Interpersonal

Interact effectively with others as peers, subordinates and leaders to accomplish goals.

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Introduction/Context

The artifact I’ve selected to demonstrate my proficiency in the interpersonal standard for EDTEC is the game that my group developed called Silk Roads Stakes.  In collaboration with Marty J. and Heidi B. for EDTEC 670, Games and Simulations, we designed and developed a game for secondary world history students to better understand the dynamics of trade along the Silk Roads of Afro-Eurasia.  Our game board includes a map of Afro-Eurasia, popular trade hubs, and destiny cards for Europe, the Middle East, and Asia.  Up to seven players compete to travel the Silk Roads in search of seven required trade items.  Each player begins the game with 7 items (represented by chips of one color) that are unique to the region of their starting point (i.e. Rome, Byzantium, Arabia, Persia, India, China, and East Africa). The object of the game is to acquire (via trade) at least 1 of each of the trading items from the other 6 regions. Trade can occur only at trade hubs where there are markets. The first player (or team) to acquire all 7 trade items and return to their city of origin wins. The list of trade items includes:

1. Olive Oil from Rome
2. Glassware from Byzantium
3. Textiles from Persia
4. Silk from China
5. Ivory from Africa
6. Spices from India
7. Dates from Arabia

Connection to Standard

Because we had such a great time collaborating, Silk Roads Stakes best represents the interpersonal standard for EDTEC.  To start with, collaboration with my peers, Heidi and Marty, was necessary.  Since we are all in San Diego, we decided to meet in person at a local Starbucks.  This worked out well as we were able to establish both common ground and our varying strengths.  Heidi became the designer and Marty and I were the content area specialists.  This was a terrific balance because Marty and I could do the thinking and writing of the game rules, destiny cards, and design.  Heidi turned our thoughts into visual aids by developing the game board and designing the destiny cards.  The remainder of our collaboration was accomplished via our Google site, Wikispace, and the ocassional phone call.  Each of us tested our game out on subordinates.  I tested Silk Roads Stakes on seven 7th graders.  I had to interact with my principal, peers, and students to organize a time and space where students could test the game.

Problems/Opportunities

While developing the Silk Roads Stakes, I had the opportunity to engage in a collaborative project with Heidi who works at the district EDTEC office.  This was so helpful because it led to Heidi and me working on our EDTEC 690 project together and establish a rapport with an SDUSD staff member who is outside of my campus.  Another opportunity was the chance to work closely with students outside of our normal class time.  Later, when we resumed our learning, the students who participated in the test run were able to apply what they learned from the game to better understand the role that trade hubs play in a region’s economy.  This showed me that games do in fact enhance the learning which sold me on the idea of designing and implementing games for educational purposes.

Reflection on Growth

Working on the Silk Roads Stakes was a terrific chance to be creative while collaborting.  I learned that online collaboration is easier even just meeting once in person.  This experience led my classmates and I to realize the effectiveness of a one-time in-person meeting for collaborating on a project.  I learned to use Google sites and Wikispaces as collaboration tools and I hope to introduce these tools to my students so they have the opportunity to participate in on-line collaboration, too.