Peter Hall's

This sample project teaches a specific technical/academic skill, which draws on tacit skills that all speakers of English possess. It could function within the context of a broader undergraduate instructional sequence on poetry or writing, but also serves as a metacognitive exercise for learners who are struggling to take control of their learning due to its discrete, scaffolded progression. Pursuant to this goal, it uses the explicit promise of organizing existing knowledge into new knowledge as part of the motivational proposition to the learner.

Learning Objectives: 1) Understand the historical importance of meter to English verse; 2) Identify specific sound patterns in poetry; 3) Synthesize recognition and appreciation of meter into larger understanding of literary texts.

This module is designed with a theory-first methodology, drawing particularly on particularly Keller's, as well as Hidi and Renninger's, theories of motivation. The goal is to move learners from initial interest, generated through suprise and humor, to sustained interest. A range of strategies are deployed to this end, including varying learner activities, explicit goal-setting, real-world examples (e.g., pop music), confidence-building sequencing, and a virtual interactive character. The sequence of instruction itself is organized according to Gagne's nine events. Particular attention is given to step nine—extension and retention—which might seem, at first, to present a challenge for this set of learning objectives.

I designed this module with Articulate Storyline, with art from a number of creative common sources. Initial storyboarding was completed in Miro. Original audio recorded in audacity.

Full module to be posted soon!