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Report 2 – Instructional Design

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					CUIN 6373 Instructional Design                                                   Richard Halpin


                              Report 2 – Instructional Design

Goal Statement

   Using the appropriate books and materials along with negotiation and communication skills,
   learners will be able to create a 1st level Dungeons and Dragons character of their choosing.


Terminal Objective

   Using the Player’s Handbook, Dungeon Master’s Guide, dice and other appropriate
   materials, the learner will be able to successfully create a 1st level Dungeons and
   Dragons character, making appropriate choices where appropriate at each stage.

Performance Objectives

   Select and Record Character Race

When presented with the list of races in the Player’s Handbook, the learner will be able to
select one and list the unique abilities and factors that make them different from the other
races.

   Select and Record Character Class

When presented with the list of classes in the Player’s Handbook, the learner will be able
to select one and list the unique abilities and factors that make it different from the other
classes.

   Roll and Record Ability Scores and Ability Modifiers

Given 4 six-sided dice and the Players Handbook, the learner will be able to determine
the 6 Ability Scores, distribute them on a character sheet and look up the Ability
Modifiers.

   Record Special Abilities

Given the Player’s Handbook and a character sheet, the learner will be able to look up
and record appropriate special abilities for a race and a class.

   Record Saving Throw, Initiative and ‘To Hit: Information

Given the Player’s Handbook and a character sheet, the learner will be able to look up,
calculate and record details relating to saving throws, initiative and ‘To Hit’ modifiers
correctly for a character.

   Select and Record Skills
CUIN 6373 Instructional Design                                             Richard Halpin


Given the Player’s Handbook, a character sheet and a calculator (if necessary), the
learner will be able to accurately determine the number of skill points available and
correctly spend them on skills appropriate to a chosen class.

   Select and Record Feats

Given the Player’s Handbook and a character sheet, the learner will determine the
appropriate number of available feats for a 1st Level character and select them correctly
from those available and write them on the character sheet.

   Record Hit Points

Given the Player’s Handbook and a character sheet, the learner will determine the correct
number of Hit Points for the class of their choosing and apply all necessary modifiers,
recording the result appropriately.

   Can the Character Class Selected Cast Spells?

Given a list of the basic player character classes from the Player’s Handbook, the learner
will be able to categorise those which have access to spells from those which do not.

               Yes – Select and Record Spells

               Given the Player’s Handbook and a character sheet, the learner will be
               able to determine the number of spells a character has access to at 1st
               Level and select and record them in the appropriate fashion as dictated by
               class.

               No – Progress to Next Step

   Determine Starting Funds

Given the Player’s Handbook and some dice, the learner will be able to determine the
starting funds for a given class.

   Spend Starting Funds

Given the Player’s Handbook and the Dungeon Master’s Guide, the learner will be able
spend starting funds on equipment appropriate for a given class.

   Select and Record Deity and Alignment

Given the Player’s Handbook and a character sheet, the leaner will be able to select and
record an appropriate deity and alignment for a character.

   Write Character Name on Character Sheet
CUIN 6373 Instructional Design                                             Richard Halpin


Given a completed character sheet, the learner will be able to create an appropriate name
based on race and class.

   Write Physical Description

Given a completed character sheet, the learner will be able to write a physical description
of the character.
CUIN 6373 Instructional Design                                                Richard Halpin



Developing Assessment Instruments


   Select and Record Character Race
      1. When presented with the list of races in the Player’s Handbook, the learner
           will be able to select one and list the unique abilities and factors that make
           them different from the other races.
                   Select one race from those below and write a list of the characteristics
                   and abilities which define it and make it unique from the others.
                               o Dwarf
                               o Half Orc
                               o Elf
                               o Human
                               o Gnome
                               o Halfling
                               o Half Elf

              0 points : The learner makes no attempt at the question, presents incorrect
              or inappropriate characteristics for all points and displays no
              understanding of the races within the Dungeons and Dragons game
              setting.

              3 points : The learner successfully selects a race and lists 1 or 2
              characteristics or abilities that are unique or defining for that race.

              6 points : The learner successfully selects a race and lists 3 or 4
              characteristics or abilities that are unique or defining for that race.

              9 points : The learner successfully selects a race and identifies all the
              defining or unique characteristics of the race.

   Select and Record Character Class

      •   When presented with the list of classes in the Player’s Handbook, the learner
          will be able to select one and list the unique abilities and factors that make it
          different from the other classes.
                  Select one class from those below and write a list of the characteristics
                  and abilities which define it and make it unique from the others.

                              o   Paladin
                              o   Wizard
                              o   Rogue
                              o   Cleric
                              o   Fighter
                              o   Sorcerer
CUIN 6373 Instructional Design                                                Richard Halpin


                              o    Druid
                              o    Ranger
                              o    Bard
                              o    Barbarian

              0 points : The learner makes no attempt at the question, presents incorrect
              or inappropriate characteristics for all points and displays no
              understanding of the classes within the Dungeons and Dragons game
              setting.

              3 points : The learner successfully selects a class and lists 1 or 2
              characteristics or abilities that are unique or defining for that class.

              6 points : The learner successfully selects a class and lists 3 or 4
              characteristics or abilities that are unique or defining for that class.

              9 points : The learner successfully selects a class and identifies all the
              defining or unique characteristics of the class.

   Roll and Record Ability Scores and Ability Modifiers
      1. Given 4 six-sided dice and the Players Handbook, the learner will be able to
          determine the 6 Ability Scores, distribute them on a character sheet and look
          up the Ability Modifiers.
                 Using the six Ability Scores listed below, distribute them appropriately
                 as if you were creating a Human Fighter. Then using the table from the
                 Players Handbook provided, determine and record the Ability
                 Modifiers. Explain your decisions in the space provided.

                  Ability Scores : 8, 10, 12, 14, 16, 18

                                  Ability Score   Ability Modifier
                      STR
                      DEX
                      CON
                      INT
                      WIS
                      CHA

                  **Table Copied From Player’s Handbook For Ability Modifiers Goes
                  Here!**

                  Explanation :
                  _________________________________________________________
                  _________________________________________________________
                  _________________________________________________________
CUIN 6373 Instructional Design                                             Richard Halpin


              0 points : The learner makes no attempt to answer the question, appears to
              have distributed the points at random and does not make any attempt to
              describe their thought process or determine the Ability Modifiers.

              3 points : The learner distributes the points among the Abilities without
              concern with regards to the character type. The Ability Modifiers are
              determined incorrectly for half of the Abilities. The learner does not seem
              to understand the process when describing their thoughts.

              6 points : The learner distributes the points with some accuracy with
              regards to character type and determines the Ability Modifiers with almost
              no errors. Their thought processes are described but does not show
              complete understanding.

              9 points : The learner distributes the points well and describes their
              thought processes accurately. The Ability Modifiers are accurate
              determined and correctly recorded for all Abilities.

                 Describe the process of rolling Ability Scores using the standard
                 rolling method for Dungeons and Dragons in the space provided
                 below. How many dice are used? How are the number calculated?
                 How are they distributed?

                 Description :
                 _________________________________________________________
                 _________________________________________________________
                 _________________________________________________________

              0 points : The learner makes no attempt at the question or shows little or
              no understanding of the processes involved.

              3 points : The learner attempts to answer the question but shows
              significant gaps in their understanding of the process or confuses the
              process with one of the other possible methods for determining Ability
              Scores.

              6 points : The learner describes the process well with some minor mistakes
              or apparent confusion. The thought process is correct in general however it
              is not absolutely correct.

              9 points : The learner correctly describes the process, addressing all the
              questions appropriately and shows significant understanding.

   Record Special Abilities
      1. Given the Player’s Handbook and a character sheet, the learner will be able to
         look up and record appropriate special abilities for a race and a class.
CUIN 6373 Instructional Design                                                Richard Halpin


                  Using the Player’s Handbook provided, lookup and list all the special
                  abilities for a Level 4 Halfling Rogue.

              0 points : The learner makes no attempt to answer the question or lists
              abilities which are totally inappropriate or for other classes and races.

              3 points : The learner lists 1 or 2 special abilities for both the class and the
              race, or lists abilities from either the class or the race without reference to
              the other.

              6 points : The learner lists most of the abilities for the character stated in
              the question, or they list abilities for the correct character but for the
              incorrect level.

              9 points : The learner correctly lists the special abilities for the character
              stated in the question at the correct level.

   Record Saving Throw, Initiative and ‘To Hit: Information
      1. Given the Player’s Handbook and a character sheet, the learner will be able to
         look up, calculate and record details relating to saving throws, initiative and
         ‘To Hit’ modifiers correctly for a character.
                Using the Player’s Handbook provided, lookup and record the Saving
                Throws, Initiative and ‘To Hit’ modifiers for a Level 3 Human Fighter
                with the following Ability Scores and Modifiers.

                                 Ability Score    Ability Modifier
                      STR        16               +3
                      CON        16               +3
                      DEX        12               +1
                      INT        8                -1
                      WIS        10               0
                      CHA        10               0

              Fortitude Save :

              Reflex Save :

              Will Save

              Initiative Modifier:

              ‘To Hit’ Modifier:

              0 points : The learner makes no attempt to answer the question, or the
              answers are inappropriate and totally incorrect showing no understanding
              of the process.
CUIN 6373 Instructional Design                                             Richard Halpin


              3 points : The learner attempts the question however most of the responses
              are incorrect, showing some understanding of the process but little or no
              ability to perform it correctly. The learner has responded with the numbers
              from the book but has not factored in the changes due to Ability
              Modifiers.

              6 points : The learner has responded with most of the answers correct and
              shows a reasonable grasp of the process but has made some small
              mistakes. The learner has made an attempt to incorporate the Ability
              Modifiers into the Saving Throws.

              9 points : The learner has responded correctly on all points and has
              provided the appropriate responses to all of the saves and modifiers.

   Select and Record Skills
      1. Given the Player’s Handbook, a character sheet and a calculator (if
           necessary), the learner will be able to accurately determine the number of skill
           points available and correctly spend them on skills appropriate to a chosen
           class.
                   Using the Player’s Handbook provided, determine and state the
                   number of skills for a Level 1 Elf Fighter with an INT of 12 (Ability
                   Modifier +1). Distribute these points among appropriate skills and list
                   the skills and skill ranks below.

              Total Number of Skills : _______________

                                     Skill   Ranks




              0 points : The learner makes no attempt to respond to the question or
              makes inappropriate or incorrect responses on all counts.

              3 points : The learner has made an attempt to determine the number of
              skills points and has tried to distribute them among skills, however the
              points are incorrect, or the skill choices are incorrect and show little
              understanding of the process.

              6 points : The learner has determined the skill points and has attempted to
              distribute them. There are some errors in either the determination of the
              total skill points of the distribution of the skills; however they show a
              reasonable understanding of the process.
CUIN 6373 Instructional Design                                            Richard Halpin


              9 points : The learner has correctly determined the number of skill points
              and has successfully distributed them among appropriate skills with the
              appropriate number of ranks.

   Select and Record Feats
      1. Given the Player’s Handbook and a character sheet, the learner will determine
           the appropriate number of available feats for a 1st Level character and select
           them correctly from those available and write them on the character sheet.
                  Using the Player’s Handbook provided, determine the number of Feats
                  available for a Level 1 Human Wizard and select appropriate Feats to
                  list below.

              Number of Feats : _____________

              Feats Selected :
              ____________________________________________________________
              ____________________________________________________________

   Record Hit Points
      1. Given the Player’s Handbook and a character sheet, the learner will determine
         the correct number of Hit Points for the class of their choosing and apply all
         necessary modifiers, recording the result appropriately.
                 Using the Player’s Handbook provided, state how you would
                 determine the number of Hit Points for a Level 3 Half Orc Barbarian
                 with a CON of 16 (Ability Modifier +3). How many times would you
                 roll the die? Which die would you use and why?

              Description :
              ____________________________________________________________
              ____________________________________________________________
              ____________________________________________________________

              0 points : The learner makes no attempt to answer the question or the
              response is totally incorrect or inappropriate.

              3 points : The learner makes some attempt to explain the process, however
              it is clear that their understanding is poor and they have gaps in their
              knowledge with regards to determining Hit Points.

              6 points : The learners shows reasonable knowledge with regards to the
              process however there are a number of points which are missed or which
              are inappropriate or incorrect.

              9 points : The learner correctly explains the process of determining Hit
              Points for the class stated and responds to the questions appropriately.
CUIN 6373 Instructional Design                                               Richard Halpin


   Can the Character Class Selected Cast Spells?
      1. Given a list of the basic player character classes from the Player’s Handbook,
          the learner will be able to categorise those which have access to spells from
          those which do not.
                  Using the list of classes below, distribute them into the table stating
                  which are able to cast spells and which cannot.
                              o Barbarian
                              o Bard
                              o Druid
                              o Fighter
                              o Monk
                              o Paladin
                              o Rogue
                              o Sorcerer
                              o Wizard
                              o Ranger

                    Able To Cast Spells       Unable To Cast Spells




              0 points : The learner makes no attempt to respond to the question or the
              responses are inappropriate or totally incorrect.

              3 points : The learner correctly identifies up to 4 of the classes, however
              the others are incorrectly classified or not placed in the table.

              6 points : The learner correctly identifies 5 to 9 of the classes correctly.
              The ones which are incorrect are not the major spell casting classes or the
              major non spell casting classes. (Explanation: bard, paladin and ranger all
              gain the ability to cast spells at later levels – unless a level is stated they
              are considered spell casting classes).

              9 points : The learner correctly completes the table with all of the classes
              correctly classified.

      •   Yes – Select and Record Spells

      •   Given the Player’s Handbook and a character sheet, the learner will be able to
          determine the number of spells a character has access to at 1st Level and select
          and record them in the appropriate fashion as dictated by class.
CUIN 6373 Instructional Design                                              Richard Halpin


                 Using the Player’s Handbook provided, determine and state the
                 number of spells available per day to a Level 1 Gnome Cleric with a
                 WIS of 18 (Ability Modifier +4).

              0 points : The learner makes no attempt to answer the question or the
              response is incorrect or inappropriate.

              3 points : The learner makes an attempt to answer the question however
              they have not taken into account the additional spells gained from having a
              high Ability Score.

              6 points : No response available at this level – the response is either
              correct, incorrect or incorrect due to a specific factor.

              9 points : The learner answers the question correctly taking into account
              the bonus spells gained from having a high Ability Score.

      •   No – Progress to Next Step

   Determine Starting Funds
      1. Given the Player’s Handbook and some dice, the learner will be able to
         determine the starting funds for a given class.
                Using the Player’s Handbook provided state how you would determine
                the starting funds for a Level 1 Dwarf Monk.

              0 points : The learner makes no attempt to respond to the question or the
              response is totally inappropriate.

              3 points : The learner displays some knowledge of the process but this has
              significant gaps or misunderstandings.

              6 points : The learner describes the process with reasonable accuracy but
              there are some small mistakes or misunderstandings.

              9 points : The learner correctly describes the process and shows
              considerable understanding.

   Spend Starting Funds
      1. Given the Player’s Handbook and the Dungeon Master’s Guide, the learner
         will be able spend starting funds on equipment appropriate for a given class.
                 Using the Player’s Handbook and Dungeon Master’s Guide provided,
                 equip a Level 1 Human Cleric with appropriate equipment using 100
                 gold pieces.

              0 points : The learner makes no attempt to respond to the question or the
              response is totally inappropriate.
CUIN 6373 Instructional Design                                             Richard Halpin


              3 points : The learner attempts to make a response but there are large gaps
              in their knowledge, notably in the currency conversion rates and what
              kinds of things to purchase for the character in question.

              6 points : The learner attempts to respond to the question and does some
              with reasonable skill, however there are some minor errors, such as
              forgetting to purchase a holy symbol, which show either lack of care and
              attention or a minor gap in knowledge.

              9 points : The learner approaches the question with full knowledge and
              understanding and this is reflected in the choices made. The starting funds
              are spent logically and well and it is obvious what the learner was thinking
              with each purchase.

   Select and Record Deity and Alignment
      1. Given the Player’s Handbook and a character sheet, the leaner will be able to
           select and record an appropriate deity and alignment for a character.
                   Using the Player’s Handbook provided, match the characters below
                   with the most likely choice of deity.

                      Elf Fighter             Gruumsh
                      Halfling Cleric         Garl Glittergold
                      Dwarf Paladin           Corellon Larethian
                      Half Orc Barbarian      Moradin
                      Gnome Fighter           Yondalla

              0 points : The learner makes no attempt at the question or all responses are
              incorrect.

              3 points : The learner correctly links 1 to 2 characters with their most
              appropriate deity choice.

              6 points : The learner correctly links 3 to 4 characters with their most
              appropriate deity choice.

              9 points : The learner correctly links all 5 characters with the most
              appropriate deity choice.

                 Using the Player’s Handbook provided, suggest an alignment for each
                 of the following character descriptions. Briefly explain your reasoning
                 for each answer.

              A Dwarf Cleric renowned for overthrowing unjust local lords and
              returning property to the villagers.
CUIN 6373 Instructional Design                                            Richard Halpin


             ____________________________________________________________
             ____________________________________________________________

             A Half-Orc Barbarian who is part of a horde and kills to follow orders but
             enjoys it all the same.

             ____________________________________________________________
             ____________________________________________________________

             An Elf Ranger who is praised for their acts of compassion, their honor and
             their sense of duty.

             ____________________________________________________________
             ____________________________________________________________

             0 points : The learner makes no attempt to respond to the question or the
             responses given are totally inappropriate.

             3 points : The learner responds to the question however the responses are
             generally incorrect and the reasons given indicate a lack of understanding.

             6 points : The learner responds to the question and gives reasonable
             answers which are not wholly correct. The responses indicate some minor
             gaps in knowledge and understanding.

             9 points : The learner gives correct identifications for the alignments
             described and highlights the reasons why they made these decisions
             accurately.

   Write Character Name on Character Sheet

      •   Given a completed character sheet, the learner will be able to create an
          appropriate name based on race and class.

                 Using the Character Sheet provided, come up with an appropriate
                 name for the character. Explain your decisions in the space provided.

             **Provide Complete Character Sheet without a Name**

             0 points : The learner makes no attempt to respond to the question or the
             response is totally inappropriate.

             3 points : The learner responses to the question however the response
             shows a lack of attention or care or a significant gap in knowledge or
             understanding.
CUIN 6373 Instructional Design                                             Richard Halpin


             6 points : The learner’s response is reasonable however there are some
             minor issues to be addressed.

             9 points : The response is appropriate and the learner explains their
             reasoning well.

   Write Physical Description

      •   Given a completed character sheet, the learner will be able to write a physical
          description of the character.

                 For the character provided, write a physical description including
                 equipment and likely demeanor.

             **Provide Complete Character Sheet**

             0 points : The learner makes no attempt to answer the question or the
             response is totally inappropriate.

             3 points : The learner’s attempt at the question is superficial and there is
             an obvious lack of care and attention as well as gaps in their knowledge.

             6 points : The response is reasonable however there are some factors
             which are either incorrect, inappropriate or absent.

             9 points : The learner provides a good description taking into account all
             of the factors listed.
CUIN 6373 Instructional Design                                               Richard Halpin


Instructional Sequence

Due to the nature of the instruction selected and the fact that it is a sequential process I
found it difficult to be original with the sequencing for the instruction. I have added an
introductory segment at the beginning and then tried to cluster the other aspects as best as
possible. As all later points in the sequences relate to previous parts I think this sequence
would work well. I found it easier and more useful for myself to write a description og
the step in the sequence rather than just using a heading. Alongside instruction for this
process would be the opportunity for learners to develop a character of their own and use
the process as they learned.


   •   The learners will be presented with a brief overview of roleplaying in general,
       with specific focus on Dungeons and Dragons, and the purpose of character
       creation. They will be introduced to the equipment to be used (dice, character
       sheets and Player’s Handbook and Dungeon Master’s Guide) and allowed to ask
       any questions.
   •   The learners will be asked about their experiences of the fantasy genre and asked
       to name the races typically present in these settings. The instructor will guide the
       discussion towards the Dungeons and Dragons races and these will be discussed
       in relation to their characteristics and abilities in the game.
   •   The instructor will guide the class in a discussion of the classes available in the
       Dungeons and Dragons setting. This will be linked to the previous discussion on
       races and will highlight how certain races have preferred professions.
   •   The learners will be introduced to Ability Scores and Ability Modifiers and told
       what they mean to the game. The methods of determining Ability Scores and
       Modifiers will be introduced and practiced. Again this will link back to the race
       discussions as race has an effect on Ability Score.
   •   The learners will partake in a short discussion about the specific special abilities
       of the classes and races that have interested them up to this point.
   •   The learners will be introduced to Saving Throws, Initiative and ‘To-Hit’ as
       concepts. There will be a discussion about this with examples drawn from a real
       Dungeons and Dragons game.
   •   The learners will examine the skills list on the character sheets and discuss what
       the skills are and how they may apply to the game. They will be introduced to the
       concept of skill points and instructed in how these are spent when generating a
       character.
   •   The learners will be directed to look at the list of Feats in the Player’s Handbook
       and discuss them and their possible uses in relation to the classes that interest
       them. They will be introduced to the concept of buying Feats and how and when
       this is done, along with how prerequisites are met in order to purchase Feats.
   •   Learners will be introduced to the concept of Hit Points and taken through the
       process of how they are determined for each class.
   •   The learners will participate in a discussion about magic in fantasy settings and in
       Dungeons and Dragons in particular. They will be introduced to the spellcasting
       classes and the differences between them. They will also discuss the differences
CUIN 6373 Instructional Design                                               Richard Halpin


       between arcane and divine magic. The learners will also be introduced to how to
       select spells for each of the spellcasting classes.
   •   The learners will be instructed in how to determine starting funds for a character
       and also how the currency conversion rates work in Dungeons and Dragons.
   •   The learners will be asked to examine the equipment lists and discuss any items
       that interest them. They will be guided to items that are considered to be useful
       for specific classes by the instructor and told how to spend starting funds.
   •   The learners will be introduced to the concept of deities in Dungeons and Dragons
       as well as the concept of alignment.
   •   The learners will be instructed on appropriate naming conventions for Dungeons
       and Dragons characters as well as how to write good physical descriptions.
   •   The learners would take time to review the whole process and discuss any points
       which they felt they needed to discuss with the instructor. They would then
       present the characters they had developed through the process and explain what
       they liked and disliked about them.

Pre- Instructional Strategy

The idea of setting up this instruction was to use small groups of learners, perhaps about
six, as this will best simulate the gaming environment where the characters will be used.
The instructor will lead the learners through the process and hopefully they will all learn
by making different characters and discussing their decisions. Roleplaying is a very
social hobby and I wanted to try to get some elements of this into the instruction.

   •   Motivation
         Prior to the commencement of instruction the instructor will try to make the
         learners relaxed with their surroundings and comfortable with each other.
         Learners will be seated in their group around a central table so that they can
         face each other; the instructor will be at the table (in the traditional position of
         the Dungeon Master). They will be asked to briefly introduce themselves, if
         they do not already know each other, and state their favourite character from
         the Lord of the Rings movies and why. The instructor will outline a brief
         overview of the instruction to follow and introduce the concept of producing a
         character as the instruction proceeds. The instructor will respond to any
         questions or concerns in a friendly and positive fashion.

   •   Objectives
         The learners will be provided with the objectives of the instruction as a
         printed handout. The major aim of the instruction will be introduced as
         building a character as the process progresses so that the learners will have a
         playable character when they are finished. At this point some audio snippets
         of an actual roleplaying session will be played to introduce the ultimate aim of
         the characters that the learners are about to create.

   •   Prerequisite Skills
CUIN 6373 Instructional Design                                                Richard Halpin


           The prerequisite skills for this process are reasonably light being nothing more
           than the ability to do simple addition and subtraction and make some basic
           decisions. This will be explained to the learners in a friendly fashion before
           the instruction begins and it will be made clear that if they have any questions
           they should feel free to ask at any point during the instruction.

For each of the objectives listed below the student groupings will remain the same unless
otherwise stated. The instruction will take place in small groups, of perhaps six, arranged
so that they are clustered around a central table with the instructor taking the lead. This is
to simulate an actual roleplaying environment as closely as possible and allow for better
immersing in the experience on the part of the learners.
CUIN 6373 Instructional Design                                               Richard Halpin


OBECTIVE 1
Select and Record Character Race

CONTENT PRESENTATION

CONTENT :

An instructor led discussion about fantasy races in general, specifically focusing on those
present as player character races in Dungeons and Dragons. The instructor will present
the details of how each race differs from the others indicating both physical
characteristics and specific abilities.

EXAMPLES :

The instructor will ask the learners to name fantasy races that they have seen in film and
read about in books and will select the ones that are specific to the Dungeons and
Dragons setting. The instructor will then discuss each race in turn and compare it to the
others in an open discussion with the learners.

MEDIA SELECTIONS :

The Player’s Handbook and Dungeon Master’s Guide will be used as primary sources
however there will also be movie clips from fantasy films and snippets of race
descriptions to read from books.

STUDENT PARTICIPATION

PRACTICE ITEMS AND ACTIVITIES :

Learners will be asked to name fantasy races that they are familiar with and to discuss
their attributes. These will then be compared to the races in the Dungeons and Dragons
setting.

Learners will be asked to choose a race that they like and write it in the appropriate place
on the character sheet.

FEEDBACK :

The learner will select a race which they like from those available and be able to discuss
why they selected that race over the others.

MEDIA SELECTIONS :

Each learner will have a character sheet and will have access to the Player’s Handbook
and Dungeon Master’s Guide.
CUIN 6373 Instructional Design                                               Richard Halpin



OBECTIVE 2
Select and Record Character Class

CONTENT PRESENTATION

CONTENT :

The instructor will lead a group discuss where the group compare and contrast the
strengths and weaknesses of the various character classes available in Dungeons and
Dragons. This will highlight the differences between spellcasting and non-spellcasting
classes as well as some specific abilities which are unique to some of the classes.

EXAMPLES :

The instructor will ask the group to name fantasy characters from literature and film and
will then lead the group in a discussion as to the likely character class from Dungeons
and Dragons that that character would be.

MEDIA SELECTIONS :

The Player’s Handbook and Dungeon Master’s Guide will be used as primary sources
however there will also be movie clips from fantasy films and even historical
documentaries along with snippets of class descriptions to read from books.

STUDENT PARTICIPATION

PRACTICE ITEMS AND ACTIVITIES :

Learners will be asked to discuss the different classes in Dungeons and Dragons in
relation to characters that they can come up with from films, history or literature.

Learners will be asked to choose a class that they like and write it in the appropriate place
on the character sheet.

FEEDBACK :

The learner will select a class which they like from those available and be able to discuss
why they selected that class over the others.

MEDIA SELECTIONS :

Each learner will have a character sheet and will have access to the Player’s Handbook
and Dungeon Master’s Guide.
CUIN 6373 Instructional Design                                              Richard Halpin


OBECTIVE 3
Roll and Record Ability Scores and Ability Modifiers

CONTENT PRESENTATION

CONTENT :

The instructor will introduce the idea of Ability Scores and Modifiers as a way of
measuring the physical and mental abilities of a character. The instructor will introduce
the different methods of determining what Ability Scores a character has, concentrating
on the standard method of rolling 4 six-sided dice and adding up the total of the highest 3.
The instructor will lead a discussion about the six Abilities and their uses in the game
which links back to discussions about races and classes. The table for determining Ability
Modifiers will be explained.

EXAMPLES :

The instructor will lead a discussion where the learners come up with likely Ability
Scores for famous people or sports stars based on the human average being 10. They will
compare these and try to get an idea of what the numbers mean. There will be a general
discussion on which Abilities are most useful for which classes and also how the race
selection affects the Abilities.

MEDIA SELECTIONS :

The Player’s Handbook and Dungeon Master’s Guide will be used as primary sources
along with a selection of dice. Some clips of famous people may be used to inspire
conversation.

STUDENT PARTICIPATION

PRACTICE ITEMS AND ACTIVITIES :

Learners will be asked to determine the likely Ability Scores of a number of celebrities
and sports stars as part of a group discussion.

Learners will be asked to determine a full set of Ability Scores and work out the Ability
Modifier for each once they have been modified depending on the race selected earlier in
the instruction. The learner will record all the information on their character sheet.

FEEDBACK :

The learner will generate and record a set of Ability Scores and Modifiers on their
character sheet which they consider appropriate for the race and class they selected
earlier in the instruction.
CUIN 6373 Instructional Design                                           Richard Halpin


MEDIA SELECTIONS :

Each learner will have a character sheet and will have access to the Player’s Handbook
and Dungeon Master’s Guide and a number of dice.
CUIN 6373 Instructional Design                                                 Richard Halpin


OBECTIVE 4
Record Special Abilities

CONTENT PRESENTATION

CONTENT :

The instructor will lead a group discussion about special abilities of the various classes
and races. This may have been covered earlier in the instruction when discussion either
races or classes and should be quite brief. The instructor will concentrate on the special
abilities of the races and classes selected by the learners as part of the earlier instruction.
The instructor will indicate where in the Player’s Handbook details of the special abilities
can be found and where to record them on the character sheet.

EXAMPLES :

The instructor will ask the learners in turn to explain their choices of race and class and
will ask them to suggest what they envisage their character being able to do. The
instructor will then lead a discussion about the special abilities that are specific to the
race and class combination.

MEDIA SELECTIONS :

The Player’s Handbook and Dungeon Master’s Guide will be used as primary sources.

STUDENT PARTICIPATION

PRACTICE ITEMS AND ACTIVITIES :

Learners will participate in a brief discussion of the special abilities their characters
possess.

Learners will record the special abilities for their chosen race and class on their character
sheet.

FEEDBACK :

The learner will successfully record all the special abilities for their race and class on
their character sheet.

MEDIA SELECTIONS :

Each learner will have a character sheet and will have access to the Player’s Handbook
and Dungeon Master’s Guide.
CUIN 6373 Instructional Design                                              Richard Halpin


OBECTIVE 5
Record Saving Throw, Initiative and ‘To Hit: Information

CONTENT PRESENTATION

CONTENT :

The instructor will introduce the concepts of Saving Throws, Initiate and ‘To-Hit’
modifiers. There will be a brief discussion with examples drawn from actual roleplaying
session which have been recorded on audio. There will also be some discussion of a
number of clips from films. The instructor will discuss how the details are determined
and how they relate to the Ability Scores and class of the character.

EXAMPLES :

The instructor will introduce the wide concepts for discussion and then allow the learners
to listen to an example of Saving Throws in action in a real roleplaying setting. They will
then discuss examples of initiative and ‘To-Hit’ in a similar way. The discussion will be
concluded with a couple of video clips from films.

MEDIA SELECTIONS :

The Player’s Handbook and Dungeon Master’s Guide will be used as primary sources.
Audio clips from roleplaying session illustrating saving throws, initiative and ‘To-Hit’.
Video clips from films illustrating the same points.

STUDENT PARTICIPATION

PRACTICE ITEMS AND ACTIVITIES :

Learners will participate in a group discussion of the concepts and will compare and
contrast examples from audio and film.

Learners will record the saving throws, initiative and ‘To-Hit’ modifiers on their
character sheets for the character they are developing.

FEEDBACK :

The learner will successfully record all the saving throws, initiate and ‘To-Hit’ modifiers
on their character sheets and will participate in the discussion.

MEDIA SELECTIONS :

Each learner will have a character sheet and will have access to the Player’s Handbook
and Dungeon Master’s Guide.
CUIN 6373 Instructional Design                                              Richard Halpin


OBECTIVE 6
Select and Record Skills

CONTENT PRESENTATION

CONTENT :

The instructor will ask the group to look at the list of skills available and discuss what
they think they would be used for in the game and what character classes may find them
most useful. The instructor will introduce the system for determining how many points a
character has to spend in skills and how to spend them, including maximum ranks and
class and cross class skills.

EXAMPLES :

The instructor will let the group discuss the skills list and only interject to move the
discussion along or put it back on track. This will allow the group to fully explore the
depth of the skills system without being led through it.

MEDIA SELECTIONS :

The Player’s Handbook and Dungeon Master’s Guide will be used as primary sources. A
list of the skills available to starting characters for each member of the group.

STUDENT PARTICIPATION

PRACTICE ITEMS AND ACTIVITIES :

Learners will participate in the group discussion about skills in the Dungeons and
Dragons game.

Learners will determine the number of skill points available to their character and will
spend them as appropriate.

FEEDBACK :

The learner will successfully determine the skills available to their character and record
them on their character sheer.

MEDIA SELECTIONS :

Each learner will have a character sheet and will have access to the Player’s Handbook
and Dungeon Master’s Guide.
CUIN 6373 Instructional Design                                              Richard Halpin


OBECTIVE 7
Select and Record Feats

CONTENT PRESENTATION

CONTENT :

The instructor will introduce the concept of feats to the group and allow them to look
over the list and discuss which they think would be useful for the various classes. The
instructor will also explain the idea of prerequisites when purchasing feats as well as the
number of feats available in various circumstances.

EXAMPLES :

The instructor will introduce the concept of feats to the group and will lead a discussion
about which feats are appropriate for which classes and also which feats may be
appropriate to acquire at lower levels. There will be some discussion about the number of
feats a character can choose as this can be altered by race and class.

MEDIA SELECTIONS :

The Player’s Handbook and Dungeon Master’s Guide will be used as primary sources. A
list of the feats available to starting characters for each member of the group.

STUDENT PARTICIPATION

PRACTICE ITEMS AND ACTIVITIES :

Learners will participate in the group discussion about feats in the Dungeons and
Dragons game.

Learners will determine the number of feats available to their character and will spend
them as appropriate.

FEEDBACK :

The learner will successfully determine the feats available to their character and record
them on their character sheer.

MEDIA SELECTIONS :

Each learner will have a character sheet and will have access to the Player’s Handbook
and Dungeon Master’s Guide.
CUIN 6373 Instructional Design                                              Richard Halpin


OBECTIVE 8
Record Hit Points

CONTENT PRESENTATION

CONTENT :

The instructor will introduce the concept of hit points and will lead a discussion about
how they simulate the general health of the character without becoming over
complicated. The instructor will explain the method for determining hit points for each
character class and how they are affected by the Constitution Ability Score.

EXAMPLES :

The instructor will lead a discussion about the merits of using a single number to
represent overall character health in order to get the group thinking about hit points.
There will be a comparison of the spellcasting classes with the non-spellcasting classes.
The instructor will give the group the required information to be able to determine the hit
points for the character they are generating as part of the instruction.

MEDIA SELECTIONS :

The Player’s Handbook and Dungeon Master’s Guide will be used as primary sources. A
number of different dice will also be available.

STUDENT PARTICIPATION

PRACTICE ITEMS AND ACTIVITIES :

Learners will participate in the group discussion about hit points and how they are
representative of general health in the Dungeons and Dragons system.

Learners will determine the number of hit points their character has and record this on
their character sheets.

FEEDBACK :

The learner will successfully determine the number of hit points for their character and
record it on their character sheet.

MEDIA SELECTIONS :

Each learner will have a character sheet and will have access to the Player’s Handbook
and Dungeon Master’s Guide as well as a selection of dice.
CUIN 6373 Instructional Design                                              Richard Halpin


OBECTIVE 9
Can the Character Class Selected Cast Spells?

CONTENT PRESENTATION

CONTENT :

The group will briefly discuss which character classes can and cannot cast spells as well
as the differences between arcane and divine magic. A good deal of this information
should have already been covered in previous discussions so this can be viewed as a
review of sorts.

EXAMPLES :

The instructor will lead a brief discussion about which classes can and cannot use magic,
concentrating specific attention on those classes selected by the learners. There will be a
general discussion about the difference between arcane and divine magic.

MEDIA SELECTIONS :

The Player’s Handbook and Dungeon Master’s Guide will be used as primary sources.

STUDENT PARTICIPATION

PRACTICE ITEMS AND ACTIVITIES :

Learners will participate in the group discussion about spellcasters and arcane and divine
magic in the Dungeons and Dragons game.

Learners will be able to state whether or not the character they have been creating can
cast spells.

FEEDBACK :

The learner will know which classes can or cannot case spells when asked.

MEDIA SELECTIONS :

Each learner will have a character sheet and will have access to the Player’s Handbook
and Dungeon Master’s Guide.
CUIN 6373 Instructional Design                                               Richard Halpin


OBECTIVE 9a
Select and Record Spells

CONTENT PRESENTATION

CONTENT :

The instructor will explain how to determine the number of spells available to each spell
casting class and the group will examine and discuss spell options for those characters
who are able to take them. The instructor will ensure that the difference betweens spells
known and spells memorized is driven home to the learners.

EXAMPLES :

The instructor will explain how many spells each class can have and the difference
between spells known and spells memorized. The instructor will lead a discussion in
which the group will help choose spells for those learners who have developed
spellcasting characters.

MEDIA SELECTIONS :

The Player’s Handbook and Dungeon Master’s Guide will be used as primary sources.

STUDENT PARTICIPATION

PRACTICE ITEMS AND ACTIVITIES :

Learners will participate in the group discussion about spells and will assist in selection
appropriate spells for those learners who are developing spellcasting characters.

Learners will be able to determine the number of spells available to a character class and
select appropriate spells from the list as well as distinguishing between spells known and
spells memorized.

FEEDBACK :

The learner will be able to determine the number of spells available to each spellcasting
class and select them appropriately.

MEDIA SELECTIONS :

Each learner will have a character sheet and will have access to the Player’s Handbook
and Dungeon Master’s Guide.
CUIN 6373 Instructional Design                                             Richard Halpin


OBECTIVE 10
Determine Starting Funds

CONTENT PRESENTATION

CONTENT :

The instructor will explain the use of currency in the Dungeons and Dragons setting
concentrating on the exchange rate. The instructor will explain the process do
determining starting funds for each character class.

EXAMPLES :

The instructor discusses the exchange rates for the currency in the Dungeons and
Dragons setting and explains how to determine the amount of starting funds each
character has.

MEDIA SELECTIONS :

The Player’s Handbook and Dungeon Master’s Guide will be used as primary sources.

STUDENT PARTICIPATION

PRACTICE ITEMS AND ACTIVITIES :

Learners will be able to determine the amount of starting funds for any character class.

FEEDBACK :

The learner will determine the starting funds for the character they are developing.

MEDIA SELECTIONS :

Each learner will have a character sheet and will have access to the Player’s Handbook
and Dungeon Master’s Guide.
CUIN 6373 Instructional Design                                             Richard Halpin


OBECTIVE 11
Spend Starting Funds

CONTENT PRESENTATION

CONTENT :

The instructor will introduce the list of items for purchase for starting characters
including the potions from the Dungeon Master’s Guide. The group will discuss the items
paying particular attention to items they think may be useful to the character they are
developing and will discuss the merits and flaws of different weapons and armour types.
The instructor will then assist the learners in spending their starting funds on equipment.

EXAMPLES :

The instructor leads the group in a discussion of the weapons and armour available for
purchase discussing the advantages and disadvantages and the likely characters that
would want to take which items. The instructor then leads the discussion to general
equipment and highlights items which specific classes may find useful.

MEDIA SELECTIONS :

The Player’s Handbook and Dungeon Master’s Guide will be used as primary sources.

STUDENT PARTICIPATION

PRACTICE ITEMS AND ACTIVITIES :

Learners will be able to spend the starting funds for a character on weapons, armour and
equipment items which are appropriate for the character being created.

FEEDBACK :

The learner will spend the starting funds determined in the previous segment on
equipment which is appropriate for the character they are working on..

MEDIA SELECTIONS :

Each learner will have a character sheet and will have access to the Player’s Handbook
and Dungeon Master’s Guide.
CUIN 6373 Instructional Design                                               Richard Halpin


OBECTIVE 12
Select and Record Deity and Alignment

CONTENT PRESENTATION

CONTENT :

The instructor will introduce the concept of deities in the Dungeons and Dragons game,
being very careful to ensure that all parties are happy with the idea of a polytheist system
in the fantasy world. The group will discuss the roles of the various gods and how they
relate to the world as well as the benefit derived from worshiping them. This will be
entwined with a discussion of the various alignments available to characters. A
discussion of possible outlooks from characters and how this may lead them to favour
specific deities will be led by the instructor. This segment must be handled carefully and
it must be made clear to all present that the deities under discussion are part of a fantasy
world setting and have no bearing on the real world in any fashion.

EXAMPLES :

The instructor will introduce the concepts of alignment and deities as a single discussion
element. The idea of moral outlook and worship link well together in the Dungeons and
Dragons system and would be difficult to separate. The instructor will highlight deities
which would be appropriate for the characters being constructed by the learners but will
not force decisions upon them.

MEDIA SELECTIONS :

The Player’s Handbook and Dungeon Master’s Guide will be used as primary sources.

STUDENT PARTICIPATION

PRACTICE ITEMS AND ACTIVITIES :

Learners will participate in a discussion of the various deities in the Dungeons and
Dragons game setting.

Learners will participate in a discussion of the alignments in the Dungeons and Dragons
game setting.

Learners will select a deity and an alignment and record these details on the character
sheet.

FEEDBACK :

The learner will be able to discuss the different alignments and the different deities
comparing and contrasting as necessary.
CUIN 6373 Instructional Design                                             Richard Halpin



The learner will select a deity and an alignment for the character they are developing and
record it on the character sheet.

MEDIA SELECTIONS :

Each learner will have a character sheet and will have access to the Player’s Handbook
and Dungeon Master’s Guide.
CUIN 6373 Instructional Design                                             Richard Halpin


OBECTIVE 13
Write Character Name on Character Sheet

CONTENT PRESENTATION

CONTENT :

The instructor will ask the learners to think about names of fantasy characters from books
and films and lead a discussion in which they compare the names of various races in
order to try and understand how to create an appropriate name for a character.

EXAMPLES :

The instructor will use a variety of examples drawn from film and literature to highlight
how different races have different naming conventions within the fantasy genre and will
encourage learners to develop appropriate names for the characters they are creating.

MEDIA SELECTIONS :

The Player’s Handbook and Dungeon Master’s Guide will be used as primary sources.
Possibly a handout with various character names drawn from literature and film.

STUDENT PARTICIPATION

PRACTICE ITEMS AND ACTIVITIES :

Learners will participate in a discussion about naming conventions for races in the
fantasy genre.

Learners will make up a name for the character they are creating which is appropriate and
record it on their character sheet.

FEEDBACK :

The learner will select and appropriate name for the character they are generating and
record it on their character sheet.

MEDIA SELECTIONS :

Each learner will have a character sheet and will have access to the Player’s Handbook
and Dungeon Master’s Guide and also a list of names from literature and film.
CUIN 6373 Instructional Design                                                Richard Halpin


OBECTIVE 14
Write Physical Description

CONTENT PRESENTATION

CONTENT :

The instructor will introduce the learners to the random system for determining character
age, height and weight. The instructor will explain the use of the system and will then go
one to assist the learners in writing a physical description for their character alongside the
rest of the group.

EXAMPLES :

The instructor will introduce information about randomly generating physical details for
the characters and will encourage the learners to write a physical description for their
character including equipment visible and general demeanor.

MEDIA SELECTIONS :

The Player’s Handbook and Dungeon Master’s Guide will be used as primary sources. A
variety of dice will also be made available.

STUDENT PARTICIPATION

PRACTICE ITEMS AND ACTIVITIES :

Learners will use random system to determine the age, height and weight for a variety of
characters.

Learners will assist each other, with the help of the instructor, in creating physical
descriptions for their character.

FEEDBACK :

The learner determine the physical attributes for the character they are creating and write
a physical description which includes equipment and demeanor.

MEDIA SELECTIONS :

Each learner will have a character sheet and will have access to the Player’s Handbook
and Dungeon Master’s Guide and also a variety of dice.
CUIN 6373 Instructional Design                                                Richard Halpin


Terminal Objective Strategy

The whole process described above should lead the learners to a point where they have a
completed character as well as having an understanding of the processes behind this.
Learners can present their completed character sheet as indication of successful
completion of the activity. They may then want to go on and play it …

Pre-Test

The introduction of a pre-test would only be used in order to gauge the interests of the
learners with regards to the fantasy genre. If it is found that they have specific interests in
specific forms of media than these may be used as preference when quoting examples to
make the instruction more palatable. It is assumed that learners at almost all levels will be
able to interact with this instruction and the pre-test would be used more as a tool to
guide the instruction by gauging attitudes rather than a test with right and wrong answers.

   1.   What is your favourite book within the fantasy genre and why?
   2.   What is your favourite movie within the fantasy genre and why?
   3.   What comes to mind when you think about Dungeons and Dragons?
   4.   Have you ever played a roleplaying game before and if so which?

Post Test

The post test draws heavily on the work completed for the previous assignment however
not all the questions are repeated. This with the addition of a completed character sheet
from the instruction process will form the final assessment.

   •    The learners will have their completed character sheets to hand in as part of the
        post test.

   •    The learners will also respond to the following questions.


1. Select one race from those below and write a list of the characteristics and abilities
which define it and make it unique from the others.

        1.   Dwarf
        2.   Half Orc
        3.   Elf
        4.   Human
        5.   Gnome
        6.   Halfling
        7.   Half Elf
CUIN 6373 Instructional Design                                                Richard Halpin


2. Select one class from those below and write a list of the characteristics and abilities
which define it and make it unique from the others.

       a)   Paladin
       b)   Wizard
       c)   Rogue
       d)   Cleric
       e)   Fighter
       f)   Sorcerer
       g)   Druid
       h)   Ranger
       i)   Bard
       j)   Barbarian



3. Using the six Ability Scores listed below, distribute them appropriately as if you were
creating a Human Fighter. Then using the table from the Players Handbook provided,
determine and record the Ability Modifiers. Explain your decisions in the space provided.

                   Ability Scores : 8, 10, 12, 14, 16, 18

                                  Ability Score    Ability Modifier
                        STR
                        DEX
                        CON
                        INT
                        WIS
                        CHA

4. Using the Player’s Handbook provided, lookup and list all the special abilities for a
Level 4 Halfling Rogue.
CUIN 6373 Instructional Design                                                Richard Halpin


5. Using the Player’s Handbook provided, lookup and record the Saving Throws,
Initiative and ‘To Hit’ modifiers for a Level 3 Human Fighter with the following Ability
Scores and Modifiers.

                                   Ability Score   Ability Modifier
                        STR        16              +3
                        CON        16              +3
                        DEX        12              +1
                        INT        8               -1
                        WIS        10              0
                        CHA        10              0

6. Using the Player’s Handbook provided, determine and state the number of skills for a
Level 1 Elf Fighter with an INT of 12 (Ability Modifier +1). Distribute these points
among appropriate skills and list the skills and skill ranks below.

               Total Number of Skills : _______________

                                       Skill    Ranks




7. Using the Player’s Handbook provided, determine the number of Feats available for a
Level 1 Human Wizard and select appropriate Feats to list below.

               Number of Feats : _____________

               Feats Selected :

8. Using the Player’s Handbook provided, state how you would determine the number of
Hit Points for a Level 3 Half Orc Barbarian with a CON of 16 (Ability Modifier +3).
How many times would you roll the die? Which die would you use and why?

9. Using the list of classes below, distribute them into the table stating which are able to
cast spells and which cannot.

                               o    Barbarian
                               o    Bard
                               o    Druid
                               o    Fighter
                               o    Monk
                               o    Paladin
                               o    Rogue
                               o    Sorcerer
                               o    Wizard
CUIN 6373 Instructional Design                                            Richard Halpin


                             o Ranger

                     Able To Cast Spells    Unable To Cast Spells




10. Using the Player’s Handbook provided, determine and state the number of spells
available per day to a Level 1 Gnome Cleric with a WIS of 18 (Ability Modifier +4).

11. Using the Player’s Handbook provided state how you would determine the starting
funds for a Level 1 Dwarf Monk.

12. Using the Player’s Handbook and Dungeon Master’s Guide provided, equip a Level 1
Human Cleric with appropriate equipment using 100 gold pieces.

13. Using the Player’s Handbook provided, match the characters below with the most
likely choice of deity.

                       Elf Fighter            Gruumsh
                       Halfling Cleric        Garl Glittergold
                       Dwarf Paladin          Corellon Larethian
                       Half Orc Barbarian     Moradin
                       Gnome Fighter          Yondalla

14. Using the Player’s Handbook provided, suggest an alignment for each of the
following character descriptions. Briefly explain your reasoning for each answer.

           o A Dwarf Cleric renowned for overthrowing unjust local lords and
             returning property to the villagers.
           o A Half-Orc Barbarian who is part of a horde and kills to follow orders but
             enjoys it all the same.
           o An Elf Ranger who is praised for their acts of compassion, their honor and
             their sense of duty.



15. For the character provided, come up with an appropriate name and write a physical
description including equipment and likely demeanor.

				
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