Kylie Goodman and Kennedy Frary

Professor Lewallen

EDT180/ 12:15

November 13th, 2019

Construction Module Project Reflection

Implementation of Feedback

Most of the feedback we received was actually pretty positive, and our project was well

liked. Probably due to the fact that the storyline was just so ridiculous that it made people laugh.

And honestly that was our goal, to entertain people. The only thing I think we would change

based on our peer feedback is probably to make it more detailed. When we were writing out the

actual project it was more a question of: is this so crazy that you wouldn’t predict it? And

because of this focus on the storyline, we didn’t really get to further our character development

as much as we would like to. The characters background would’ve added a nice finishing touch

to the story but we tried to focus on not making the application forever long. Ideally, we would

like to go back and add more “side paths” to the main storyline, so that you can get to know the

characters motives better.

Learning Reflection:

The biggest thing we both learned from this process is that creating an interactive

powerpoint is not as daunting of a task as it seems. At first glance we were nervous that we

would struggle with the creation of the powerpoint because we’re not the most experienced when

it comes to technology. However, after this whole project we are able to reflect upon our new
skills and be proud that we were able to figure out the application and it’s navigation. If we were

to do this project all over again, the one thing we would do differently is the story mapping. We

would start by writing out exactly how we want it all to flow, instead of just writing the events in

order. There would also be some extra information about characters and maybe even a few

hurdles along the way that we could throw at the user.

Alternative Use

As we are both going to work with younger children in schools, it might be more difficult

for us to find a use for this in our classrooms. Kennedy could use an interactive powerpoint to

teach shapes and animals to a kindergarten class. And Kylie could use an interactive powerpoint

to teach space science and basic addition or subtraction to a first grade class. While both of us

could use this kind of technology as an aid for storytelling, because both of our age groups are

particularly young. Using it to tell stories could create a super entertaining and immersive

experience for students, as it provides a “choose-your-own-path” aspect. The use of this

technology in a classroom such as these, would most likely be teacher lead and teacher

controlled, because most schools will not give a five or six year old a laptop or tablet in the

classroom.