Define which analysis approaches do you feel comfortable with applying from your other coursework? Where did you learn them? What other practice have you done?

To define which analysis approach to use, we need to define the problem and think of the end results. The analysis is a problem-solving technique, a certain procedure that can be broken down into parts and resolved separately. While working in the information technology environment, the problem solving was based on input-processing and output but now been in education. I have worked with subject matter experts and have understood their wants and needs or requirements before approaching the problem. According to Douglass (2015), this is generally the fastest way to get a solid understanding of the requirement. 

The scenario-based approach has been helpful to solve complex problems based on observation and inquiry-based approaches. At the same time, scenarios are added as either alternative flows or that run parallel. This requires learning outcomes or objectives that help plan the coursework, which describes what students should know after following or taking the course. The scenario-based approach uses scenarios and is structured to support active learning with real-world problems and related instructions (Erol et al., 2016). The analysis approach learning took place while studying for my master’s and now in my doctoral classes. Before joining the education environment, working with information technology through flowcharting, the technical problems were broken into blocks and analyzed for the best solutions method before the software applications were generated.  

Have you written any narratives or visualized a problem situation in past courses? If so, how did it go? If not, what are you nervous about?

A narrative presents a way of connecting events to tell a good story that contains a beginning, middle, and end. The narrative was written when I was following the game-based learning course with the master’s program, which also included visualizing the problem situation for the game I developed through scratch. Visualization was the initial part that took place that was drafted into a storyboard. This involved the computational thinking around the program, the goal and design of the system, the program pattern and slides, data representation, pictures to be included with the desired output, and the game’s objective and the result. Meanwhile, the logic of the program and the commands to place in the structure had to be learned. While programming, few places could not be achieved with the limited time frame and the overall structure needed to be changed while generating the program.

Recollecting on the story, game, and outcome, I remember going back and forth to structure and re-arranging this to make sense to the player. Once the game was developed, the narration was included to inform the sequence of events and the game’s logic. The narrative construction built into the game showed the path of the process, which made sense to the game.   

Reference

Douglass, B. (2015) Agile Systems Engineering, Morgan Kaufmann; 1 edition, ISBN-13: 978-0128021200

Erol, S., Jäger, A., Hold, P., Ott, K., & Sihn, W. (2016), Tangible Industry 4.0: a scenario-based approach to learning for the future of production. Procedia CiRp, 54, 13-18.

LTEC 6320, September 8th, 2021