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Content Proposal

AUTISM AND COMPUTER-AIDED LEARNING

EDM-665 On Line Course Development

EDM-613 Media Asset Creation

Education Media Design & Technology MS Program

Full Sail University

Prepared by:

Jorge L. Rodriguez

March 6, 2010

I. THESIS ABSTRACT

There are many computer-aided learning (CAL) programs available for the educator, however few programs address the needs of the autistic. The autistic child is typically classified as withdrawn with limited to no social skills; however, depending on the classification of autistic level, they may be highly intelligent and highly functional. At this level, the use of special CAL programs may provide the means to normal social interaction. A side note: of course, there are economical and social barriers that hinder many programs addressing autism from evolving. Of that, there are even fewer that specifically support autistic research and education. Programs like Learning English Proficiency (LEP) and funding for Supplemental Education Services (SES) needs to be expanded to include this effort.

II. Introduction

Problem Addressed

The purpose of this content proposal is to draw attention to a growing need of tailored programs to provide the autistic individual with the social behavior skill sets needed to function in main street society. The problem is that there is no clear understanding of what autism is and is not. A solution is to engage the advantages of (CAL) using a two-tiered approach: first, by bringing the condition (autism) to the forefront of the debate of social behavior and, second; redirecting and modifying existing technical resources that explore autistic traits at length.

Target Audience

The initial target audiences are professionals in the education field as well as researchers looking to promote the advancement of social interaction within the realm of the autistic. The project itself is to be used as a launch platform for present and future exploration involving both public and private sectors interested in the same endeavor.

This project is not intended for use in the classroom unless the definition of the ‘classroom’ is redefined to accommodate flexibility when incorporating the use of special programs geared to assist the autistic in mind. Since the thrust of program is to help the autistic deal with the affects of social trauma, an environment, not a classroom should be populated using assessments tallied through computer interactions.

Sharing the project

The plan is to capture the results of autistic children interacting in a social setting after having gone through phased-based Second Life (SL) activities. To do this, a simulated environment is created whereby multiple children exhibiting the autistic condition are introduced and encourage playing with the avatars within the program. Unbeknownst to the participants, each avatar is assigned to other children in other areas. Over a predefined period of time, the participants are phased into a face-to-face interaction with the recipients (owners) of the avatar they have come to know. This relationship would have been cultivated during their initial experience using SL during their CBL interface.

III. Goals and Objectives

Instructional Goal

The goal of this media project is draw focus on the basic elements that make for a simple but sound way in which to assess the probabilities of success using CAL in encouraging social interaction. One would liken this approach to therapy given to the physically disabled when retraining to walk after an accident or talk after having suffered a stroke. The objective is to help the autistic channel social inhibitions through a medium that is the CAL. While tools are to be introduced at the onset of these programs, participants will then be weaned off of the CAL over a period of time resulting in the applying those skills practiced during their experience while in their virtual environments.

Learning Domain

The project will only focus on two of the three learning domains addressing the autistic condition. They are ‘cognitive’ and ‘psychomotor’. Since the ‘affective’ skill, by far is a ‘by-product’ when demonstrating social interaction, it then becomes mute to make it a focal point. This does not indicate that the autistic is incapable of demonstrating feelings or emotional expressions, but simply that they do not express it in manners accustomed to by main steam society.

Learning Objectives

In order to showcase a platform of possible CAL tools focused on understanding autism in society, the participants will be exposed to the following learning tools:

- SL (Second Life for the Autistic)

- Farmville

These games are designed to attract and engage the user with activities in a non-threatening environment allowing for cognitive development. While the environment and scenery are in a virtual world, the characters are real entities place important counterparts of a social setting allowing psychomotor development.

IV. Presentation

The chosen method for the instructional approach is to apply a combined three-tired solution.

1- Howard Gardner’s (1993) theory of multiple intelligences, i.e.; recognition of verbal, logical, visual, musical, physical, extrovert and introvert traits are recognizable categories from which to select from in order to apply approaches in learning. Gardner’s

2 - A somewhat less known Robert Gagné (1985) would provide the theoretical structuring taking into account elements of:

- Gaining attention

- Informing learners of the objective

- Stimulating recall of prior learning

- Presenting the stimulus

- Providing learning guidance

- Eliciting performance

- Providing feedback

- Assessing performance

- Enhancing retention and transfer

3) Eric Jensen’s Brain-Based Learning will provide the theory of environmental requirements that nurtures growth and adaptability.

Lesson Structure

A lesson structure will require that the following matrixes be in place prior to engaging the participants’ interaction.

i. The participants would have had to be assessed for one of Howard Gardner’s learning styles in order to set the base in which the program is to be launched.

ii. Stimuli as described by Robert Gagné will be introduced allowing the participant to ‘choose’ a comfort zone in which to function.

iii. An environment for learning is to be customized per Eric Jensen’s ‘Brain-Based Learning’ theory where social/environmental attributes help define an optimal condition conducive to learning.

iv. Programs such as SL and FARMVILLE will be introduced via computer websites and core tool for assimilation.

V. Evaluation

A typical course structure would look like this: Two or more autistic participants are interviewed (ages 3-6) thereby assessing precondition states. Upon completion of the assessment, the participant will fall under pre-defined categories and assigned a program designed with the elements previously described for learning styles. A ratio of staff to student is 1:1 where every one participant will be assigned to one staff member.

The participants will not be in contact with other participants in the same program. They will, however, with the help of the staff, create an avatar in SL or FARMVILLE. All participants are then isolated and launch their programs. The initial simulation period should last no more than 1 week. During that first week, each participant will get to interact with a counterpart avatar and familiarize themselves with certain rules of social behavior.

During the second week, all participants are now brought into a different room and together, will sit around a large round worktable with their computers on hand. They will then be asked to start playing with their playmates in their virtual world.

The objective is to have the participants come to the realization the interaction of their neighbors to the right and left and observe the potential realization of matching avatars with players.

VI. References

Autism Society of America: What is Autism: Facts and Stats. (n.d.). Autism Society of America: . Retrieved February 24, 2010, from http://www.autism-society.org/site/PageServer?pagename=about_whatis_factsstats

Bostock, S. (1996, February 26). Robert Gagne Instructional Design. Keele University. Retrieved March 7, 2010, from http://www.keele.ac.uk/depts/aa/landt/lt/docs/atid.htm

Gardner, H. (n.d.). Howard Gardner. Howard Gardner. Retrieved March 7, 2010, from http://www.howardgardner.com/books/books.html

Trehin, P. (n.d.). COMPUTER TECHNOLOGY AND AUTISM. Autism Resources. Retrieved March 7, 2010, from http://www.autism-resources.com/papers/LINK.htm

What Is A Learning Management System. (n.d.). TrainingForce Learning Management System. Retrieved February 28, 2010, from http://www.trainingforce.com/content/what_is_a_lms.aspx

Zander, B., & Zander, R. S. (2002). The Art of Possibility: Transforming Professional and Personal Life. Boston: Penguin (Non-Classics). (Original work published 1942)