Student Choice
Developing ownership through creation
About Me
Jim McGuire
The Learning Center
20 years teaching
Currently teaching Media Arts, 3D Design, Animation, Whatever Else…
Have taught Visual Arts, Arts and Humanities, been a School Counselor
My Advanced Technology Education is limited to Intro to Computers in 1988 at Morehead State University - I made a Pong Game, using DOS
I am a volunteer CASA
Father and Grandfather (Papaw)
I am also a full-time potter
What Am I Talking About?
It’s really all about that Prompt
Started with a copy and paste prompt
Moved to a student designed prompt
Ended up simply getting students to engage the A.I. conversationally
Apps and Programs I will be discussing include:
Gravity Sketch, Meshy, Nomad, Blender, Creality 3D Scanner, SketchUp and Tinkercad, Vermillion (VR Painting), Chrome Canvas, Sketchpad 5.1, Abode, Canva, Gemini, ChatGPT, etc.
Replit.com - game changer
What the Research Says
William Glasser, the founder of Choice Theory, believed that every human is driven by five basic needs:
Survival – The need for food, shelter, health, and overall safety.
Love & Belonging – The need for connection, friendship, relationships, and being part of a group.
Power – The need for achievement, recognition, and feeling competent.
Freedom – The need for independence, autonomy, and making choices.
Fun – The need for enjoyment, play, and learning new things.
Glasser emphasized that all human behavior is an attempt to satisfy one or more of these needs, and he applied this theory to education, advocating for competency-based learning, intrinsic motivation, and the elimination of coercion in schools.
Aligning Technology-Enhanced Learning with William Glasser's Theories and Action Research in Media Arts
Introduction
This presentation explores how technology-enhanced learning aligns with William Glasser’s educational theories to support competency-based learning. It further connects these theories to an action research project where students self-select curriculum standards and use AI tools to develop Media Arts products. The goal is to promote student autonomy, engagement, and deeper learning.
William Glasser’s Theories and Their Connection to Technology-Enhanced Learning
Student Autonomy: Technology empowers students to design their own learning pathways, a core idea in Glasser’s Choice Theory.
Technology supports learning, making project creation more accessible, engaging, and interactive.
Mastery Learning: Digital tools enable students to refine their Media Arts projects through iterative feedback, ensuring competency is met before completion.
Real-World Relevance: AI and multimedia tools allow students to create products with real-world application, engaging authentic audiences beyond the classroom.
Collaborative and Creative Thinking: Online collaboration tools, design software, and AI applications facilitate teamwork and creative problem-solving, leading to personalized and engaging learning experiences.
The focus shifts to quality work rather than grades, aligning with Glasser’s emphasis on meaningful learning and skill mastery.
This model provides a framework for student-driven, technology-supported learning, making Media Arts an avenue for authentic skill development and future-ready competencies rather than just an elective class.
How Does it Work?
Selecting Content to Master
Introduction to Media Arts 480901
This course is an introduction to and survey of the creative and conceptual aspects of designing media arts experiences and products, including tec
hniques, genres, and styles from various and combined media and forms, including moving image, sound, interactive, spatial, and/or interactive design. Participation in Kentucky Technology Student Association or Skills USA will greatly enhance instruction.
Recommended Grade Level: 9 – 11 Recommended Credit: 1
Students will:
1. Examine careers in Media Arts.
2. Analyze ethics as it relates to Media Arts and demonstrate copyright rules for artwork,
animation and graphic use.
3. Research and synthesize historical and cultural knowledge of Media Arts anesthetics,
genres, influences, styles and techniques relating to film, animation and gaming.
4. Explore how to collaborate and interact with teams and with clients.
5. Demonstrate project management tasks and practice brainstorming and ideation to
develop a concept.
6. Explore the use of technology specific to Media Arts.
7. Examine how to pitch and present a project.
8. Identify how to constructively critique fellow students' work.
9. Identify an audience and when the use of specific media tools is appropriate.
10. Analyze and critique design goals in accordance with the target audience and desired
Response.
11.Explore how to use the elements and principles of design.
12.Demonstrate the production process.
13.Visually communicate concepts and ideas.
14.Investigate notable milestones in the development of Media Arts products, including
platforms, hardware and software change and advancements.
15.Demonstrate standard copyright rules for artwork, animation, and graphic use.
Students Choose the standards they need to master
Students defend their mastery of the standards they have selected by explaining HOW their product represents that mastery. This is done during a one-one-one, Discussion Based Assessment (DBA).
Students used the STLP DPOJ presentation to identify the product they wanted to make and an application they could use to make the product.
Prompting Gemini
You are a teacher designing a lesson specifically for me. The lesson will cover six weeks, (12) 60 minute classes. My Goal (Solving a real-world problem) as the Digital Creator of my product is to: _______. The audience for my product will be ___________. The type of product I want to make is _________. The application I wish to use is ___________. Please create lesson for me with a basic rubric for success. The curriculum I would like to master with this product is ______.
Students used a fill-in-the-blank prompt, at first
Timetable
In an 18 week course, I will conduct 3 Discussion Based Assessments. For this reason, I have students plan 6 weeks of design/build time. They may start a new product each 6 weeks or continue developing their current product.
Initial timetable was 6 weeks, giving students the opportunity to develop 3 products in a semester.
Students Copy and Complete the Prompt, then Submit to Gemini
You are a teacher designing a lesson specifically for me. The lesson will cover six weeks, (12) 60 minute classes. My Goal (Solving a real-world problem) as the Digital Creator of my product is to: examine architectural designs for a mall. The audience for my product will be my Media Arts teacher and a community developer. The type of product I want to make is model of a mall. The application I wish to use is Minecraft Education. Please create lesson for me with a basic rubric for success.
The curriculum I would like to master while creating this product is EL1
Leverage technology to take an active role in learning.
• Set personal learning goals, build networks, seek feedback.
EL2
Apply fundamental technology operations and demonstrate competency.
• Select digital tools, troubleshoot technology, transfer knowledge.
DC1
Recognize rights, responsibilities, and opportunities in the digital world.
• Manage digital identity, engage in safe online behavior, protect privacy.
Prompt Example
Lesson Example
What Do We Do In Media Arts?
Having amazing technology to choose from inspires kids to do more. This is our VR in action
Students Could Choose to Design In Minecraft
Minecraft is the most underutilized asset that we have in education
3D Model Designs and Animation
Applications like Meshy, Replit, and Gravity Sketch are absolute game changers
Students Used Meshy to Convert Their Images and Prompts into 3D Models - Printed as 3D Models
In Gravity Sketch, students can convert the Spiral of Theodorus, into the Tornado of Theodorus
Math, Language Arts, Science, and Social Studies are all more engaging when students design their lessons
From Chrome Canvas to Sketchpad We Have Great Free Choices for Students
Students Had Choices Over Digital Art Applications - Including Procreate
Students Developed 3D Designs in Blender
Students Used Gravity Sketch to Create Automotive and Motorcycle Designs - The Same Program That Toyota and McClaren Automotive Use to Develop Their Own Designs
Students Used a Creality 3D Scanner to Scan 3D Models That Can Be Imported Into Meta Quest Oculus
Game Changer
Replit.com
Facebooger
Facebooger is the first deployable app that I made as a teacher sample
Kids took it to the next level. From games, to medical devices, to arson investigation, kids coded like professionals.
Using A.I. Text to Code, Students Develop Apps
Game Development
Arson Investigation App - 9th Grade Student
Medical Dosage and Retention App - Monitors Med Levels
Assessment
The Discussion Based Assessment is paramount to the success of this endeavor. Students need the opportunity to present their ideas and designs in a unique and one-on-one situation. By reviewing the curriculum standards that the student intended to master, the teacher can confirm that the standard has been mastered. Each standard can be assessed throughout the course, numerous times and combined with other standards. The DBA allows the opportunity for students to defend their learning
Weekly Product Progress Updates, help keep kids on track and verify that they are maintaining a work ethic. These updates are generally a screenshot or link to the product.
This is where we are and where we want to go