Final project

The joint project for the two courses is a working prototype of a constructionist educational technology, to be displayed at the BB&A Expo, and an accompanying paper suitable for submission to an academic conference related to education and technology. You will select a conference appropriate for your project and hopefully also your professional goals, and write a paper according to the conference's submission guidelines. Here is a list of ACM conferences. Conferences differ, but there is typically a category of demos which or short papers approximately four pages long. When a poster is the most appropriate submission format (for example, ISTE), you will still be required to submit a paper for the BBA final assignment. It is not a course requirement to actually submit your paper to a conference. You may also propose a different venue, but you must be writing for some authentic audience.

In prior years, BBA was taught on a different schedule, and students were required to write papers suitable for submission to IDC as a Demo Paper. In the last two years, 12 student papers were accepted and presented at IDC. Final projects have also gone on to become commercial products. The following IDC demo papers are excellent examples for your own final project:

Sometimes course projects go on to become more substantial research projects. If you are interested in inviting a BB&A teacher to collaborate as a co-author, we can support your revision process after the class ends to avoid any conflict of interest.

Timeline

  • Week 8 (March 13) Introduce final projects. Brainstorm ideas.
  • Week 9 (March 27) Final project
  • Week 10 (April 3) Critiques: Outside experts critique project prototypes
  • Week 11 (April 10) Literature review and user testing due
  • Week 12 (April 17) Final paper draft due
  • Week 15 (May 8) Final paper presentations (lecture) and BB&A Expo (lab)
  • Monday, May 13 Final papers due by 12:00 noon EST (Submit to Canvas)

Assessment

Your final project will be graded holistically (consider the significance of points-based grading schemes from the perspective of the learning theories we have studied in this course). The teaching team will use the questions below as the basis for giving feedback on your final presentation, paper, and demo. These questions could be a useful checklist to make sure you have addressed the most important points.

  • What is the design problem this project addresses?
    • What theories of learning are used to frame the design problem as a learning goal?
    • Why is this design problem important from a practical point of view?
    • Why is this design problem important from a theoretical point of view?
  • Why hasn't this problem already been solved?
    • What is already known about this design problem?
    • What other projcets have been done in this space? What did they accomplish?
    • How do prior theory and projects inform your project? What might your project accomplish that they did not?
  • What are your project's most important design choices?
    • Does the project work well enough that we can concretely experience them?
    • How are these design choices theorized?
    • What process was used to develop these design choices? What evidence is there that they will be successful?
  • What's next?
    • What might this project contribute to solving practical and theoretical problems?
    • What would the next steps of user testing look like?
    • How does this project contribute to your own professional trajectory?

Support

This is a lot of work, but we will support you along the way. In addition to class work time and office hours, your group will be having regular 1-on-1 meetings with members of the teaching team.