Advanced Design Seminar Portfolio

Reflection Paper

Upon my initial reflection of my work, I felt like my courses in the MALET program have just started a little while ago yet when I look back at the work that I have done I realize how much time I have spent learning about Emerging Technology. It’s been a very informative journey and I am surprised at the depth of learning that has occurred in something that is “emerging”. With that being said, I feel like I am on the right path to creating something larger and the project that I have completed for the Advanced Design Seminar class has been paramount in accomplishing that goal. The class has broken me down, built me up, but mostly offered an opportunity for self-growth. It’s been a journey that I honestly did not expect and I see myself being better for going on it.

These six classes that I have taken have really practice what they preach and I can see the theories that I learn about being the framework for these courses. Thankfully, the outcomes of the classes so far are practices that I can take with me in any field I move into as they are applicable to many disciplines. The openness of the course has made it so that the content that I have made is especially pertinent to me and I have already been applying the things that I have learned to the students that I work with.

It is with this new understanding that I can truly begin to understand the work that I have been doing in this course. When the school that I work with was looking for an advisor to the theater department’s stagecraft club, I took it, being that I had a foundation in education and am a lifelong artist and critical thinker. I did not have any formal training or background in it, and my journey in that walk of life has truly been trial by fire. I try things, see what works or what doesn’t and add those concepts or skills to my repetiore.

My guidance of the students has been that way too. I try new things with the students, organize myself differently and try to create an atmosphere that is conducive to learning. The things that I have learned is that students learn best when they are in an immersive environment. They need constant feedback and to learn by wrestling with the concepts themselves, just like the way I learned how to be productive in stagecraft. It has been this idea, coupled with the ideas that I have learned in the MALET program that has led me to the development of what I hope to be a comprehensive learning system, TheaterTEK. The module that I have created for the Advanced Design Seminar is the first module in the TheateTEK course, designing a set. This entire project began with the research of the various elements that would make up this course.

After my research, I began to focus further on the goals that I wanted students to attain as they move into working on their own. While the premise of this initial course is simple, it serves as the foundation for an artist of the theater. Being that as it may, I wanted to make sure that I validated my work with a standard in the industry and picked up the book, Theatrical Design and Production by J. Michael Gillette. In it, I realized that many of the concepts that I knew were practices that theater professionals used and it is through there that I established my goals.

Literature Review

Developing an online learning system is a difficult task. There are pedagogical considerations you must make with the content as well as the medium. For my Advanced Design Seminar project, I am looking to create a series of asynchronous lessons that will help high school students design a set for a theatrical production. My goal in this project is to allow students to grow as designers and critical thinkers and walk away with an example of a design that they develop which shows that they have learned.

The works collected below pertain to the content that I will cover, the medium, instructional design and the learning theories that will be the basis of my design. These sources give insight into considerations that I will make as I work my way from the earliest stages of development to the uploading of instructional materials for use.

Content

The way I wanted to begin my journey in research and development is by doing reading in the subject of interpreting a script. As a recent immigrant to theater production, I needed to brush up in the subject matter. With my fine art background, I understand the basic concepts of design and composition but wanted to ensure that my approach was appropriate for the stage. That led me to an article I found in the in the Spring 2014 issue of Theater Design and Technology magazine. The article, written by Eric Appleton, seemed to come in the same direction that I was coming in. As another professional that lacked the formal training in technical theater, Appleton researched classical perspectives on design and discussed key principles in getting meaning from a script and applying those ideas to a set. He quotes a book titled Backwards and Forwards: A Technical Manual for Reading plays by saying, “understanding the structure of a play will lead to good story telling” (Appleton, 2014). I find this statement very important as it gives a beginning to developing a set. Of course you need to get concepts as to time, place and mood of a script, but Appleton goes further by saying that scripts should be read more like works of literature and that while designers can interpret/add their own spin on concepts, that they should stay true to the design as intended by the playwright. It is with that perspective that I would like to keep my course focused on a traditional interpretation of set design as it may be the clearest way for students to understand these concepts.

Learning Environment

As far as a learning environment to house my content, it seems that e-Learning environments are advantageous for many reasons. In a reading about the use of simulation in medicine, I found it fascinating how useful these constructs are in a real world application. Through the use of simulations, medical students feel that they are more prepared for situations and patients feel less like they are being “practiced on, [as] clinical medicine is focusing more on safety and quality than on bedside teaching and education”(Okuda et al., 2009). Not only have the simulations led to improvements in education, but the feelings of preparedness are also increased. Moving into the realm of high school, unsure students may feel less likely to participate if they are not informed and creating a simulated environment may help to ease those feelings of apprehension.

Virtual environments are effective in controlling the feelings that students have toward classmates and situations they may encounter in training environments. In an article that discusses the integration of a business school in France, the author states that before the use of the technology, French students did not work together with culturally different classmates nor co mingle (Witte, 2014). This type of behavior is not productive, especially for those in business and the use of the virtual learning environment made it so that the students did not have the same predispositions to their classmates in the virtual world that they had in the real world. In an article by Liz Falconer, research showed how virtual environments make it so that learning situations can be created and practical and ethical issues do not stand in the way of necessary learning (Falconer, 2013). These things are important to keep in mind when teaching about theater productions because the entire process is collaborative and learning environments can lessen inhibition and open students up to communicating more freely as well as coming into situations that are otherwise difficult to create in real life.

Audience Consideration

In terms of the audience consideration, I was curious about the current make up of the students that are going to be instructed, being that the majority of them female. My concerns were put to rest when I read an article about gender efficiency in online learning. In it, the author says that the cognitive abilities and the way information is retrieved in female students is more advantageous than their male counterparts (Pohnl and Bogner, 2012).

Instructional Method

What also must be kept in consideration is the instructional method that is used. Being that I would say that design work goal oriented, I am excited a Rapid Prototyping Model, a variation of the ADDIE model. In the classis ADDIE model, students move through the steps of Analysis, Design, Development, Implementation, and Evaluation (Boulet, 2009). In the original model, “they offer clear guidance, emphasize…logic of design [and rely on two assumptions of the quality of information and the assumption that there is expertise in leadership]” (Boulet, 2009). Where I see the rapid prototyping model succeed is that it stresses the importance of making a working model and the evaluation and learning loop that would occur in the testing of that model and making revisions. Other positive traits of the model that will parlay into this theater education is the amount of formative feedback that is likely to occur and the communication skills that it encourages (Boulet, 2009).

Learning Theory

As far as a learning theory, I believe that a constructivist approach is very appropriate in this field. Being that the students are essentially coming to the table with little to no formal training in this area, making content relatable to concepts that they already understand is of definite value. The “reflectivity, the process whereby a student becomes aware of how their own thinking processes work” (Singh and Rajput, 2013) is useful in that the metacognitive progression would help students become better designers.

Conclusively, I aim to utilize all of the principles and concepts that are presented here in a way that is useful to my high school student demographic. Making all of these concepts work should be a little easier given the technology which will be used.

Course Goals:

I. Introduce students to the world of theater production and the identify the roles of a set designer

II. Allow students to identify clarifying elements of a script and define challenges that define the story.

III. Understand the importance of gathering information and resources that will better help the designer make accurate choices for an environment.

IV. Identify different types of theaters as well as label the parts of a theater.

V. Observe and identify the importance of stage direction as a means of communication within a theater.

VI. Recognize the elements of design and the principles of composition as they pertain to set design and realize their utilization elsewhere in the world.

VII. Utilize concepts and design and create a set design that fits within certain parameters.

ITSE Standards-Students

Within my design of this course and examination of the ITSE standards, it is clear that it meets these standards of education in very identifiable ways. Within the first students standard, the coursework within the class allows students to exercise their creativity in the completion of their own set design. The design of the project is to allow students to use the concepts that they have learned and their own knowledge of a movie to design a set for a film adapted to stage. Students will “apply existing knowledge generate new ideas…create original work…as a means of personal…expression [and] use models [to] explore complex systems” (ITSE, 2007). The creation of this project will allow students to put into action the things that they’ve learned and think about how they can incorporate ideas from the world of film to the structure of theater.

The coursework also meets the second standard, which is communication and collaboration. As theater is really a large, collaborative process, students need to be exposed early to presenting their ideas, listening to the ideas of others and offering constructive criticism where necessary. Effective communication between those on a production team is important to the successful run of a show and as such, this course offers that. Students will put their work online in the forum and look to get a better understanding of how others think as well. This aspect meets the benchmarks in the second standard of being able to “interact, collaborate, and publish with peers…communicate information and ideas effectively…[and] contribute to project teams to produce original works or solve problems”(ITSE, 2007).

In terms of the third standard for students in the ISTE’s list is research and information fluency. I think that it is an important aspect of any design oriented task to be a competent researcher and I state that it is an important aspect of this process. In addition to showing students how to go about searching online, I also make it a requirement to provide the results of their searches as an assignment. Here, this assignment and this focus of the course meets all of the features of this third goal. Student’s will “plan strategies…locate, organize, analyze, evaluate, synthesize…information for a variety of sources…evaluate and select information… process data and report results”(ITSE, 2007).

As far as meeting the fourth standard in the ITSE’s list of standards, I think that the objects here can be incorporated into the first standard of creativity and innovation. A designer cannot be innovative if they are not doing the things that are listed here. Critical thinking, problem solving and decision making are all considerations that a designer makes when they create a solution and this is a precursor to that process. So here the course meets these benchmarks listed and more specifically I’d like to call attention to the part where it states “collect and analyze data to identify solutions and/or make informed decisions”(ITSE, 2007). I think that this is almost at the heart of what any designer must do when they come up with a challenge and students that take this course will have more than enough ability to do this and exhibit their knowledge through their final project.

As far the fifth standard is concerned, students will be on their way to being digital citizens as they go beyond the constructs of this course. The course gives students the basis of communication and the ideas that there is more out there for them to explore through forums and other professional organizations and these concepts are at the core of this standard. That is seen when it is mentioned that students “demonstrate personal responsibility for lifelong learning”(ITSE, 2007). I encourage these passionate students to do more searching and learning for themselves as the effort that they put into this work will surely have an impact on what they get out of it.

For the final student ITSE standard, which relates to the technology operations and concepts, I believe that the course exhibits a “sound understanding of technology concepts, systems and operations”(ITSE, 2007). The reasons for this being that students are involved in a process that is very similar to a real life high school theater company and the generation of ideas and flow of communication is similar to the way the networked world works.

ITSE Standards-Teachers

In the beginning of this list of standards, it states that “effective teachers model and apply the ITSE Standards for students as they design, implement and assess learning experiences to engage students to improve learning” (ITSE, 2008). This is what this system is aiming to do and do so in a way that is meaningful for those who participate.

The first standard, which includes the facilitation and inspiration of student learning and creativity is met by the coursework that is done in the duration of the course. Being that those enrolled are people who want to create, the final project does just that and offers students the experience of pitching and creating a set based on a movie of their choosing. Through the instructional videos that are created in the course, students are given the faculties to put together something of their choosing. It especially speaks to the second item in that it “engage[s] students in exploring real world issues and solving authentic problems using digital tools and resources” (ITSE, 2007).

The course meets the second standard of designing in the digital age and makes use of the technology to teach to students in multiple ways. The course is presented in a manner of multiple ways and through the multimedia approach, both verbal and visual channels are utilized to create a holistic experience, rich with examples of content. Parts of this course are also presented using Powerpoint, and although this is not the most exciting of tools, the clever implementation of this presentation tool can be a valuable resource to utilize. This meets the item that discusses that teachers should “customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources” (ITSE, 2008).

Within the third standard which addresses the teacher’s exhibition of knowledge, skills, and work processes as an innovative professional in a global society, the website Edmodo meets this necessity. The website Edmodo has the ability to facilitate communication not only from teacher to student, but from student to student and teacher to parent. In the second item in this standard, it states that a teacher should be able to “collaborate with students, peers, parents, and community members using digital tools and resourcesk to support student success and innovation” (ITSE, 2008). Here, Edmodo can allow the teacher to communicate authentically with parents and not talk but show them what is going on in a course. The same can be said with any other members of the interested community and this can help to build up a more robust learning environment.

The fourth standard deals with the modeling of digital citizenship and evidence of this is seen quite clearly. The interactions that the teacher has with the students in discussion forums can allow students to see how a responsible digital citizen communicates. There is a particular set of behaviors acceptable in this medium and the modelling of that by the teacher is the best way to teach that to students. This meets the third item in the standard which states that a teacher should “promote and model digital etiquette and responsible social interactions related to the use of technology and information”(ITSE, 2008).

The fifth standard for teachers relates to the engagement in professional growth and leadership. This learning system takes place in Edmodo as stated before. Edmodo is set up like your one stop shop and has everything that you would use in one place. One of the unique features of this the way it gives a “twitter-like” feed of professionals that are in the same field as you are in. When the account is set up, it allows you to put what field of study you are planning to teach and it allows everyone within that study to share information easily. This participation in this feature of Edmodo meets all of the items in this standard, particularly the teacher’s ability to “participate in local and global learning communities to explore creative applications of technology to improve student learning” (ITSE, 2008).

Learning Theory

The learning theory that I used was the constructivist approach because I felt like that was the most students centered approach and gave students to reach to heights that are not entirely possible/likely in other approaches. The main aspect of the constructivist approach that I think was most helpful toward successful student learning was the ability to scaffold on previous experiences. I think that art and design are processes that are in fact very intuitive for people. We are bombarded with all sorts of designs and compositions daily that we can express what is successful almost involuntarily. The thing that this course does is try to relate how natural these concepts are and our familiarity with them. From there, I am building a working knowledge of terminology and overt acknowledgment of these ideas so that students, as designers, can more effectively tell a story.

The instructional method that I used was the Rapid Prototyping methodology, which is an extension of the ADDIE process. The creation of a stage design is more a process than an art form and the ADDIE framework is completely useful. In it, the designer must analyze the challenge at hand, design and develop a solution, and finally implement it and evaluate its success or short comings. The Rapid Prototyping process goes further to stress the importance of the implementation and states that a model should be built and tested for more evaluation. It is at this point that this instructional design forms a loop and makes it so that the designer or team of designers can go back and retool the solution. It is in this thinking that I use this framework as a tool for instruction because I think that the most useful part of developing a set is the creation of a model. In this model, the stage can be manipulated multiple ways ensure that the most effective design possible is going to production and being made. I understand that some people have a better time conceptualizing ideas but unfortunately, the collaborative process of theater makes it so that you need to communicate in visual ways as well and that is something that comes very naturally to this instructional method. Another reason that I chose to work within these means is that they lend themselves to assessment often and that is another useful concept when developing a set design.

Assessment

A key aspect to this course and the development of courses is assessment. Assessment is the measure of how effective a course is based on feedback. The way that I gauged the effectiveness of the course is a little unconventional because my main feedback device is quizzes at the conclusion of each section. In some other courses, the final evaluation is in the form of quizzing or tests. Within this system, that is inauthentic. The reason why I do this is because the information is important and I need to ensure that they are being learned. If there are any holes in understanding or if the material needs to be presented in another way, the quizzes will tell me that.

Within the course, there will be a few assignments that will help students get an understanding of some topics as well and provide other evidence for assessment. For instance, in the section that discusses getting image sources for a project, students will need to compile the images and give a short rationale writing of the merit of those sources. When the projects are completed, the resulting information will assess how successfully the students can do this. If there needs to be more attention to the finding and interpretation of images, that will be added to the course.

Evaluation

Within my course, evaluation will also be a key factor in finding out how successful the course is by how successful the student is. The main source of evaluation is the final project at the end of the module. In the end of the module, students will be given the opportunity to pitch a show of a film which gets adapted to stage. The pitch will be mainly a visual exercise with some supplemental information provided within a worksheet. Judging success will be done with a rubric that I have created which will outline the benchmarks that I want students to achieve. To further stress the importance of meeting the benchmarks that are outlined in the challenge questions, students will be given the rubric so that they can measure their success. Please see the rubric below and challenge question below.

Item Measured	Exceeds 3 points	Meets 2 points	Progressing 1 point	Needs Improvement No Points
Does this project make use of the principles of design?	Very clearly, and there are three or more uses of the principles of design.	There are two clear uses of the principles of design.	There is one use of the principles of design.	No clear use of the principles of design.
How effective is the choice of set pieces? Are they appropriate for the setting?	More than ¾ of images are appropriate for the setting.	More than ½ of the images are appropriate for the setting.	More than ¼ of the images are appropriate for the setting.	None of the images are appropriate for the setting and are seemingly random.
How effective are choice of set pieces for the mood of the story?	More than ¾ of the images are appropriate for the mood.	More than ½ of the images are appropriate for the mood.	More than ¼ of the images are appropriate for the mood.	None of the images are appropriate for the mood of the story and are seemingly random.
How effective are the choice of images as they relate to the time?	More than ¾ of the images are appropriate for the time period.	More than ½ of the images are appropriate for the time period.	More than ¼ of the images are appropriate for the time period.	None of the images make sense for the time period.
What would you say describes the overall success of this design?	This is very successful, I can see this easily transitioning to the stage.	This is fairly successful, with a little refinement, this could reach the stage.	This design needs some work to tell a story but can make it to stage.	This design may need an over haul to make it to stage, it loses sight of the story in different ways.

Your Challenge: Your theatrical company is looking for a movie to adapt to the stage. For them to consider your favorite movie, they would like you choose a scene from that movie and show them what it can look like on stage. Using any program that you are familiar with, cut out the “set pieces” you would like to put on stage from images you find on google, and copy/paste them into a document. Think about the elements of design in those images (your tools) and how you use them (principles of design). Use of these things will help you tell an effective story that easily relates to the time, location and mood. Remember, movies have the advantage of having large sets, your stage is medium sized. Therefore, try to limit your number of set pieces so that the actors have space to walk around. Look at the example as it will help you get a better idea of what needs to be done. If you have any questions, please email me at erik_chocianowski@yahoo.com. Happy designing!

Integration and Application of Instructional Design

Being that my course is straight forward, the way that the instructional design is integrated is simple. Being that I utilize the Rapid Prototyping approach which is an adaptation of the ADDIE process, students being by analyzing the script. This is taught through the video in the first folder. Being that the design of the set needs to begin with understanding it, I discuss strategies to interpret the script. I also discuss in another video how to analyze the space that the designer has to work in and analyzing the types of stages that one would encounter. It is also in this stage that the participant would get a rough idea of goals that need to be accomplished and work toward compiling reference materials.

The next stage is when the design is developed and goals are cemented into place. Participants need to at this point make some sort of visual representation of what they would like to do. This can be done in any number of ways but it is important that there is a concept from which to work from for the next stage.

The next stage is the prototyping stage and in this course, I recommend making a scale mock up of the proposed set. It is at this time that the set is becoming a three dimensional representation of what it can be. Typical materials used in this modelling process are cardboard, hot glue, or small pieces of wood. Within the module is a video where I show the complete development of the set for Little Shop of Horrors. In the beginning, there is an example of the models that I built and in the video that discusses this, I recall the importance of modelling.

From here on out, especially in the real world, is where the design is discussed and reviewed. If there is something that is not favorable, it goes back to design and then back to prototyping, all the while creating this loop that allows participants to discuss their ideas and re work their understanding of concepts. At this stage, there is very focused discussion which is yet another way to build knowledge and assess learning. After a design is accepted, it moved to the implementation stage and is evaluated, two things that do not happen necessarily in this module but is something that will happen when the full course is developed.

Ethical Considerations

Within the development of a learning system, there are many ethical situations that may arise for the program creator. Consideration in content usage, student privacy and security are all areas that should be addressed in the development of a given learning system. I would like to share the following information regarding the ethical considerations I have made when developing my course.

In terms of the content that I present in my learning system, it is expected that the work is original unless otherwise stated. The development of this module has come from two places, my experiences within theatrical stage production and information that I have collected in a book titled Theatrical Design and Production by J Michael Gillette. The purpose of this is vetting the information that I will present in the module as by a credible source. Whenever information is used from this source, I will be sure to cite it appropriately and give credit to the author. In terms of any other information that is collected and used for this course, such as the achieving of websites and use of images that are not my own, I believe that as a closed, non-profit, educational resource, the program falls under the usage of Fair Use Copyright Laws. I know that this is not a blanket protection for educational use, but the fact that I am operating in good faith, meaning that my sole intention is to teach principles in set design and not so much rely on any images for anything else but that, has been proven in the past to be transformative use in the eyes of courts and protect users of such information. For example, the following theoretical situation explains this idea.

Scenario 6: You are a self–publisher or author or micro-publisher preparing a book on the evolution of lighting styles in fashion photography. You scan some photos from a fashion magazine and use them to comment and explain concepts like “soft lighting,” “hard lighting, ” and “catalog lighting.” Copyright holder sues you. You claim Fair Use.

Result: You should win. The use is incidental to the book, doesn’t harm the rights–holder, and is for the purpose of education and commentary (Friedlander,2010).

The learning system that will be created will be done within the learning management system Edmodo, a service which has clear statements regarding privacy and security concerns. Within that, I will create the highest privacy settings so that the content is only available for those in which it is intended for. Any information that is shared by myself or students is not to be seen by others except those enrolled in the course.

As a content creator, I would be honored if someone were to use something I created for an educational resource. Additionally, I would like to be credited for the work I have done and because of that reason I am more than obliged to offer the same sort of acknowledgement for materials that I use that others have created.

In regard to the users of my learning system, they fall under Edmodo’s Children’s Personal Information Treatment. Because my program is meant for students between the ages of 14-18, the majority of users are considered minors. Being as such, their participation must be preceded by parental consent. After which, the only information that is required is their name, a user name, and email address. They are not required to provide a profile picture but may do so if they wish. At no time in their current privacy statement, does Edmodo rent or sell any of the information that is collected from students and stores only information that is knowingly provided by users. The only information that I will collect will be the grades and assessments of students in order to make any future courses that I design more effective.

In terms of security concerns one would have with any online site, Edmodo seems to take the necessary steps to protect its users against intrusion from malicious software and other ill-intentioned individuals, but warns that because of the nature of the internet and many different variables, they cannot guarantee safety to their users.

Peer Responses

In terms of the peer responses that I received, it was hard to gauge because I did not have much in the way of showing anyone a complete project or completed aspects. I did get feedback that was supportive of the novelty of what I am doing and that has been inspiring as when I was working by myself I didn’t know how important this seemed to anyone else. I understood its importance but it also matters how it’s perceived.

Conclusion

I believe that my course was successful. I like the way it shaped up and I think that using an inclusive learning system really allows the course designer to really concentrate on content. I’ve done research and realized that the information that I am sharing is important and that am doing it in a way that is beneficial to learners.

I also realize my shortfalls. Besides the time constraints that I had in the production of the course, I feel like I’ve learned much from the development of this. Developing a course is hard and I can see why it takes a team of people to do so. There are so many tasks that need to be done that you need an actor to act, an editor to edit and a writer to write. I think that I have the ability to do everything associated with the process but I don’t think that I can do everything right now, at least not well.

I think that the other issue that I had was with technology itself. I felt like I should have delved in a little deeper and challenged my use of technology as well as how I used it to implement features of the course. Instead of using PowerPoint I should have used Prezi, and instead or proposing to use Photoshop I should have found a free version that does the same thing. All in all, I felt like this was an enriching experience and I have the tools to be more successful in the Fall Showcase.

References:

Appleton, E. (2014, Spring). Mechanics and Meaning: Script Analysis Lessons from Design History. Theatre Design & Technology, 50, 53-61.

Boulet, Guy. (2009). Rapid Prototyping: an efficient way to collaboratively design and develop e-learning content.

Falconer, L. (2013). Situated Learning in Virtual Simulations: Researching the Authentic Dimension in Virtual Worlds.Journal of Interactive Learning Research,24(3), 285-300.

Friedlander, Joel. "What Every Writer Ought to Know about Fair Use and Copyright." The Book Designer RSS. The Book Designer, 8 Feb. 2010. Web. 30 June 2014.

Gillette, J. M. (2008). Theatrical design and production (6th ed.). Boston: McGraw-Hill Higher Education.

Luo, Y., Pan, R. (., Choi, J. H., Mellish, L., & Strobel, J. (2011). Why Choose Online Learning: Relationship of Existing Factors and Chronobiology. Journal of Educational Computing Research, 45(4), 379-397.

Okuda, Y., Bryson, E. O., DeMaria, S., Jacobson, L., Quinones, J., Shen, B., et al. (2009). The Utility Of Simulation In Medical Education: What Is The Evidence?. Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine, 76(4), 330-343.

Pöhnl, S., & Bogner, F. X. (2012). Learning with Computer-Based Multimedia: Gender Effects on Efficiency.Journal of Educational Computing Research, 47(4), 387-407.

Rosen, Y., & Salomon, G. (2007). The Differential Learning Achievements of Construtivist Technology intesive learning environments as compared with traditional ones: A meta analysis. Journal of Educational Computing Reserach,36(1), 1-14.

Singh, D., & Rajput, P. (2013). Constructivism: A Practical Guide For Training Colleges Teachers. International Journal Of Educational Research & Technology, 4(4), 15-17.

V, Charlsie. "Great, Easy to Use, Free Social Networking Site for Education."Edmodo Teacher Review. Common Sense Media, 27 Mar. 2013. Web. 28 June 2014.

Witte, A. (2014). Serious Games: A seminar Map for International Business Schools. Business and Professional Communication Quarterly, 77(1), 31-49.

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