She researched online and was unable to find a program that had been previously created that connected the underlying mathematics of microeconomics to the graphical representations. At that time, students were only able to have their questions answered during class and/or office hours. The technology would be a resource students could access at any time of the day.

The Flash project is ideal for microeconomics coursework. Because the project is expandable, Professor Villinski can create a new module if students appear to be struggling with certain topics. The technology increases learning by adding one more supplemental resource, besides class time and the text book, for the students. The program is student-oriented and flexible, allowing the students to access it anytime and anywhere they want. Since it is more dynamic than the textbook, the program enhances and encourages student learning.

Project Description

Professor Villinski envisions that the students will be able to access the project online, most likely through BlackBoard. Within the program the students will be able to choose which microeconomic topic on which they would like to concentrate. After choosing a topic, the students can decide how they want to access the information provided by the modules: they can take a quiz to see how much information they already know, read an in depth description of how the topic interconnects with the outside world, solve problems relating to the topic’s content, or read a list of common questions about very specific issues within that main broad topic. No matter what path the students decided to take to review and/or learn the information, there will always be a summary of important points at the end of each activity.

Impact of the Project

Professor Villinski hopes this project will provide struggling students with one more possible source of information, one more source to find practice problems. She wants the students to practice questions that she or one of her colleagues has written. Instead of using the program in the classroom, Professor Villinski wants students to use it during their own time. The project is useful because she can address common problem areas and provide students with another learning resource rather than taking additional time away from class to continually discuss problem issues.

Production Details

In the beginning Professor Villinski came to FITS with a specific idea, but as she began working with people who have experience with instructional technology, as well as Flash design and programming, she began to create a new image for her FITS collaborative project. It took quite a bit of time, however, to map out the design of each simulation module to best fit her students.

Once the concept map was completed, the project’s progress moved along relatively quickly. Her FITS partners worked on the technical end of the project, while she wrote the information, the problems, and the math for the Flash modules. The project is not yet completed. Professor Villinski and her team are almost finished with the first module, and they’ve started two more modules.

After the basic structure has been formed, FITS and Professor Villinski conducted a usability test with a focus group of students. Mike Whitesell created a mock Flash movie of one of the modules. The feedback was extremely positive: the students enjoyed the layout, the structure, and the information. Professor Villinski is currently working with Jin Kim and Frank Gilbert to refine the basic setup and to continue making modules.

Listen to Michele Villinski describe the project:

Team Members Include:

Jin Kim, Mike Whitesell, and Frank Gilbert

Contact Information: