Digital Apprentice

By: Dominic Maggiolo & Ben King

University of British Columbia
Masters of Educational Technology
Faculty of Education
1

Digital Apprentice
Users Guide
Foreword...p.3
Key Concepts and Contexts..p.4
Interactivities..p.6
Verifications..p.7
Final Project..p.8
Improve your work...p.9
Assessment.p.10

Foreword
The aim of this project was to bring awareness to the growing loss of
hand skills in many middle schools. We hope that with bridging the gap
between a physical classroom and a virtual one, it is expected that students
grasp and even empower themselves in using hand tools. Though the course
and virtual learning environment is work in progress, this guide will provide
you with keep concepts that drove why we chose to emphasize a call to
bring hand tools back into the classroom and showcase how they can be
used from a young age.
The guide takes on a critical eye which encompasses academic research on
why we chose to develop this environment to learn hand tools and how a
teacher may be able to implement it in their very own setting.

Key Concepts and Contexts

When designing a lesson a teacher takes into account the
intersectionalities of student identity. Teachers ensure that each lesson is
tailored to appropriately identify differences, and meet the needs of all
students. Game designers work similarly to reach a diverse group of fans,
when developing their newest product.
The aim of our design project is not

to build a digital game, however, we hope to extract the core design

methods and mechanics that foster and propel good video games and
implement this reasoning within our digital learning environment.
Video games have become works of art that include intricate
atmospheres, and complex characters that contribute to storytelling. Our
project will develop an experience that allows students to feel as if they are
playing a game, while having a true-to-life experience. Game mechanics is
an example of how we will achieve our goal.
In video games, game mechanics adjust the level of play to meet the
varying needs, and rules embedded within the environment. Game
mechanics are intelligent tools that express the boundaries of the gaming
environment. What are game mechanics?, by Daniel Cook (2006) defines
game mechanics as a rule based systems / simulations that facilitate and
encourage a user to explore and learn the properties of their possibility
space through the use of feedback mechanisms. As a working definition,
Cook acknowledges that game mechanics are rules that contribute to the
function of the environment as a whole. A player explores and learns, based
on feedback from how a game mechanic reacts to the individuals
decision-making. Players and students need different tools to achieve goals
or progress beyond shortcomings, to meet goals and expectations. We will
implement this same reasoning in our education design space to allow
students, much like in a classroom, to work within a built environment.
Hlynka and Jacobson note that the role of teacher is in transition: the
role of teacher as manager is on the verge of being replaced by teacher as
designer and facilitator of learning Hlynka & Jacobsen (2009). Hlynka and
Jacobsen hypothesize, that because of the accessibility of technology, the
term designer is more inclusive, and gives educators the power to be a
designer. Teachers are able to become designers, because technology has
become more user-friendly. Knowledge of technology is easy to ascertain
and be used in the classroom. As designers, educators have the ability to
create environments and design learning experiences...assess learners and
deep learning and evaluate the quality of performances Hlynka & Jacobsen
4

(2009) more effectively. We aim to approach the design of our learning

environment much in the same way.
In designing our learning environment, we will include dynamic rule
sets by using game mechanics, which promote positive reinforcement. Like a
designer rather than manager or task-giver, we aim to approach the space
more like architects who design an environment. Examples of this include
watching a safety video of the tool, and interacting with the digital
environment to acquire knowledge and in-play skills. The knowledge gained
during interaction with the virtual environment, relates to real-world
experiences, and will help achieve a level of confidence and efficiency.
In
The 1987 Presidential Address: Learning in School and out
,
Lauren
Resnick
addresses the value in achieving learning experiences in a variety of
different outlooks including out of school are, apprenticeships, and co-op
placement. Resnick identifies that a hands-on learning style helps to expand
the students learning achievements. Accordingly, we strive to scaffold
students skills into something applicable in the real-world. Resnick notes
that
the great bulk of what people know, believe, and can do is not learned
in schools (Resnick, 1987). Thus, technology offers simulated experiences
that teach skills that would otherwise be missed in traditional classrooms.
Levin and Young in
Making Sense of Public Schooling
express that we
spend a great deal of time in our schools, but that learning happens
everywhere:
We learn many of the most important things in our lives before we
begin our schooling, and over the course we continue to learn many
things outside of school as a result of our experience, our reading, and
our contact with other people. (Levin and Young, p.50).
In this context, our educational design space will encompass a more holistic
approach to education, where students are accountable for their learning
experience and will acquire experiences using hands-on tools. Our objective
is to engage students by tapping into the same intuitive sense that makes
human-beings curious about the world around us.
Carl Bereiter in
Must We Educate?
highlights the direct approach versus
the indirect approach that is seen in schools:
I still think that if you want to teach a skill, the direct approach is the
way to do it. That is how most training is carried out in the real world,
where training works - in swimming classes, music lessons, and
on-the-job training. The indirect approach favored by schools simply
cheats kids by putting too much of the burden on their own initiative
and ability to figure things out. (Bereiter, 1973, p.233)
5

Our approach is inspired by Bereiters ideas, and emphasizes practical skill

development, opposed to a standardized curriculum of potentially
never-used information. Rather than over-test, top-down pedagogy, our
educational design space will allow students to build skills that are genuinely
applicable in school and outside the classroom.
Interactivities
Our educational design space allows students to learn in many
different ways, tailoring to different learning styles. By fostering kinesthetic
learning, wherein the student in driven to use hand-tools, and therefore
develops greater hand skills. Kinesthetic learning means that movement and
touch are modes in which students learn. Kinesthetic learners are defined by
Gilakjani (2011) as individuals that learn best with an active hands-on
approach. These learners favour interaction with the physical world.
In
Emerging Technologies for the Classroom

,
Mouza and Lavigne
address the new culture of learning and how it is
characterized by learning
opportunities that take place primarily outside traditional educational
forums. Accordingly, we hope to bridge this educational design space much
in the same way constructionist learning is accomplished. We hope to frame
our space where students are seen as creators. They will also navigate
through the space and learn much in the same way apprentices do. This will
be accomplished with the use of our virtual learning environment. Video
game mechanisms allow a player to adjust their play effectively, and
increases the chances of learning new skills. While a player continuously
scaffolds their skills we see that video games allow for player to transfer
in-game skills to the real-world.
The workbench will give the apprentice the opportunity to access the
five tools: the saw, hammer, screwdriver, x-acto knife, glue ,and is where
they navigate through each tool.
As the students uses each tool, a series of safety videos will play.
These safety videos are essential to the apprentice, because it gives them
the skills to properly maneuver the tool. Once the student has watched each
safety video, they will move on to the next step, which is learning about the
tool. This step is critical as this will lay the base for the entire program. The
student will learn about the history of the tool, the applications and the
mechanics behind using it. While much of the first-stages of learning are
done virtually through a combination of videos, podcasts, images and other
media texts, the apprentice will then take what they have learnt virtually,
and apply it manually in real-life.

Verifications
Once students have passed through the first two steps of the
workbench, they will be required to accomplish a challenge laid out by the
designer. Each challenge will be unique to the tool, addressing the safety
and knowledge portion of the workbench. This will allow the designer to
ensure the apprentice has properly used the tools. During the challenge, the
apprentice will be required to document each step and interact with the
virtual workbench to check-off each point. The students progress can be
documented by making videos, taking pictures, and writing about their
work. Once the apprentice has completed the challenge for a single tool,
they then must submit the output electronically. The output must be clear,
visual and include multimodal approaches. Once the designer is satisfied
with the output they will give feedback. This ensures that the designer can
effectively follow the apprentices progress but also ensures they have done
each step properly. In addition, all work completed successfully can be used
to teach new apprentices.
Next the apprentice will be able to move on to the next tool. As the
apprentice finishes all five tools, they will be required to accomplished a
much larger challenge using all five tools. The challenge will require the
apprentice to use the skills they have to complete a large build. This large
build will give the apprentice work to showcase, with documentation of their
process. The documentation includes: designs, drafts, measurements,
write-ups, and video.The apprentice will upload the entire project to the
virtual workbench, where the designer can evaluate the end-product. At this
stage, the designer critiques the work, in a much more in depth report.

Final project: Birdhouse

Name:
_______________________________
Date:
________________________________
Grade level:
3-6
Objectives:
Construction of simple, functional forms using the the digital apprentice
learning objectives.
Summary:
This lesson allows students to understand why we build structures. In doing
so, we hope this will provide students the chance to design, assemble and
finalize a birdhouse. Students are expected to watch all safety videos and
submit a progress report through video/picture/blog indicating their progress
with the tools. It is up to the teacher to determine if they are ready to build
the birdhouse.
Material:

Saw
Hammer
Glue gun
Nails x20

See plans:
http://web.archive.org/web/20100215165519/http://www.aces.e
du/pubs/docs/Y/YANR-0007/YANR-0007a.pdf

Essential Questions:
*Please respond either through a blog post, vlog or audio and submit to site.
1.
2.
3.
3.

What is a structure?
Why do people build structures
What are they used for?
What kinds of animals build structures/homes?

Improve your work:

Name:
_______________________________
Date:
________________________________
What can you do to your Birdhouse or Bird Feeder to make it better?
How

can you submit question?

Blog post.
Podcast.
Video.

Assessment
Name:
_______________________________
Date:
________________________________
Beginning

Developing

Achieving

Excelling

Tool Use
use machinery safely
and proficiently to
accomplish a specific
task

Student will
not use tools
and is unable
to complete
the task
independently.

Tools used safely,

but some prompting
needed to use tool.
Student has another
student do some
parts of task for
them. Some work
done independently.

Tools used safely

and confidently.
Student does not
rely on other
student to use
tool. Student able
to choose correct
tool and can
accomplish task
with minimal
guidance

Tools used safely

and confidently.
Student is able to
use correct tool by
following
instructions on plans
and does not require
further instruction.

Cuts / Joints
demonstrate
proficiency in the
handling of tools,
equipment and
materials
in a variety of
activities

Cuts not
square, joints
do not fit
tightly. Joints
are not flush.

Joints fit tightly.

Joints are not flush.

Some minor
errors in cuts or
joint fit.

Cuts accurate. Joints

fit tightly.

Assembly
demonstrate
proficiency in the
handling of tools,
equipment and
materials
in a variety of
activities

Little care
taken in
assembly of
project. Some
pieces do not
fit correctly.

Multiple errors in
assembly. Overall
assembly is
accurate.

Minor errors in
assembly.

No visible errors in
assembly.

Safety
work safely in school
laboratories, shops
and classrooms, with
a variety of tools,
equipment and
materials

Student
neglects to
use proper
safety
equipment
and is careless
in the work.
Does not keep
area neat and
organized.

With prompting,
student uses safety
glasses and ear
protection. Student
is somewhat
careless about work
and does not keep
area neat.

Student usually
uses safety
glasses/ear
protection, works
carefully and
keeps work area
neat and clutter
free.

Student always uses

safety glasses/ear
protection, works
carefully and keeps
work area neat and
clutter free

Final grade:
_____

10