The Model of Cybergogy & the ARCHI21 project: Impact and influence

Title of The Model of Cybergogy & the ARCHI21 project: Impact and influence

ARCHI21 is an EU-funded project which aims to get students to use 3D virtual immersive and Web 2.0 environments and to promote the potentialities of these environments in the fields of architecture and design. By adopting a CLIL (Content and Language Integrated Learning) approach, ARCHI21 also seeks to facilitate language learning, while accompanying the process of competence building in architecture and design.

ARCHI21 involves six institutional partners in four countries: - Coordination : École nationale supérieure d’architecture de Paris Malaquais (ENSA-PM, France) ; - Centre international d’études pédagogiques (CIEP, France) ; - The Open University (OP, United Kingdom); - Univerza v Ljubljani – Fakulteta za Arhitekturo (UL-FA, Slovenia); - Aalbord Universitet (AAU, Denmark) ; - The University of Southampton (SO, United Kingdom).

The Model of Cybergogy & the ARCHI21 project: Impact and influence

A document produced by LESLEY SCOPES MSc University of Southampton, July 2012

Table of contents

Introduction

p. 1

I. Aims, objectives and approach taken

p. 3

1.1 Methodology

p.3

II. Learning Design

p.4

III. Results, Interpretation and Evaluation

p. 8

IV. Conclusion and plans for future work

p. 11

IV.I Dissemination

p 15

1V.II Appendices

p. 16

Introduction: The Model of Cybergogy The Model of Cybergogy of Learning Archetypes and Learning Domains is a social constructivist tool for educators wishing to teach within the relatively new medium of 3D immersive Virtual Worlds (3DiVW) such as Second Life®. The model is comprised of two interacting components; Learning Archetypes and Learning Domains. Learning Archetypes are categories of learning activities that are ideal for a social-centric 3D virtual environment. The model currently has 5 classifications of Learning Archetypes: 

Roleplay



Simulation



Peregrination



Meshed



Assessment/Evaluation

Each archetype is further broken down into frames and sub-frames which serve to hone them towards eliciting particular learning outcomes. The definition and breakdown of each archetype are described in detail at the end of this report and also available in Second Life (on the 2 nd floor of the Discovery Decks at Archi21islands).

Learning Domains are the second component of the model. These are strands drawn from established pedagogy, combined to form a new Blended Taxonomy of Learning Domains. There are 4 Learning Domains catered to by the model: 

Cognitive



Emotional



Dextrous



Social

By addressing Learning Domains in various combinations, all available sensibilities of the user can be drawn forth into the avatar mediated 3D environment. An Instructional Designer/Educator is able to engineer the content of 1

Learning Archetypes to elicit a response from all domains at the desired level of implementation based on preferred learning outcomes. A visual representation of the Blended Taxonomy can also be found in the Cybergogy Deck at ARCHI21 Islands in Second Life ÂŽ.

Figure 1: The Blended Taxonomy of Learning Domains

The rationale for the model of Cybergogy is to equip educators with appropriate strategies for teaching within 3DiVW’s that do not seek to replicate orthodox classroom methods or standard web-based eLearning techniques, but to take advantage of the affordances of such a 3D immersive environment. The model seeks to impose validity and authenticity to teaching and learning conducted within a virtual environment. It serves as a planning tool encouraging educators to examine course content, produce detailed lesson plans (see appendix), and develop teaching and learning resources against a measure of efficacy to ensure that virtual worlds, despite their novelty, are not used gratuitously, that course content is meaningful, pertinent and achievable, and that the educator (who is not necessarily a technology expert) is able to operate 2

with competence within the virtual environment to deliver virtual education that has real world value.

The model has been successfully implemented prior to the ARCHI21 project to re-align teaching strategies from 2D (online learning) to 3DiVW teaching and learning in various curricula areas, e.g. Astronomy and Physics, Social Psychology, History of Christianity, Arab/Israeli conflict studies, Introduction to Second Life.

Aims, objectives and approach taken 

To introduce the model of Cybergogy into aspects of teaching and learning occurring in the 3DiVW within the ARCHI21 project.



To evaluate the evolution of the model throughout its application within the project.



To hone the model to cater to aspects of the teaching of design and architecture with a focus on CLIL.

Methodology The model was presented at the following events:

 November 2010, a 10 minute presentation at the kick off meeting in Paris to introduce the model of cybergogy to project partners (WP1)  January 2011, the launch of the Discovery Decks where the completed Dexterity course was made available to all partners in Second Life (WP9)  January 2011, ‘Introduction to Cybergogy’ session to project partners at the Cybergogy Deck (WP9)

3

 March 2011, Language Mediator Training in Second Life, 1st cohort’s ‘Introduction to Cybergogy’ session (WP9)  May – June 2011, Observation of CritIMPACT sessions (WP4, ENSAPM Second Action)  June 2011, Collaboration with Aalborg University in planning and recording 4 weekly teaching and learning sessions, ‘Building Classes’ in Second Life (WP5).  September 2011, Language Mediator Training in Second Life, 2nd cohort’s ‘Introduction to Cybergogy’ and ‘Cybergogy in Action’ (WP5)

Learning Design Pre-requisites of learner activity

It was a requirement that attendees had experienced a general induction to Second Life which included checking technological aspects such as ensuring their local computer systems capabilities for adequate internet connectivity to sustain sessions in-world using VoIP (voice) and that the machine processing power was able to run the Second Life viewer . The dexterity course was provided for the means of attaining dextrous skills as part of gaining confidence in the use Second Life especially for participants who were new to such computer mediated environments however it must be stressed that Dexterity alone does not define the Model of Cybergogy. It is just one of the four learning domains addressed by the model.

Figure 2: Views of the Dexterity Course at Discovery Decks at ARCHI21 in Second Life

4

January 2011; All Project Partners and Language Mediators Dexterity Training (WP9 SO).

All content teachers and language mediators were provided the opportunity to orientate themselves in Second Life preceding the 1 st Intensive action (lead by ENSAPM, Paris in WP4).

The Dextrous Learning Domain was the focus of this

preparatory training session as dexterity is a fundamental skill, without which the user is unable to operate successfully within the environment. The Discovery Decks parcel at ARCHI21 in Second Life presented various discovery activities including a dexterity training course ( Fig.2) that allowed new users to learn how to control their avatar both walking and flying, how to control their camera and how to interact with virtual objects in various ways.

The rationale was that after attending and mastering aspects of the dexterity course themselves, teachers and mediators would be in a position to both build confidence in their own dextrous finesse and further, to conduct dexterity training with students of architecture and design as they began to come in-world by following the same or a similar training format. Attendees were subsequently surveyed for feedback on their perception of the dexterity course.

Some minor adaptations were subsequently made in response to suggestions such as the placement of invisible barriers to help users’ avatars remain within the aerial dexterity course area. Some automated chat-based feedback triggered by scripted touch sensors was reduced to prevent cognitive overload and screencrowding. The dexterity training area (along with the Discovery Decks) remained available asynchronously for self-paced learning throughout the project, displaying visual instructions, automated chat-based feedback and virtual objects that dispensed note cards containing further information. Further provided was a nonmandatory advanced dexterity course for user’s enjoyment.

September

2011;

Language

Mediator

Training

(WP5

University

of

Southampton).

Several Language Mediators drawn from the University of Southampton’s 2nd cohort of PGCE IT students, Modern Foreign Languages and two Language Mediators from Slovenia, along with content teachers from all partner institutions 5

were invited to an introduction to the model of Cybergogy held at the Discovery Decks on ARCHI21Island in Second Life. In order to be accessible to people with daytime commitments an opportunity to attend, the session was repeated the following evening. The objective was to inform mediators and teachers of the primary aspects of the model of cybergogy to enable them to understand the pedagogic principles and adaptations of cybergogy properly applied to teaching and learning occurring in-world, and to inform an understanding of how teaching sessions are structured in alignment with the model. The role of mediator and the study of Cybergogy were embedded into the University of Southampton’s PGCE IT curriculum for the duration of the project. Part of this in-world session was filmed, the resulting video forms the basis of a Learning Object (Introduction to Cybergogy) in WP14.

This session was designed to be very transparent because the audience were primarily those who would be expected to use the Cybergogic principles in a practical way to conduct in-world teaching and to assist the CLIL aspects of teaching sessions occurring in-world.

Therefore, it was deemed important the

session included drawing attention to more subtle aspects of cybergogy such as applying strategies to cope with the management of groups of individuals who are physically dispersed yet brought together in one virtual place for a specific purpose. This includes an overview of the structure of lesson plans, establishing and adhering to a set of rules relating to social etiquette such as ‘queuing’ by entering an agreed symbol in local text chat as a request to the leader/teacher to be allowed to use VoIP (voice).

By applying this technique, the speaker is

identified by name and invited to speak in turn by the leader, making it easier for those present to follow the flow of conversation and (when the session is being recorded), listeners to the audio track are in a more informed position.

The

method also controls individuals interrupting by speaking over one another. Some other elements of etiquette covered are; the muting of microphones when not in use which prevents feedback, background noise

and echo; respect for the

synchronous nature of a virtual class and its purpose, whereby time is as valuable as in the real world. These are some factors which, if mismanaged, can result in disarray.

6

In preparation for the practical implementation of a ‘Cybergogy in Action’ session (following an introduction to the theoretical principles), three aerial platforms were positioned above the Discovery Decks. Each platform provided a simulated micro-environment to resemble:



a floor plan of a bathroom facility



a garden centre



a texture gallery

The planned lesson (see Appendix (2)) aim was intended to implement the Roleplay Learning Archetype addressing cognitive and social learning domains so that language mediators could rehearse giving CLIL support and assistance using some terms pertinent to students of design and architecture within the linguistic scenarios set out in the simulated micro-environments; terms such as hand basin, shower tray, pine tree, bedding plants, concrete, steel and so forth, could be prompted, translated or explained.

While the scenarios presented were

conjectured (not by a content teacher, language teacher or architect) but by the application of cybergogy as a planning tool and a blend of Learning Archetypes, in this case, Simulation coupled with RolePlay, as learning activities. The 3DiVW is a powerful mechanism that supports opportunities for conceptual orienteering, rehearsal, practise and experimentation in an educational setting.

June 2011, ARCHI21 in Second Life, Building Classes (WP4, Aalborg University) The teaching of building skills in Second Life (SL) was necessary as a precursor for both students and teachers of design and architecture, to enable them to be sufficiently prepared to complete their local institutional collaborative design projects as required by the project consortium as a whole. In order to provide students with appropriate skills to operate in this environment, a number of introductory teaching activities were established. These included induction classes for SL that focused on the teaching of skills required to interface with the virtual world such as dexterity, followed by classes on how to build 3D objects in SL.

7

The first session of classes was for teachers of design, most of whom had no previous virtual world experience, with design students following in a second session of classes co-created by the cybergogy teacher, L. Scopes (SO) and the content teacher, S. Chase (AAU). The content teacher drew up a draft lesson plan outlining the teaching topics of the session, e.g. Prim Linking. The draft plan was then adapted by the cybergogy teacher to be in line with the model of cybergogy (See Appendix (1)). Additional activities and strategies were added to incorporate more fully aspects of the model of Cybergogy, especially putting the focus on addressing Learning Domains with a view to enhancing the learners experience and improving the transfer of skills from instructor to learner. The revised lesson plan was then passed back to the content teacher, who used it to further develop the teaching activities and content.

Results, their interpretation and evaluation Learners, their response and outcomes of the event Following the January 2011, ‘Introduction to Cybergogy’ session to project partners at the Cybergogy Deck, the 1st Intensive week-long action took place (ENSAPM, WP4). The content teachers involved in this action did not actively use the model, and there was no consultation to the model made by the language teachers from UBP either. It can only be concluded that these teachers were resistant to adaptation of traditional methods despite the teaching and learning occurring in a non-traditional environment. Owing to this, the model of Cybergogy was not able to undergo any language teaching adaptations during this action.

With regard to the Language Mediator Training in September 2011, unfortunately, of the cohort of mediators attending the first session, none had a language background, all being student teachers of Information Technology therefore were unable to enter fully into the Roleplay activity as intended. It is believed that the attendees understood their roles as technical mediators instead.

8

This group had spent some time perfecting dexterity (Dextrous Domain Level 3 and above). Some individuals had developed an interest in the social aspects of Second Life such as personalising their avatars (Social Learning Domain, level 1) and attending events that promoted their meeting and socialising with other users (Social Domain, level 3 and 4). It is believed that the increased amount of time and effort invested by some of the PGCE IT students was due to a genuine interest in the possibilities and affordances of the 3DiVW in an educational context, perhaps coupled generally with more confidence in technology.

This group attended the in-world presentation of the Model of

Cybergogy, which included a tour of the cybergogy deck to view signage and 3D models followed by a Q&A session before being split into sub-groups and, by using a teleport system, visited each of the aerial platforms where they conducted small group discussions related to the scenarios presented there (Meshed Learning Archetype, addressing Cognitive (level 2) and Social (level 3) Learning Domains) (Fig 3).

The technical mediators asked many relevant questions and

during assessment of learning, appeared to understand the differences and similarities between traditional pedagogy, andragogy and cybergogy.

The following evening, attendees were Language Mediators from Slovenia and Southampton’s Modern Foreign Languages. Some Southampton Technical Mediators re-attended the evening session. They proved to be very useful in that capacity because communication was not particularly effective between the cohort and the leader mainly due to technical difficulties.

Because the event was in the

evening, this group of language mediators mainly accessed Second Life from their home equipment. In some cases, individual’s computer systems were not of the necessary capacity to sustain the demands placed on them by Second Life.

The SO Technical Mediators supported these issues, in some circumstances using Skype as a back-up communication channel while participants who were struggling with maintaining connectivity were coached through the process of reestablishing a Second Life presence. The more experienced mediators provided peer to peer dexterity training following the format they had been shown in prior induction sessions.

9

With regard to the Building Classes, June 2011 (Aalborg University WP5), it was found that the learning curve for SL and similar 3DiVWs tends to be considerably higher than a novice typically anticipates. In evaluation of these sessions it was concluded that the amount of time required for both induction and building classes needed to be greater than that allocated for our activities; this includes time for students to explore independently, thus giving participants an adequate skill foundation to participate in the building classes and experience the social and cultural diversity of virtual worlds. The limited amount of contact time for the classes and many participants’ lack of prior experience in-world were factors that led to insufficient accomplishment of some of the desired learning outcomes.

The result was that the students’ subsequent use of SL for their design projects was not as extensive as anticipated.

10

Outcomes, conclusions and plans for future work Some Learning Archetypes have been extended owing to experiences over the course of the ARCHI21 Project.

The following figures are how they are

currently represented following impact from the ARCHI21 project:

Figure 3: The Roleplay Archetype No changes have been made to this Learning Archetype.

11

Figure 4: The Simulation Archetype

The Simulation Archetype has been adapted to reflect aspects of design.

The Frame is extended by the addition of Virtual Design, Prototyping and 3D Modelling while the sub frame now contains ‘Realistic’ and ‘Metaphoric’ both of which can be applied to all the previous frames.

12

Figure 5: The Peregrination Archetype

The Peregrination Archetype has adopted a ‘Reconnaissance’ frame following observation of events during the ‘CritIMPACT’ activities of the project (ENSAPM, WP4). Had the model been involved with those activities, generally speaking, they would have fallen within the ‘Escorted exploration’ frame.

However, the aspect of academic critique associated with the nature of ‘CritIMPACT’ served as motivation for the Model of Cybergogy to cater for the nature of investigation and critical review as in a reconnaissance.

(Peregrination

> Reconnaissance > Escorted)

13

Figure 6: The Meshed Archetype

The Meshed Archetype has adopted two new Frames, those of ‘Affiliation’ and ‘Collaboration’ to reflect the flavour the project aspired to. Subsequently, a new sub frame of ‘Inter-Institutional’ has been included which can be associated with all the pre-existing frames.

14

Figure 7: The Assessment Archetype

The Assessment and Evaluation Archetype remains unchanged from the 2009 version of the model.

Dissemination SLanguages: Virtual Conference, 16 – 18 September 2011.

Cybergogy was presented.

The Model of

Delegates were given a guided tour of ARCHI21

Islands in Second Life.

VWBPE: Virtual Conference, March 2011. ARCHI21 was represented both in a live presentation involving students who showed videos of their work during the 1 st Intensive and at the 3D poster session ARCHI21 where it won 1st place in the People’s Choice category. (ENSAPN, WP4) eCAADe: Conference, September 2012. A paper entitled ‘Cybergogy as a framework for teaching design students in virtual worlds’ (Chase, S., Aalborg University & Scopes, L., University of Southampton) has been presented.

15

Appendix (1) – Lesson Plan used for AAU (WP5) Building Class, session 1 Course Title:

Session Title:

Session #

Leader:

ARCHI21: Building in Second Life for project members

Introduction to building

1 of 5

Scott Chase (Scooter Gaudio)

Duration:

Number of attendees:

120 mins

(to be completed)

(A Course description can be found in the overarching Scheme of Work-SOW)

Location: ARCHI21 in Second Life, Sandbox (insert SLurl)

Session Aims: To deliver a broad initial overview of basic building using the manipulation of 3D building primitives. In this session, Learners by means of a Social Constructivist teaching approach will be prepared for advancing their skills and abilities to enable their continuing progress throughout the course and in gaining an understanding of methods of construction of 3D virtual objects.

Session Objectives: Learners will acquire knowledge and skills for basic building. Learners will locate web-based resources to improve building skills. The session may be videoed and posted online for asynchronous review The group of learners have/have not been profiled via a questionnaire prior to commencement. Areas for special attention have been highlighted on an individual basis. (specify)

Time Allocated Introduce

Topic

SL Activity/Learning Archetype/Additional Resources

Introduction to the organisation of the course and general housekeeping

Learners will make acquaintance of tutor and peers and encouraged to share background information and attend to tutor led presentation

15m

Introduction to building 10m

Meshed Archetype: Small Group Forum; 2 Synchronous Presentations using VoIP and text chat accompanied by web-based visual aids (when learning resources are in-world will be specified) Tutor led presentation

Learning Domains Addressed

Learners RL Activity

Social Lv1&2 (Specify)

Cognitive Lv1&2

Assessment Archetype Formative Q&A to check for remembering and understanding (Cognitive) and Personalising and Contextualising (Social)

Develop

20m

Formative Q&A to check for remembering and understanding (Cognitive) and Imitation (Dextrous) Tutor led building demonstration

Tutor will demonstrate basic building. Learners will imitate tutor. Text-based assistance (chat) and VoIP will support the task. Notecards containing information regarding building instructions will be made available following the practical activity

Learners will be given the opportunity to experiment with building and manipulating prims with tutor and peer support 30m

Practical Dextrous Activity

Locating tips, traps, tools and tutorials

Emotional Lv1 Dextrous Lv2 Social Lv3

Meshed Archetype: Small Group Forum; 2 Synchronous Tutor led Presentation using VoIP and text chat accompanied by web-based visual aids learners will be guided to discover resources to support their learning 20m

Dextrous Lv1 Cognitive Lv1&2

Cognitive Lv2

(Specify) Observation of practical output

Based in the Emotional Domain, Learners are questioned regarding their feelings about the dextrous activity and perception of their abilities/satisfaction.

Group forum is encouraged for peer feedback

Formative Q&A

Conclude

5m+ (10)

(Specify)

Assignment as assessment (ref: REAP Model, assessment for learning).

Instructor will issue each learner with a pose ball and instructions on how to complete the assignment ready for next session. (Including inventory retrieval)

Cognitive Lv2

Assignment 1 (due week 2): Learners will construct (build) an example of a concept of seating which includes the use of a sit poseball (supplied)

Subject: Seating

Extra Curricula activity

Learners are to be encouraged to use the Peregrination Archetype (travel to locations) with the objective of locating items or builds in world that are of interest to the class.

Learners are encouraged to explore in small groups where possible, take snapshots, take Landmarks and locate these in Inventory for retrieval.

There are/are no credits appointed to this assignment (specify)

Following recap with Q&A Learners are at liberty to leave as desired

5m

Session close down. (Thorough Recap)

SUMMARY: All 4 Learning Domains are addressed in this lesson plan with a weakness in the emotional domain in terms of being addressed minimally and at the lowest level. This can be rectified in delivery, experiential and assessment strategies.

1 of 5 Learning Archetypes has been addressed (Meshed) in this lesson plan with a possible 2nd (peregrination) being optional. This can be rectified in subsequent sessions by introduction of other Archetypes Real life activities, where applicable, should be accounted for in the lesson plan (eg, take notes, attend to web page, attend to document, email, post to wiki, save a file etc., or state ‘not required’) LS

++++++++++++++++++++

Appendix (2) Lesson Plan used for Introduction to Cybergogy and Cybergogy in Action (SO WP5) Course Title:

ARCHI21: Expeditious Workshop: Cybergogy for Language Mediators

Session Title:

Session #

Leader:

Introduction to the model of Cybergogy of Learning Archetypes and Learning Domains followed by Cybergogy in Action

1 of 1 (17/10

Lesley Scopes (Light Sequent)

repeated 18/10)

Duration:

Number of attendees:

60 mins

(to be completed)

Location: ARCHI21 in Second Life, Discovery Decks Session Aims: To deliver a broad initial overview of the model of Cybergogy with particular regard to the promotion of trainee teachers understanding of the necessity of the evolution of standard pedagogy into a robust cybergogy for implementation of high quality teaching in 3D virtual worlds.

Session Objectives: In this session, trainee teachers will, by means of a Social Constructivist teaching approach, be introduced to the specialisation of pedagogy in line with the affordances of 3D immersive virtual worlds (3DiVW) (Cybergogy). Trainees will be exposed to the underpinning theory of the model of Cybergogy, and after small group coaching, will demonstrate a practical application of one Learning Archetype (Roleplay) considered pertinent for undertaking the role of Language Mediator. Trainees will be required to work in micro groups and to integrate at least one Learning Domain at level 1 implementation. The session may be videoed and posted online for asynchronous review.

The group of learners have/have not been profiled via a questionnaire prior to commencement. Areas for special attention have been highlighted on an individual basis. (specify)

Time Allocated

Topic

Introduce 10m

Greetings, introductions, socialisation and place finding

SL Activity/Learning Archetype/Additional Resources Trainees will congregate in the Lobby of the Discovery Decks. All participants will test VoIP and will be introduced to the voicing etiquette required for this session: Trainees will enter a ‘?’ question mark in the local chat line to be queued to voice by the leader

Trainees will use the elevators (or individual means) to travel to the Cybergogy Deck which is situated above the Lobby of the Discovery Decks. SLurl:

Learning Domains Addressed Social Lv1&2

Cognitive Lv1&2

Dex. Lv 1&2

http://maps.secondlife.com/secondlife/ARCHI21/161/33/88

Primarily, Leader led dexterous activity (lv 1 & 2)

Learners RL Activity Attend to PC system, ensure sound levels are managed and that VoIP is online. Attend to etiquette.

During this session trainees MUST NOT edit appearance, use noise gestures, have an open (un muted) mic when not speaking, and must not speak without using VoIP etiquette

Develop

20m

Leader Led presentation Meshed Archetype: Group Forum; Synchronous Presentation

Leader will present the Model of Cybergogy using visual aids present in SL. Topics to be outlined are the components that make up the model: Archetypes, Domains and underpinning theories. Current adaptations such as the EAM will be introduced and explained. Trainees will traverse the 3 storeys of the Cybergogy Deck to look at visuals or will use their dextrous camera skills to look at visuals.

Dextrous Lv1&2 Cognitive Lv1&2

Trainees may take snapshots and notes

Assessment Archetype

Formative Q&A to check for Personalising and Contextualising (Social lv1&2)and Manipulating (Dextrous Lv2)

Social Lv2 Learning Activity:

 

25m

Application of Roleplay Archetype in support of Language Mediation Roleplay Archetype:Free Form; Multiple

 

Meshed Archetype: Small Group Work; Peer to peer Peregrination Archetype: Unguided Tour





Trainees will form 3 micro groups where N = dependent upon an equal distribution of the number of attendees.

There are 3 elevated platforms spaced around ARCHI21 at different locations. They are: Garden Centre, Texture Gallery, and Bathroom Building Plans.

All are reachable via a purple TP ball in the Cybergogy Deck.

Each of the 3 groups will visit one of these locations which represent a different scenario to enact a free form Roleplay Learning Archetype exploring the concept that a student of architecture might need language assistance in such a scenario.

One elected trainee in each group will adopt the role of a student of architecture using FRENCH. The rest of the micro group will assume the roles of Language Mediators to assist the ‘student’ with translations of the various artefacts present at their particular location.

When complete or when requested by the leader, trainees will return to the Cybergogy Deck using the same TP ball at their location to discuss their experiences with the larger group especially in terms of the 4 learning domains

Emotional Lv1

Dextrous Lv2

Cognitive Lv2

Trainees may access online translation tools where necessary

Social Lv3

Conclude

5m

(Specify)

Assessment

Leader will conclude this session with a recap and take Q&A

Assessment & Evaluation Archetype:

Cognitive Lv2

Evaluation will occur through Q&A

Formative; Q&A

Session close down

Following recap with Q&A Learners are at liberty to leave the session as desired

Reflection: By Session 2 the purple Teleport ball had stopped working.

There are/are no credits appointed to this assignment (specify)