EDIT 780 | Principles of School-Based Design
EDIT 780 | Principles of School-Based Design
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The EDIT 783 course has been instrumental in refining my approach to design and project development, particularly through the application of the DEAPR (Design, Encode, Assembly, Publish, Revise) process. This structured methodology has profoundly influenced my work, particularly in game design, where each phase ensures a thorough and iterative approach to developing innovative and user-centered products.
A whole new mind: Moving from the information age to the conceptual age
A whole new mind: Moving from the information age to the conceptual age
Here is a list of words and short phrases that capture the essence of each component from Daniel Pink's A Whole New Mind: Moving from the Information Age to the Conceptual Age:
1. Design: Aesthetics, Innovation Functionality, User-centered Creativity
2. Story: Narrative, Communication, Emotional impact, Persuasion, Connection
3. Symphony: Big picture, Integration, Harmony, Synthesis, Holistic thinking
4. Empathy: Understanding, Emotional intelligence, Compassion, Human connection, Interpersonal skills
5. Play Joyfulness, Creativity, Humor, Improvisation, Game-based learning
6. Meaning: Purpose, Fulfillment, Spirituality, Significance, Values
Grade Level: Suitable for adults and advanced learning stages.
Content Area: Focuses primarily on science, mathematics, and space exploration. Strengths: User Interface: I was very impressed with the interactive user interface, which responds attractively to mouse movements. The ability to customize the game in the browser with different colors, shapes, and additional features was particularly appealing.
Weaknesses: Gameplay Clarity: My main challenge was understanding how the game functions. This was a significant barrier as I couldn't grasp even the simplest unit necessary to continue playing. It felt like jumping into the middle of a story without any background information.
Guidance and Instructions: The game lacks clear instructions on how to play. I would have benefited from a feature where the computer demonstrates the play once or tips on buttons that explain the role of each element in the user interface. These additions would provide essential guidance to new players.
Interactive Feedback: The interaction with wrong answers and mouse movements within the colorful user interface proved to be educational and engaging.
Potential for Improvement: If I had understood the game better, I could have interacted more effectively, which might have revealed additional useful or redundant features.
DDLS Principles and Processes:
The game's design, which includes a responsive and engaging user interface, aligns well with DDLS principles that advocate for adaptive and user-centered educational tools.
The lack of initial player guidance or tutorials shows a gap in accessibility and ease of use, which are critical under DDLS guidelines. Ensuring that all players can understand and access the educational content from the outset is fundamental.
The DEAPR process—Design, Encode, Assembly, Publish, Revise—has significantly shaped my approach to game design. This systematic framework has guided me in organizing my thoughts, ensuring thorough planning, and fostering iterative improvement. For example, in my HM Content Game design, I applied DEAPR by meticulously designing game elements, encoding them into a cohesive structure, assembling feedback from peers, publishing a prototype, and revising based on user feedback.
Compared to other design processes I've used, DEAPR stands out for its structured phases that promote continuous reflection and improvement. In past projects, such as educational content development, the process was often linear, focusing on moving from design to implementation with minimal iteration. DEAPR, however, emphasizes revisiting and refining each stage, leading to more polished and user-centered outcomes.
Hypermedia Content Game Design Document
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