MOO TUTORIAL PROJECT

Prepared for Professor Bob McLean,1551s96
by Selia Karsten
TEAM: Jason Nolan, Selia Karsten, David Progosh

NEEDS ANALYSIS, GOALS, SKILLS, GOALS ANALYSIS, JUSTIFICATION & DESIGN CRITERIA

NEEDS ANALYSIS:

Traditionally, Multi-user Object Oriented programs provide limited computer support for the needs of its visitors.In general, programs which are conducted at a distance frequently need more help than that which is available at the site.There is typically an awkward and frustrating period of adjustment for those new to distance communication by computer whatever the program.

The need to be more expert in using the MOO program, is keenly felt, by novice visitors -"moobies". At the same time they are being introduced to the contents of a new environment, they are establishing new relationships with other visitors to the MOO. From the outset, user seek to understand performance expectations and to become familiar with carrying out instructions unlike those they may have previously encountered. At the same time, the user is expected to comment AND to deal effectively with the electronic medium.

Given these factors, our experience with MOO programs and the response elicited from a brief Needs Assessment Survey, we determined that a dynamic web site designed to assist the new MOO user was needed. As educators, our goal is to design a page which may be adapted to a wide range of learners, from those involved in English as a second language to those who may be labeled "at risk". The primary target however, is the intermediate student, grades 7-9.

GOALS

MOO users of the MOOOISE program residing at OISE will gain effective strategies to using and learning with the proposed tutorials. Our approach: to give helpful instruction in the three main commandss used in the MOO:

1. @ describe - how to describe character - the way others see the player.
2. @move - movement within the MOO environment
3. @build - creation/programming of objects, i.e.rooms in the moo.
   .

SKILLS

1. Psychomotor Skills - Learners will manipulate a computer mouse and keyboard.
   
2. . Intellectual Skills - The learners will be taken through engaging tutorials to guide them in the use of the MOO. Among the questions that could be used to prepare them for these tutorials are the following:
   
   • Describe the screen layout when logging onto a MOO.
   • What happens ? How do you proceed?
   • What is the idea of a MOO?
   • In what way is a MOO like real life?
   • What can be created in a MOO?
   • What do you hope to learn from this activity?
   • How would you describe yourself in this MOO?
   • Tell about a room that you would like to build for yourself.
   • Name two objects you might put in your room.
   • How do you think you might move from room to room in the MOO?
   
   
3. Verbal Skills: - In a pre-test discussion, learners will respond to the questions such as those listed above. Introductory, follow-up and evaluation activities could be suggested to instructors working with the learners.
   
4. Attitude -Participants can be encouraged to reflect upon the positive features of this learning process. Ideally, the learner will gain confidence in reading and writing accurately. Additionally, learners have an opportunity for practice in creative problem-solving.

GOALS ANALYSIS

1. Review operation of the computer equipment.
2. Engage learners in an introduction to the concept of MOO.
3. Prepare the learners with related questions.(pre-test)
4. Allow learners to experience the interactive tutorials.
5. Evaluate each tutorial with follow-up activities.(feedback survey)
6. Review introductory and follow-up activities. Revise where needed.
7. Evaluate and discuss this learning activity and revise as needed.

JUSTIFICATION

The use of learning materials in the classroom can be more effective when interactive rather than passive models are used. In the traditional scheme of delivering course materials, a learner would be given an assignment to practice reading and writing skills by completing a composition. The same learning could be accomplished however, by providing a richer and more engaging application. Working within the MOO environment brings new challenges to learners. The MOO program can be more easily comprehended by learners when dynamic and visually appealing tutorials introduce and facilitate the activity.

Educators who experience an activity which demonstrates an organized approach to using the MOO as a learning activity will appreciate the expanded potential for this virtual learning environment..

For students, familiarity with the workings of the MOO will enhance interest in computer programming. As well, learners may gain transferable skills. That is, having seen the potential for communications in a virtual text environment, they may apply these skills to future computer-based learning materials used in the delivery of other courses. There are additional implications for the learner: the ability to link concrete examples to abstract ideas, to interpret and analyze material, and to reflect on what they have created before moving on to the next challenge.

DESIGN CRITERIA