Foundations of Online Learning (FOL) Augmented Reality Game: Changing

Students Online Learning Experiences

Created by:
James West
University of North Texas, Denton
Kashieka Popkin
University of North Texas, Denton
Tessa West
University of North Texas, Denton
Abdulrahman Alamri
University of North Texas, Denton

Table of Contents
Contents
Topic........................................................................................................................... 3
Audience.................................................................................................................... 3
Purpose...................................................................................................................... 3
Format........................................................................................................................ 3
Problem...................................................................................................................... 4
Theory........................................................................................................................ 4
General Learning Expectations...................................................................................4
Learning Goals and Objectives................................................................................... 4
Learning Activities...................................................................................................... 5
Activity 1. Online Literature Reading..........................................................................6
Activity 2. Collaborative or Team Blog........................................................................6
Activity 3. Social Networking...................................................................................... 7
Technology required................................................................................................... 7
Timeline...................................................................................................................... 8
Assessment................................................................................................................ 8
Appendix I Job Aid.................................................................................................. 10

Overview of FOL Augmented Reality Game: Changing Students Online Learning

Experiences
Topic

An Augmented Reality Game (ARG) regarding online learning environments, online learning
tools, and digital citizenship.

Audience

Undergraduate or graduate degree seeking students who have not completed an online class at
the university level. These students will be placed in a new Foundations of Online Learning
blended course. Foundations of Online Learning (FOL) is a mandatory course for all students
planning to enroll in a 100% online learning course or taken during the first semester a student is
enrolled in their first 100% online learning course.

Purpose

To introduce students to Online Learning, establish expectations and educate students on

elements that can be found in a 100% online learning course.

Format

Instruction will be delivered in an Augmented Reality Game (ARG) structure utilizing

transmedia and promoting group collaboration, critical thinking, problem solving. Students will
be registered in the learning management system canvas. Concepts of instruction will include
synchronous communication, asynchronous communication, learning management systems,
forums, blogs, group projects, individual projects, self-discipline, and self-motivation.

Problem

Students today are not given an introduction to online learning prior to being enrolled in a
completely online course. No online learning expectations are established and there is no
restriction against students enrolling themselves in 100% online learning courses. This leads
many students to elevated levels of frustration and difficulty handling time elements associated
with online learning.

Theory

The learning philosophy behind this instruction will be a Constructivist Philosophy with a focus
on Social Constructivism, Problem Based Learning, Inquiry Based Learning and others.

General Learning Expectations

Learners will gain sufficient knowledge related to 100% online learning courses that will enable
them to become better online learning students.

Learning Goals and Objectives

At the end of this course students will be able to successfully:

G.1. Discuss a base level of knowledge pertaining to elements found in an online learning
environment
O.1. Learners will understand synchronous and asynchronous communication
methods.
O.2. Learners will be able to discuss self-discipline and the value related to online
learning.
O.3. Learners will demonstrate the concept of self-motivation.
O.4. Learners will construct knowledge on elements found in online learning
environments

G.2. Recognize and utilize online learning tools

O.1. Learners will be able to identify learning management systems (LMS)
O.2 Learners will be able to view documents, post discussions, submits
assignemnts in LMS.
O.3. Learners will decide which software tool would best accomplish a given task
O.4. Learners will understand communication tools and strategies.
O.5. Learners will practice oral and written skills.
G. 3. Understand and exhibit proper Digital Citizenship
O.1. Learners will maintain open communication with group and instructor.
O.2. Learners will practice self-organization.
O.3. Learners will work collaboratively to solve problems.
O.4. Learners will reflect on individual and group work.

Learning Activities

Students will participate in activities related to The Read, Reflect, Display, and Do (R2D2)
Model. The learning activities tied to goals and objectives are:

Activity 1. Online Literature Reading

The learner will be able to:

A.1. Use websites to find one resource related to synchronous and asynchronous method
then read and post summary with link for the reference.
Skills:

1. Learner will use searching techniques to find appropriate content with

knowledge review questions.
2. Leaner will create personal and group blogs using a free blogging website
such as wordpress.
3. Learner will create hyperlink to a blog to post a summary that can be
accessed with the particular link.
A.2. Learner will read articles found and identify the synchronous and asynchronous
method (s) and summarize the information learned.
Skills:
1. Leaner will crttically analyze the information found.
2. Learner will using proper sentence construction, grammar and correct spelling
to write a summary.

Activity 2. Collaborative or Team Blog

The leaner will be able to:

A1. Chose a partner to work together to summarize their reading and other experiences as
well as for the instructor to provide feedback.
Skills:
1. Learner will create reflective written work.
2. Leaner will collaborate, interpret, analyze, and share information.

Activity 3. Social Networking

The learner will be able to:

A1. Participate with other colleagues in the use of social media tools such as Twitter and
Facebook.
Skills:
1. Learner will explore, find personalized learning experiences via persoal
learning networks, socialize, share, and collaborate in the social media
tools.
2. Students will post to social media sites at least one reference or comment
about information learned for others to review, share and comment on.

Technology required

Learners will have access to computers

Learners will have access to various free software application.
Learners will have access to an Internet connection.
Learners will have access to mobile devices.
Learners will have access to email accounts.
Instructors will become familiar the mechanics of the Augmented Reality Game in order to play
the role of different characters. The mechanics will consist of email auto reply, posting from
social media tools and others.
Timeline

Instruction delivered through an Augmented Reality Game structure will cover a period no
longer than 3 weeks.

Assessment

Rubric for Forum Posts

Student:

Needs

Somewhat met

Met

Total

/5

/20

/30

/30

/5

/20

/30

/30

/2

/12

/20

/20

/2

/10

/15

/15

/1

/3

/5

/5

improvement
Original post accurate
with given topic
Original post length of
500 1000 words
Responses to 2 or
more peer forum posts
Response length
minimum 100 words
Follow-up to 1 or
more responses
Total points

/100

General feedback:

Rubric for Blog Posts

Student:
Needs

Somewhat met

Fully met

/30

/40

Total

improvement
Original post accurate
with given topic

/12

/40

Original post length of

/12

/30

/40

/40

/6

/10

/20

/20

500 1000 words

URL submitted to
correct dropbox
Total points

/100

General feedback:

Appendix I Job Aid

Foundations of Online Learning Augmented Reality Game

The Foundations of Online Learning course is a new course that has been developed to
introduce students to concepts of online learning during the semester of their first online learning
course or prior to the semester of their first online learning course. This course is mandatory for
any student looking to take an online learning course.

Foundations of Online Learning is a blended course. The first 3 weeks of the course are bended,
face-to-face (F2F) and online, classes. The remaining portion of the semester all meetings will be
conducted online with the exception of the final course meeting and it will once again be F2F.
The class will meet twice per week, once F2F and once online for the first 3 weeks.

Preparation
Prior to the start of the semester, instructor should:

Determine Role-play actress for the current semester

Verify access to required email addresses

o Instructor email
o University Cyber Security email

Verify access to necessary social media sites

o Facebook LeArning
o Twitter

LeArning

University Cyber Investigations Division

o Google+ - LeArning
o LinkedIn LeArning

Locate any current articles for semester learning activities

Update Canvas Learning Management System

o Current articles
o Dates for current semester

Print new set of business cards

o Black ink on white cards
o QR code side one
o Short URL side two

Day 1 F2F meeting first class day of semester

As the semester began, the instructor was starting the delivery of instruction for the first
day of class. Unexpectedly, a mysterious woman barges in the door in a panic. Short of breath,

she tells the instructor and the students that her name is Onli Nele Arning and she is with the
schools cybersecurity division. Ms. Arning goes on to tell that a horrible event has occurred. The
school has lost all of its data from the database. The database served as an important storage
location for all documentation related to online courses. The database was the backbone of the
online learning platform as it held important details necessary for running courses over the
internet. Through some speculation into the matter, it seemed that a hacker had gained
unauthorized access to the online learning database and stole or damaged all the data that was
being held by the system. After having undergone a major data loss, there is now the need for a
large collective effort to gather the information again so that the database can be recreated for
current and future students alike. The major re-creation of the database was required and required
soon.
Ms. Arning realized the data loss from the database came as a great disappointment for
the staff and the students. The incident not only meant a delay in the availability of online
learning materials, but lack of any details for their current course. It also meant that the data had
to be collected and compiled once again. The entire process could be long and tedious. A larger
number of individuals working to recover the lost data could greatly speed up the recovery
process. Ms. Arning requests the assistance from the entire class to help in gathering and
compiling all of the necessary data to rebuild the database. To aid in the information collection
process, the students were provided with a business card.
All the business card had was a QR code on one side and a URL on the other. At that point, Ms.
Arning thanked the entire class for their assistance

http://goo.gl/001ZDp
forward to working with everyone.

in this trying time and mentioned how she looked

Due to the lack of information and the current events at

hand, the instructor decided it was best to let the students go,
so they could get started on the task at hand. Before leaving
the instructor had the class self-organize into 5 groups of 3 to
5 students each. While this was not a competition, smaller
groups would allow for closer communication and
cooperation. All information gained by any individual or group was to be shared on the class
forums in Canvas. Once the groups have self-organized, the instructor released them to work at
the local computer lab or move on with the task in any manner their group chose.
Student Activities
1. Self-organize into 5 groups of 3-5 students
2. Navigate to website using business card and register
3. Work within group to locate any information within Welcome email

Self-organization and group work promotes social learning and collaboration.

Working in groups to locate information within the Welcome email promotes cooperation and
scaffolding of information among peers.

Post-class Day 1 and Day 2

Instructor will actively monitor the email address for the University Cyber Security
Division

Instructor will verify students are registering through the website

Instructor will confirm the auto-response Welcome email is being sent to all registrants

Welcome and thank you for joining us in this effort to recover data regarding Online Learning.
Look deeply into the image above, it may contain hidden values. You may
This is a very trying time and our education system is in great need of this data in order to
need to use image analysis software, scaling, file compression and/or
continue to provide a proper level of education for online learning. This mission is of utmost
file decompression utilities to uncover the secrets within.
importance to everyone. Please divide into teams of 5 and share your contact information. This
is not a competition. All teams will be working collaboratively toward the end result of
rebuilding the database on online learning. However, teams will allow greater opportunities
for synchronous communication on a smaller scale while working through the mission. In
order to complete tasks at hand, you may have to learn how to read between the lines.
We greatly appreciate your assistance and look forward to working with you.
Sincerely,
Onli Nele Arning, Sr. Investigator, University Cyber Security Division

University Cyber Security Division Welcome email

Files embedded in image on Welcome email from the Cyber Security Division

Education image

Video Shortcut containing YouTube video URL - http://youtu.be/2gPh13GXIEA

Further instructions document

Day 3 Online meeting in Adobe Connect

At the opening of the online meeting in Adobe Connect, the instructor will open
discussion with the class regarding their progress on with the current event. The instructor will
confirm everyone has registered and received the welcome email from the Cyber Security
Division. If not, all individuals will need to go register. Once it has been confirmed that
everyone has received the welcome email, the instructor will ask if anyone has uncovered any
secrets within the email. Class will discuss synchronously all findings within the welcome email.
Once they have completed their discussion on the email, the instructor will pull up a URL
(http://www.affordablecollegesonline.org/online-colleges-guide/#nine ) from the reading and
select a discussion leader from the class. The instructor will function as the facilitator and
conduct a thorough discussion regarding all of the assigned readings. Some of the questions the
instructor will lay out for the students would be:
1. What motivates you as a learner?
2. What are some benefits of online learning?
3. Which communication approach do you prefer and why?
In your break out groups discuss the questions below.
4. What are your expectations in an online class?
5. What are the things that as a learner you would need to do in-order to be successful in
an online class?
Once all break out groups had ample time to discuss the questions presented to them, the
instructor would pull all the groups back together. The instructor would thank all the students for
the great work they have been doing and prepare to wrap up the class. As a final note, the
instructor would remind the class that all groups need to write a 500-1000 word blog by Sunday
at midnight.

Student Activities
1. Class discussion regarding Welcome email
2. Class discussion over readings
3. Group discussion over readings
4. Group blogs 500 100 words

Class discussion promotes social constructivism, cooperation, and scaffolding of

University Cyber Security Division

knowledge
Hello everyone and thank you for all the hard work you have been doing to assist us in
Groupdata
discussion
critical
thinking informant that may be a
recovering
from thegenerates
heist. Wecollaboration
received a tipand
from
a confidential
good lead to a suspect. Our informant gave us the following information:
Discussion enables social learning
Possible name: Enilno LeArning
Online presence: Social Media
Sketch of possible suspect:
Post-class Day 3 and Day 4 Day 7

Instructor will provide hints to class groups as needed/requested

Instructor logon to Adobe connect on Day 5

o Instructor will utilize the role of Onli Nele Arning and the Cyber Security
Division
o Instructor will assist students with any inquiries they have regarding the
investigation process

Instructor will review group blog posts (as available)

We ask that you utilize new or existing social media accounts to track down any information
on thisInstructor
person you
find.
Our source
this person
be using
Facebook,
willcan
send
Suspect
email mentioned
from University
Cybermay
Security
Division
email to all
Google+, Twitter and possibly any other social media sites.
students the evening of Day 7
Please share all information you locate on this person on Twitter using #ucidivision
Thank you all again for all of your assistance in this very trying time. We are confident we
will have this resolved soon.
Sincerely,
Onli Nele Arning
Sr. Investigator
University Cyber Security Division

Suspect email sent from Cyber Security Division

Day 8 F2F
As the students begin arriving for class, they notice a huge wheel on the projector. There
is nothing around telling about it, but it looks really nice. The instructor comes in and greets the
class.
Instructor opens this class meeting with a discussion regarding the readings for the night
on Social Media and Social Media in Education. (see Canvas) The instructor acts as the
facilitator for the class discussion and uses the following questions to direct the discussion:
1. How do you use social media tools?
2. What are your preconceived feelings about using social media tools in a class?
Next, the instructor asks if everyone received the email from the Cyber Security Division
regarding the possible suspect. The instructor confirms everyone has been investigating the
information provided by the Cyber Security Division using their existing social media accounts
or by creating new social media accounts. It would be a good idea to check out some of the
major social media sites such as Twitter, Google+, Facebook & LinkedIn. Be sure to tweet all
your findings and include #ucidivision.
The instructor asks if anyone noticed the big wheel when they came in. What could it be
for? Did anyone have any ideas? The instructor tells them it is for a game they will be playing.
The Cyber Security Division was able to intercept 5 sections of an electronic transmission. They
were not able to read the transmission, but they believe there is valuable information in each
section and there may be a hidden clue. Each group will spin the wheel to see which module they
will be working on. Once each group has been assigned a module, the instructor will send the
groups out to the lab to begin working on their module located on the Cyber Security Division
website http://cybersecuritydivision.weebly.com/missing-data.html.

Student Activities
1. Class discussion over readings
2. Group selection of modules
3. Group work on modules

Custom large wheel from http://wheeldecide.com

Snippet from Cyber Security Division website for modules - http://cybersecuritydivision.weebly.com/missing-data.html

Did you know online learning takes more than registering and completing assignments?
If not, then this is the right class for you. There is a lot of communication in online learning.
Some courses use asynchronous communication, while others use synchronous.
Courses may use a blend of both to achieve their goals and objectives.
Online learning takes even more than communication to be successful.
...
...
Very often courses release assignments and modules at different times during the semester.
Each semester will be different and will take a different approach.
Requirements include self-discipline, dedication and understanding of time.
You may find weeks that are slow and allow you to get ahead and others that are very full.
Planning your schedule will greatly help you be successful in online learning.
...
...
All students in online courses must be self-motivated.
Revolving schedules in courses requires students to keep up with changing schedules.
Keeping up with all of this information can be difficult at times, but it is achievable.
Attention to detail and open communication will make your success much easier.
...
...
Giving you a foundation to build on, is the goal of this exercise.
Online courses utilize various learning management systems (LMS).
Regularly these systems are used to house the course content and forums.
Almost all online courses use an LMS such as Blackboard, Moodle, Canvas or some other.
...
...
Realizing the value of online learning is very important.
Online learning affords many potential students the opportunity to attend school.
Once you have realized the importance of online learning and the value it represents.
Motivation, self-discipline, dedication and timing should come easy.

Un-encrypted modules and the highlighted secret when combined correctly

ROT13
Qvq lbh xabj bayvar yrneavat gnxrf zber guna ertvfgrevat naq pbzcyrgvat nffvtazragf?
Vs abg, gura guvf vf gur evtug pynff sbe lbh. Gurer vf n ybg bs pbzzhavpngvba va bayvar
yrneavat.
Fbzr pbhefrf hfr nflapuebabhf pbzzhavpngvba, juvyr bguref hfr flapuebabhf.
Pbhefrf znl hfr n oyraq bs obgu gb npuvrir gurve tbnyf naq bowrpgvirf.
Bayvar yrneavat gnxrf rira zber guna pbzzhavpngvba gb or fhpprffshy.
...
. . . ROT9
Mvip fwkve tflijvj ivcvrjv rjjzxedvekj reu dfulcvj rk uzwwvivek kzdvj ulizex kyv jvdvjkvi.
Vrty jvdvjkvi nzcc sv uzwwvivek reu nzcc krbv r uzwwvivek rggifrty.
Ivhlzivdvekj zetcluv jvcw-uzjtzgczev, uvuztrkzfe reu leuvijkreuzex fw kzdv.
Pfl drp wzeu nvvbj kyrk riv jcfn reu rccfn pfl kf xvk ryvru reu fkyvij kyrk riv mvip wlcc.
Gcreezex pfli jtyvulcv nzcc xivrkcp yvcg pfl sv jlttvjjwlc ze feczev cvriezex.
...
. . . ROT17
Juu bcdmnwcb rw xwurwn lxdabnb vdbc kn bnuo-vxcrejcnm.
Anexuerwp blqnmdunb rw lxdabnb anzdranb bcdmnwcb cx tnny dy frcq lqjwprwp blqnmdunb.
Tnnyrwp dy frcq juu xo cqrb rwoxavjcrxw ljw kn mroorlduc jc crvnb, kdc rc rb jlqrnejkun.
Jccnwcrxw cx mncjru jwm xynw lxvvdwrljcrxw fruu vjtn hxda bdllnbb vdlq njbrna.
...
. . . ROT7
Zbobgz rhn t yhngwtmbhg mh unbew hg, bl max zhte hy mabl xqxkvblx.
Hgebgx vhnklxl nmbebsx otkbhnl extkgbgz ftgtzxfxgm lrlmxfl (EFL).
Kxznetker maxlx lrlmxfl tkx nlxw mh ahnlx max vhnklx vhgmxgm tgw yhknfl.
Tefhlm tee hgebgx vhnklxl nlx tg EFL lnva tl Uetvduhtkw, Fhhwex, Vtgotl hk lhfx hmaxk.
...
. . . ROT19
Ylhspgpun aol chsbl vm vuspul slhyupun pz clyf ptwvyahua.
Vuspul slhyupun hmmvykz thuf wvaluaphs zabkluaz aol vwwvyabupaf av haaluk zjovvs.
Vujl fvb ohcl ylhspglk aol ptwvyahujl vm vuspul slhyupun huk aol chsbl pa ylwylzluaz.
Tvapchapvu, zlsm-kpzjpwspul, klkpjhapvu huk aptpun zovbsk jvtl lhzf.
Encrypted modules and the corresponding ROT level encryption method

Day 10 Online meeting in Zoom

Once everyone has logged on to Zoom Meeting, the instructor opens the discussion with
reflections of the Game-on Activity from Monday. The instructors asks what progress has been
made on the modules from the activity. Was everyone able to decrypt their information? What
did it say? What did you find? If anyone has not been able to read their module yet, the class will
work together to discuss and resolve any that are outstanding.
Once they have all been resolved, the class will have an open discussion on the content
from each of their modules. A group leader will be selected to present the findings from each
groups module.
Next the instructor will have the class work collaboratively on combining all of the modules into
a single cohesive story, that when combined correctly uncovers another clue. Once the groups
have successfully combined the modules, they now know details about where their next F2F
class on Monday will be meeting.

Student Activities
1. Group presentation of assigned modules findings
2. Class collaborative work on combining modules
3. Class discussion on final findings from modules

Post-class Day 10 and Day 11 Day 14

Instructor will review all individual blogs

Instructor actively review/interact with online forums

Day 15 F2F class in the Discovery Park Agora Room

Instructor starts the class with a role call to see if everyone made it to the special location
based on the secret from the Game-on activity. Continuing on with the concept of collaboration
and cooperation, discussion leaders will be chosen at random to talk about the assigned readings.
(see Canvas) The instructor would use the following questions to guide the discussion:
1. What are your views of collaboration?
2. How was your collaborative experience?
3. What is your role in a collaborative activity?
In your break out group
4. Design a collaborative 30 minutes activity that make use of social media tools and
synchronous and asynchronous activity.
The instructor will conclude with a class wide reflection on the basics of online learning
and any questions or comments they have on content that has been uncovered over the past
couple of weeks.

Student Activities
1. Class discussion on readings
2. Class reflection over content and activities for the past couple of weeks

Post-class Day 15 and Day 16

Since the last class, the Cyber Security Division sent an email out to everyone notifying
them that Enilno LeArning has been apprehended and he had a huge stash of files still on him.
Taking all of the information gathered by everyone assisting us and all of the information
recovered from the thief, we can now rebuild the database. The Cyber Security Division needs
one last thing. They need all groups to create a chain of events using the knowledge and skills
they have used and learned over the past few weeks.

University Cyber Security Division

Instructor will send out Apprehension email from Cyber Security Division

Congratulations everyone! All of your help over the past few of weeks has resulted in our
apprehension of the suspected thief in the data heist.

Enilno LeArning

Your work tracking him through social media proved to be invaluable. Based on all of the
information you were able to uncover and provide us, we were able to track him down and he
is now in custody.
In order for us to finalize our case against him, we need each of you to develop a complete
record of all you have experienced over the past 3 weeks. We have asked your professor to
assist in this process. They already have plans to assist you accomplishing this final task
during your next class.
Thank you all again for all your assistance with this matter and we hope you not only
recovered all of this information to rebuild our database, but that you also learned a lot about
Online Learning along the way.
Sincerely,
Onli Nele Arning
Sr. Investigator
University Cyber Security Division

Apprehension email sent from Cyber Security Division

Day 17 Online meeting in Google Hangouts

Once the class has all connected in Google Hangouts, they will be instructed to divide
into their groups and login to WeMap. All groups should create a full chain of events over the
past few weeks. Once all groups are done, everyone come back together and have a final
discussion regarding all of the content they have discovered over the past 3 weeks, how it was
working in collaboration with a smaller group inside the larger group and their personal results
from the past 3 weeks. Upon the conclusion of the class, the instructor will remind all the
students that the remaining portion of the semester will be 100% online, with the exception of
the last class.

Student Activities
1. Class discussion over the past 3 weeks
2. Group work on WeMap tracking activity and information over the past 3 weeks
3. Final group discussion