Wireframe Proposal

8/4/2019 Wireframe Proposal

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Laura, Elementary School Teacher, Mother of 3

If you want your children to speak a foreign language, it should begin at the start.It is important to develop language skills, provide exposure to other cultures, andlearn the discipline of thinking through phonics.

[Bethany] Our objective is to facilitate foreign language education by creating a simulation of immersion through virtual languagelearning tools. Because of this, we are focusing on elementary children because its been proven that the younger you are the easierit is to learn a second language.


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[Bethany]Those involved in this community include the students, teachers, parents, and boards of educations.These individuals value building social skills through direct, peer interaction.


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[Bethany]After conducting interviews, we found a disconnect in the value of emerging and learning foreign languages. We alsodiscovered that there are limitations and needs for both the teacher and the student.


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[Bethany]These include the shared value of education through student learning, cross-culture peer communication, and buildingsocial skills and structure. In order to facilitate this, it is important to create an emotional connection by engaging the student witha previous experience or feeling. Influencing the student to learn by providing a tool that is educational and fun.


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[Bethany] In that, we discovered a few of the limitations through the context of the learning situation. These include factors suchas time difference, initial language barriers, student to teacher ratio, having a curriculum that matches the child's attention span,regular practice and learning disabilities as well as speculative availability of technology in the classroom.


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Elementary School Teacher

JaneKansas, USA

[Janna] Meet Jane! Shes a 37 years old Spanish teacher for Shawnee Mission elementary school. She has her Undergrad inEducation as well Masters in Spanish and French. She is married with two kids who are out of the house. Both of her childrenspeak French and Spanish.


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Age 6

EthanKansas, USA

[Janna]This is Ethan! Hes an 6 years old and in first grader at Oak Hill elementary school. His favorite subjects are science andhistory. When Ethan isnt in school he enjoys playing on his soccer team and reading comic books. Ethan is the youngest of threeand likes to ask his older brother and sister to help him with subjects like English.


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Virtual Language Learning Proposal

[Janna] Our solution is Virtual Language! This is a tailored system to children and teachers that gives emphasis to emerginglanguages, and overlapping other subjects as well. With the assumption that time zones are muted? We propose that the child isset up with another child from a different country. They will virtually interact with each other to learn the others language, learnabout their culture, and practice other subjects such as phonics or math, together, through the use of both available andspeculative technologies.


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How do you maintain an identity on screen and storeyour information in the system to document progress?

Need

SETUP Teacher Registration

[Bethany] How do you maintain an identity on screen and store your information in the system to document progress?

Solution: This allows the student to enter their name age, grade, language, scores, photos as well as create an avatar identity. Thiswill be easy to navigate and use later when progress is checked.


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Through the creation of an online hub, the teacher will register her class based on their mother language and the language theclass is studying.


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The teacher will enter information such as location as well as the grade level of her class.


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She will register her class in the system and familiarize herself with the curriculum through reading and video tutorials.


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SETUP Student Profile

How do you maintain an identity on screen and storeyour information in the system to document progress?

Need

[Bethany] How do you maintain an identity on screen and store your information in the system to document progress?

Each student will then create a profile stored in the system.

SETUP St d t P fil


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They will be given a game-board like screen and are able to click on any block and fill in their personal information. This will befacilitated by the teacher in the classroom.



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They will enter information such as name, age, language and country and the screen will adjust according to which block they haveselected.



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The last game-board block creates a student avatar. This is customized to the child by choosing traits such as body type, hairstyleand color.



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Once they have completed all the game-blocks, the student is paired according to their inputed information with another studentfrom their partnering classroom. These two students will help one another complete language games throughout the curriculumand will have the chance to meet and talk face to face, on screen.


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SCENARIO 1 Spell and Draw

Students need to learn how to spellwords in other languages correctly.

Need

[Bethany] Students need to learn how to spell words in other languages correctly.

Solution: Partners help one another across ipad screens through an engaging spelling game and hands-on activity.



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On the left, you can see the American childs screen and on the right is the partnering classmate in spain.

The game introduces the partner at the bottom of the screen and each are asked to touch the play button in the middle of thescreen.



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The spanish student is asked to draw an object on the ipad screen. The American student will then fill in the blank letters in anattempt to spell the word that their partner is drawing.



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If the student misses a letter, he or she is allowed to try three times before their partner is allowed to help them on their screen.



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When they spell the word correctly, the points are scored at the top right of the screen and the partners switch roles.


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SCENARIO 2 Fun with Phonics

Students should develop basic phoneticskills through the program.

Need

[Janna] Students should develop basic phonetic skills through the program.

Solution: A game with the students virtual partner to practice the sounds of different words in each language. This requires thatthe partners work together to solve the problem.



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This is a phonics' game. The student starts out being able to pick their partner with three other players. The objective ofthe game is to practice phonics' with their virtual partner. They work together to go through the game and win together.One the right side is the toolbar that allows for them to have a clue, ask the teacher for help and to spin. Once one childhits spin they go that many distance and



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come onto a game piece that is an phonics question. In this example one child makes the word while and sends it,while the child has to sound out the word and pick which object it is. Each child will take turns verbalizing the word sothe amount of efort is equal.



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After a series of diferent questions the children can win! the scores can be sent to each teacher so they are allowed tosee what the child might of struggled with or had no problems with.


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SCENARIO 3 Storytime

Students learning about other cultures throughdirect interaction and sharing.

Need

[Janna]

Students learning about other cultures through direct interaction and sharing.

Solution: Students will engage with their partner as they share classic stories from their culture (For example: the three little pigs)

With this game the teacher will read a story to her class and assign a sentence to each student. With that sentence the child will go

to their ipad and connect with their virtual partner. With their partner they will draw out and animate that sentence. Once they arethrough with the animation, they will press send that will go tot their teacher. Once all the students are finished, the can go to hervirtual



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This is storytime! (smile!) The objective is to have the child with their virtual partner create something that they get toshare with the rest of the class. For example Jane would read her class a story this would be a classic story from oneculture, like three little pigs, and the other teacher would read the same story to her class. They assign sentences fromthat story to each child. From there the child goes to their ipad connects with virtual partner, and begins to create thatsentence.



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The point is for them to animate the sentence and work together using visuals, along with being able to type in akeyboard what they want to their partner. Both students see the same screen and can add whatever they want to theanimation. In the bottom, there is a tool bar, that ofers pencil, eraser, FF rewind and play. Once they are finished theycan press send and it goes to the teachers virtual chalkboard



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Once all the students are finished the teacher gathers them back around.The teacher can move around the diferent clips



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Can arrange the clips by the order in which she or he assigned them. From there the teacher plays the clips and they allplay together. From here the students can talk about what part of the story they liked, and what challenges they faced.


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[Bethany]We have developed a speculative form of technology by introducing a virtual chalkboard in which the students caninteract with a classroom across the world. This creates the simulation of immersion in the classroom.


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SCENARIO 4 Vocabulary Matching

To have students practice vocabulary regularly and develop asituation where students from different classrooms work together.

Need

[Bethany] Solution:

To have students practice vocabulary regularly and develop a situation where students from different classrooms work together.

A vocabulary matching game initiates fun. This game requires that the assigned partners work together across the virtualchalkboard to match each vocabulary word with the correct card from the board.



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Here, 6 students enter their information at the bottom of the virtual chalkboard They are then asked to choose a catagory suchas color, food, or people.



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Here, the students chose the catagory color and are asked to match the cards on the screen with the correct word shown at theirstation on the virtual chalkboard. If they mis-match a card, the screen mixes up the location of all of the cards. When they matchone correctly, the points are added to that child and their station lights up.



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At the end of the game, the partners are allowed to see the points they have made as a team and have the option to go back andchoose another game or replay this one.


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SCENARIO 5 Show and Tell

Students making emotionalconnections across cultures.

Need

[Janna]

Students making emotional connections across cultures.

Solution: Students will use their profiles to store and upload photos and videos that will then be shared across the virtualchalkboard with their partner classroom. This allows them to share their lives with one another and learn about the other culture.



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Every child loves to show and tell, but what if there was a show and tell through the virtual classroom. The teacher willassign a topic for the students to be able to upload images to their online profile. From there, the teacher in theopposite classroom can upload the pictures to show their students.



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They can drag images onto the screen, as well as videos, articles pertaining to that topic. From there they can flagthose images or videos, and spell out what it is in the opposite language. for example the spanish classroom would spellout cat.



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Once they go through the students show and tell, they can email the flagged videos, images, articles to anyone in theirfamilies and store those files if they wish.


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SCENARIO 6 Progress Check

Track student learning progress based onboth individual and partner scores.

Need

[Bethany]

Track student learning progress based on both individual and partner scores.

Solution: This allows the student to enter their name age, grade, language, scores, photos as well as create an avatar identity. Thiswill be easy to navigate and use later when progress is checked.



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Here, the teacher or parent puts in the correct name and password and chooses what kind of user they are: parent or teacher.



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The teacher is allowed to choose from the avatars of her class. Here, she clicks on ethan to view his scores by date and gameplayed. For further information, she can select the tip at the right of the screen and view the areas that Ethan needs to work onbased on each game. Rolling over the game will explain each one in further detail and allow the teacher to learn the best ways offacilitating his learning experience.



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The parent will be taken right to their own childs scoresheet. Again, this is based on date and game. It will also give a chart ontheir progress throughout the class.

When the parent clicks on the top at the right of the screen, the area that the student needs to work on will be highlighted and itwill give the parent different activities of helping their child learn and practice the language at home


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[Janna]Again, our objective is to facilitate foreign language education by creating the simulation of immersion through virtuallanguage learning tools. In that, we hope to better cross-culture communication and develop a diverse and educated communityfor the future.

Wireframe Proposal

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