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e-Fellowship Project Timeline
“MYST”ifying

  • Construct pre-test on AsTTle – Descriptive Writing.
  • Administer pre-test to three classes.
  • Collect and mark.
  • Enter Data onto AsTTle.
  • Identify common errors and next learning steps.
  • Identify sample group of learners who are poor writers with a negative attitude towards writing.





  • Meet with one teacher and discuss data. Agree on focus for teaching e.g. drawn from next learning steps and individual needs of learners in our class.
  • During Term Two we will plan and teach a maximum of 8 lessons based on the above.
  • Two teachers will follow a traditional teaching programme (using SMARTboard and any resources they wishe including online resources on the internet. One will follow an evidence based teaching programme.
  • Keri and I will use the game programme MYST to engage the learners and embed our teaching programme within activities that involve using the programme. I will follow an evidence based teaching programme.
  • Sample group will be interviewed and videotaped re their attitudes to writing.
  • Learners will be videotaped reading out their written work. These videos will be edited and uploaded onto the class wiki.
  • Using Moviemaker, learners will illustrate and narrate their writing. Finished movies will be uploaded onto the class wiki.
  • Lessons will occur when individual timetables allow. Teaching will occur in Weeks 4 – 7/8 to allow for Camp. Post-testing will occur in Week 8/9.
  • Sample group will be interviewed and videotaped at the end of the teaching sessions re their attitudes towards writing and any changes will be discussed.
  • At the end of the study students would be re-assessed and a random sampling of students from all four classes would have their pre and post-test data compared and analysed to measure progress and achievement.




  • At the end of Term Two I will construct a Descriptive writing post-test on AsTTle.


  • The post-test will be administered to the learners who did the initial pre-test.
  • I will mark the tests and enter the data on AsTTle.


  • Pre and Post Test scores will be compared.


  • Common errors and next learning steps will be identified, compared and analysed across all three classes.
  • Learner attitudes in the sample group will be identified, compared and analysed.
  • Pre and post test data of the random sample group will be identified, compared and analysed.
  • Individual class profiles will be created from the pre and post test data and compared.
  • Writing samples of Camp recounts that will be written during the same period will also be collected from learners and compared to see if there is any crossover.
  • Conclusions will be drawn from the data as to whether using the game MYST
    • Increased poor writer’s effectiveness
    • Poor writer’s enjoyment of writing
    • Male poor writer’s effectiveness and/or enjoyment.



  • Results will be discussed using comparative data as to whether a more traditional approach was more effective than using MYST.
  • Intuitive conclusions may be drawn about any other areas of interest.

  • Presentation will be prepared for ULearn Conference that features any major findings and the data that supports those findings.