpingthose thatstrugglewithunderstandingthatconcept.Beingabletoshowstudentswhatismeantbygetting openinanotherwaywhiletheyareplayingthegamecouldbeextremelybeneficialtostudents.

Reflection Honestly,themostimportantaspectIlearnedfromtheFlashprojecthadnothingtodowith

Flashbutmoretodowithproblemsolving.TheprofessorofSED671askedhisstudentsonthefirst dayofclasstothinkofapieceofcontentthatstudentsstrugglewith.Knowingnothingaboutwriting anythinginAdobeFlash,webrainstormedideas,receivedfeedbackfromtheprofessorandproduced wireframesofoursoontobecreation.Withtrialanderror,startingandrestarting,theFlashsoftware wasindevelopment.Attheendoftheclass,weeachhadasolutiontoalearningproblem,apieceof softwaremeanttoaddressaspecificneedofstudents.AlthoughtheFlashsoftwareIdevelopedwas thefirstattemptataneducationallydesignedprogram,IknowsomuchmorethanIdidatthebeginning oftheclassandhavetheconfidencetocreatemoresoftwaresolutionstoproblemsIfaceinmy classroom. TheentiretimeIwascreatingtheflashsoftwaremystudentswereatthecoreoftheproject. EverytimeIopenedFlash,Ithoughtaboutwhatmystudentsneededtoknowandbeabletodo.I modifiedthewayIcreatedtheapplicationbasedonthepossiblelevelofunderstandingthestudents wouldbeat.Igaveadescriptionandvisualdemonstrationofeachpieceofinformationtomakethe conceptsverycleartostudents.TheFlashassignmentwasagoodreminderofwhyreflectivepractice isimportantinthefieldofeducation.Beforetheassignment,IneverreallythoughtdeeplyabouthowI teachcertainconceptsofphysicaleducationandwhysomestudentsdonotunderstandtheseconcepts. Insteadofdismissingthestudentswhodonotunderstandhowtogetopen,IreallythoughtabouthowI couldhelpthemtoclosethegapsinlearningandtoreachthelevelofunderstandingtheyneedinorder tobesuccessful. Physicaleducationtendstobeasubjectthatistaughtthesamewayeveryyear,usingthesame lessonsoverandover.Reflectivepracticemovesthelearnertothecenterofeducation,wherethey

shouldbe,andforcesthepractitionertothinkcriticallyaboutwhatisbestforthem.Whenateacher doesthat,teachingistransformedintosomethingheorshewouldnothavedonebefore.Reflective practiceencouragesconstantchangeinthewayoneteaches,ensuringstudentslearnthemosttheycan.