際際滷shows by User: becker / http://www.slideshare.net/images/logo.gif 際際滷shows by User: becker / Thu, 27 Sep 2018 16:56:25 GMT 際際滷Share feed for 際際滷shows by User: becker Cross breeding animation /slideshow/cross-breeding-animation/116928964 cross-breedinganimation-180927165625
This is a brief video I made that shows how genes can be passed on through 3 generations. You can see by the colours how much or how little of the grandparents can be passed on to the children. It is true that there are WAY more than 8 genes that get passed on, but it is a mistake to think that we always inherit EXACTLY 1/4 of our genes from each grandparent. The farther down the line we go, the more the //actual// percentages can vary.]]>
This is a brief video I made that shows how genes can be passed on through 3 generations. You can see by the colours how much or how little of the grandparents can be passed on to the children. It is true that there are WAY more than 8 genes that get passed on, but it is a mistake to think that we always inherit EXACTLY 1/4 of our genes from each grandparent. The farther down the line we go, the more the //actual// percentages can vary.]]> Thu, 27 Sep 2018 16:56:25 GMT /slideshow/cross-breeding-animation/116928964 becker@slideshare.net(becker) Cross breeding animation becker This is a brief video I made that shows how genes can be passed on through 3 generations. You can see by the colours how much or how little of the grandparents can be passed on to the children. It is true that there are WAY more than 8 genes that get passed on, but it is a mistake to think that we always inherit EXACTLY 1/4 of our genes from each grandparent. The farther down the line we go, the more the //actual// percentages can vary. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/cross-breedinganimation-180927165625-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This is a brief video I made that shows how genes can be passed on through 3 generations. You can see by the colours how much or how little of the grandparents can be passed on to the children. It is true that there are WAY more than 8 genes that get passed on, but it is a mistake to think that we always inherit EXACTLY 1/4 of our genes from each grandparent. The farther down the line we go, the more the //actual// percentages can vary.
Cross breeding animation from Katrin Becker
]]> 420 2 https://cdn.slidesharecdn.com/ss_thumbnails/cross-breedinganimation-180927165625-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Assignments that Meet the Needs of Exceptional Students without Disadvantaging the Average /slideshow/assignments-that-meet-the-needs-of-exceptional-students-without-disadvantaging-the-average/114497541 challenge-180914155725
This is a talk I did in 2003 (!), but it turns out that the ideas contained in this presentation are as relevant (and NOVEL?!) as they were 15 years ago. Please note: I DO NOT work for the University of Calgary any more. They do not deserve any credit for this work.]]>
This is a talk I did in 2003 (!), but it turns out that the ideas contained in this presentation are as relevant (and NOVEL?!) as they were 15 years ago. Please note: I DO NOT work for the University of Calgary any more. They do not deserve any credit for this work.]]> Fri, 14 Sep 2018 15:57:25 GMT /slideshow/assignments-that-meet-the-needs-of-exceptional-students-without-disadvantaging-the-average/114497541 becker@slideshare.net(becker) Assignments that Meet the Needs of Exceptional Students without Disadvantaging the Average becker This is a talk I did in 2003 (!), but it turns out that the ideas contained in this presentation are as relevant (and NOVEL?!) as they were 15 years ago. Please note: I DO NOT work for the University of Calgary any more. They do not deserve any credit for this work. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/challenge-180914155725-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This is a talk I did in 2003 (!), but it turns out that the ideas contained in this presentation are as relevant (and NOVEL?!) as they were 15 years ago. Please note: I DO NOT work for the University of Calgary any more. They do not deserve any credit for this work.
Assignments that Meet the Needs of Exceptional Students without Disadvantaging the Average from Katrin Becker
]]> 997 1 https://cdn.slidesharecdn.com/ss_thumbnails/challenge-180914155725-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 T.A.P. : The Teach Aloud Protocol /slideshow/c32017-tap-106762004/106762004 c3-180720163020
A popular approach in teaching is what is being called Teaching Out Loud. The approach advocated by many of those who use the term is in many ways closer to Teaching Boldly (or Teaching Loud) than it is to Teaching out Loud. The idea is to advocate for the courage to try new things and to teach the ways students learn. While this is important, there is another approach that has received far less attention, but that is equally important, especially with adult learners. This approach is called the Teach Aloud Protocal (T.A.P.), and it draws inspiration from the Think Aloud idea in psychological and educational research. The basic idea is that the subject says what they are thinking about as they complete a task. The goal is to learn about the thought processes the subject is using. Given that, Teaching Aloud should be about the teacher explaining their reasoning and thought processes while teaching. This presentation will relate the authors experiences with this approach and discuss some of the implications of adopting a Teach Aloud Protocol in higher education courses.]]>
A popular approach in teaching is what is being called Teaching Out Loud. The approach advocated by many of those who use the term is in many ways closer to Teaching Boldly (or Teaching Loud) than it is to Teaching out Loud. The idea is to advocate for the courage to try new things and to teach the ways students learn. While this is important, there is another approach that has received far less attention, but that is equally important, especially with adult learners. This approach is called the Teach Aloud Protocal (T.A.P.), and it draws inspiration from the Think Aloud idea in psychological and educational research. The basic idea is that the subject says what they are thinking about as they complete a task. The goal is to learn about the thought processes the subject is using. Given that, Teaching Aloud should be about the teacher explaining their reasoning and thought processes while teaching. This presentation will relate the authors experiences with this approach and discuss some of the implications of adopting a Teach Aloud Protocol in higher education courses.]]> Fri, 20 Jul 2018 16:30:20 GMT /slideshow/c32017-tap-106762004/106762004 becker@slideshare.net(becker) T.A.P. : The Teach Aloud Protocol becker A popular approach in teaching is what is being called Teaching Out Loud. The approach advocated by many of those who use the term is in many ways closer to Teaching Boldly (or Teaching Loud) than it is to Teaching out Loud. The idea is to advocate for the courage to try new things and to teach the ways students learn. While this is important, there is another approach that has received far less attention, but that is equally important, especially with adult learners. This approach is called the Teach Aloud Protocal (T.A.P.), and it draws inspiration from the Think Aloud idea in psychological and educational research. The basic idea is that the subject says what they are thinking about as they complete a task. The goal is to learn about the thought processes the subject is using. Given that, Teaching Aloud should be about the teacher explaining their reasoning and thought processes while teaching. This presentation will relate the authors experiences with this approach and discuss some of the implications of adopting a Teach Aloud Protocol in higher education courses. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/c3-180720163020-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> A popular approach in teaching is what is being called Teaching Out Loud. The approach advocated by many of those who use the term is in many ways closer to Teaching Boldly (or Teaching Loud) than it is to Teaching out Loud. The idea is to advocate for the courage to try new things and to teach the ways students learn. While this is important, there is another approach that has received far less attention, but that is equally important, especially with adult learners. This approach is called the Teach Aloud Protocal (T.A.P.), and it draws inspiration from the Think Aloud idea in psychological and educational research. The basic idea is that the subject says what they are thinking about as they complete a task. The goal is to learn about the thought processes the subject is using. Given that, Teaching Aloud should be about the teacher explaining their reasoning and thought processes while teaching. This presentation will relate the authors experiences with this approach and discuss some of the implications of adopting a Teach Aloud Protocol in higher education courses.
T.A.P. : The Teach Aloud Protocol from Katrin Becker
]]> 179 4 https://cdn.slidesharecdn.com/ss_thumbnails/c3-180720163020-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Misguided illusions of understanding /slideshow/misguided-illusions-of-understanding/88547866 misguidedillusionsofunderstanding-180221221100
Familiarity can provide the misguided illusion of understanding. Assume nothing. Truth Devour, Wantin. Grading is one area of formal education that isnt often interrogated. Compartmentalized scoring is the norm. Compartmentalized scoring is when portions of a students overall grade are tied to specific tasks. For example, we might allot 30% for assignments, 30% for the midterm exam, and 40% for the final exam. We dont give it much thought. We should. If we agree that our primary goal as instructors is to help students master the course content to a defined level of competence, then how does compartmentalized grading support that goal? This workshop will present a simple alternative to the typical approach of compartmentalized grading: namely, cumulative scoring.]]>
Familiarity can provide the misguided illusion of understanding. Assume nothing. Truth Devour, Wantin. Grading is one area of formal education that isnt often interrogated. Compartmentalized scoring is the norm. Compartmentalized scoring is when portions of a students overall grade are tied to specific tasks. For example, we might allot 30% for assignments, 30% for the midterm exam, and 40% for the final exam. We dont give it much thought. We should. If we agree that our primary goal as instructors is to help students master the course content to a defined level of competence, then how does compartmentalized grading support that goal? This workshop will present a simple alternative to the typical approach of compartmentalized grading: namely, cumulative scoring.]]> Wed, 21 Feb 2018 22:11:00 GMT /slideshow/misguided-illusions-of-understanding/88547866 becker@slideshare.net(becker) Misguided illusions of understanding becker Familiarity can provide the misguided illusion of understanding. Assume nothing. Truth Devour, Wantin. Grading is one area of formal education that isnt often interrogated. Compartmentalized scoring is the norm. Compartmentalized scoring is when portions of a students overall grade are tied to specific tasks. For example, we might allot 30% for assignments, 30% for the midterm exam, and 40% for the final exam. We dont give it much thought. We should. If we agree that our primary goal as instructors is to help students master the course content to a defined level of competence, then how does compartmentalized grading support that goal? This workshop will present a simple alternative to the typical approach of compartmentalized grading: namely, cumulative scoring. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/misguidedillusionsofunderstanding-180221221100-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Familiarity can provide the misguided illusion of understanding. Assume nothing. Truth Devour, Wantin. Grading is one area of formal education that isnt often interrogated. Compartmentalized scoring is the norm. Compartmentalized scoring is when portions of a students overall grade are tied to specific tasks. For example, we might allot 30% for assignments, 30% for the midterm exam, and 40% for the final exam. We dont give it much thought. We should. If we agree that our primary goal as instructors is to help students master the course content to a defined level of competence, then how does compartmentalized grading support that goal? This workshop will present a simple alternative to the typical approach of compartmentalized grading: namely, cumulative scoring.
Misguided illusions of understanding from Katrin Becker
]]> 615 4 https://cdn.slidesharecdn.com/ss_thumbnails/misguidedillusionsofunderstanding-180221221100-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Signature pedagogy /slideshow/signature-pedagogy/49511910 signaturepedagogy-150617151427-lva1-app6892
Many M.Ed. programs claim to incorporate signature pedagogies in their programs, which often include approaches such as inquiry-based, case-based, and problem-based learning, communities of learners, and more. Teacher education is unique among disciplines in that we are doing what we are teaching. Metateaching has been defined as thinking about teaching (Timpson 1999), but if metacognition is thinking about thinking, and a meta-language is a language about languages, then metateaching is in fact teaching about teaching. If we combine this with notions of signature pedagogies and the idea that we should be modeling what we are teaching, then what does this mean at the graduate level? It means that graduate instructors should themselves be modeling what they are teaching. Wouldnt signature pedagogy in education be one that actually implements the theories and models being studied in order to teach those same theories and models? Shouldnt it be one that employs experimental designs and invites the students (most of who are teachers) to examine the course design as its being taught? Wouldnt it make sense to have the students have input into the design and/or teaching? This presentation will examine the common approach to teaching graduate level education courses - the seminar - and suggest an alternate approach that uses the theories and models being taught and where the teaching methodology matches the kind of work the participants will do when they graduate.]]>
Many M.Ed. programs claim to incorporate signature pedagogies in their programs, which often include approaches such as inquiry-based, case-based, and problem-based learning, communities of learners, and more. Teacher education is unique among disciplines in that we are doing what we are teaching. Metateaching has been defined as thinking about teaching (Timpson 1999), but if metacognition is thinking about thinking, and a meta-language is a language about languages, then metateaching is in fact teaching about teaching. If we combine this with notions of signature pedagogies and the idea that we should be modeling what we are teaching, then what does this mean at the graduate level? It means that graduate instructors should themselves be modeling what they are teaching. Wouldnt signature pedagogy in education be one that actually implements the theories and models being studied in order to teach those same theories and models? Shouldnt it be one that employs experimental designs and invites the students (most of who are teachers) to examine the course design as its being taught? Wouldnt it make sense to have the students have input into the design and/or teaching? This presentation will examine the common approach to teaching graduate level education courses - the seminar - and suggest an alternate approach that uses the theories and models being taught and where the teaching methodology matches the kind of work the participants will do when they graduate.]]> Wed, 17 Jun 2015 15:14:27 GMT /slideshow/signature-pedagogy/49511910 becker@slideshare.net(becker) Signature pedagogy becker Many M.Ed. programs claim to incorporate signature pedagogies in their programs, which often include approaches such as inquiry-based, case-based, and problem-based learning, communities of learners, and more. Teacher education is unique among disciplines in that we are doing what we are teaching. Metateaching has been defined as thinking about teaching (Timpson 1999), but if metacognition is thinking about thinking, and a meta-language is a language about languages, then metateaching is in fact teaching about teaching. If we combine this with notions of signature pedagogies and the idea that we should be modeling what we are teaching, then what does this mean at the graduate level? It means that graduate instructors should themselves be modeling what they are teaching. Wouldnt signature pedagogy in education be one that actually implements the theories and models being studied in order to teach those same theories and models? Shouldnt it be one that employs experimental designs and invites the students (most of who are teachers) to examine the course design as its being taught? Wouldnt it make sense to have the students have input into the design and/or teaching? This presentation will examine the common approach to teaching graduate level education courses - the seminar - and suggest an alternate approach that uses the theories and models being taught and where the teaching methodology matches the kind of work the participants will do when they graduate. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/signaturepedagogy-150617151427-lva1-app6892-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Many M.Ed. programs claim to incorporate signature pedagogies in their programs, which often include approaches such as inquiry-based, case-based, and problem-based learning, communities of learners, and more. Teacher education is unique among disciplines in that we are doing what we are teaching. Metateaching has been defined as thinking about teaching (Timpson 1999), but if metacognition is thinking about thinking, and a meta-language is a language about languages, then metateaching is in fact teaching about teaching. If we combine this with notions of signature pedagogies and the idea that we should be modeling what we are teaching, then what does this mean at the graduate level? It means that graduate instructors should themselves be modeling what they are teaching. Wouldnt signature pedagogy in education be one that actually implements the theories and models being studied in order to teach those same theories and models? Shouldnt it be one that employs experimental designs and invites the students (most of who are teachers) to examine the course design as its being taught? Wouldnt it make sense to have the students have input into the design and/or teaching? This presentation will examine the common approach to teaching graduate level education courses - the seminar - and suggest an alternate approach that uses the theories and models being taught and where the teaching methodology matches the kind of work the participants will do when they graduate.
Signature pedagogy from Katrin Becker
]]> 3154 6 https://cdn.slidesharecdn.com/ss_thumbnails/signaturepedagogy-150617151427-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Virtue of Failure /slideshow/virtue-of-failure/49510625 virtueoffailure-150617144730-lva1-app6891
Just what do we learn from playing serious games? Especially common in games for learning is the notion that participants need to be able to win the game, but is it always necessary for the player to win in order to get our message? In his studies of productive failure, Kapur (2008) has suggested that failure can be important to learning. Indeed, when we think back on our most memorable learning experiences we often find that these lessons are things learned through failure rather than success. Learning through failure is an effective way to help people learn how to cope with situations where there is no clear solution (Dorner, et al., 1990), and for certain kinds of messages negative messages delivered via games you cant win may be more powerful than those you can. This presentation explores a class of games where winning doesnt look the way we expect it to look. Some games dont allow players to win at all, in which case the message is effectively a cautionary tale. The authors refer to these games as games you cant win, and they form a distinctly different approach to game design (examples include: Sweatshop, Darfur is Dying, and September 12th). This presentation will examine the philosophical background of games in education, the design of serious games, and look at both accidental and deliberately designed unwinnable games and how this relates to learning objectives.]]>
Just what do we learn from playing serious games? Especially common in games for learning is the notion that participants need to be able to win the game, but is it always necessary for the player to win in order to get our message? In his studies of productive failure, Kapur (2008) has suggested that failure can be important to learning. Indeed, when we think back on our most memorable learning experiences we often find that these lessons are things learned through failure rather than success. Learning through failure is an effective way to help people learn how to cope with situations where there is no clear solution (Dorner, et al., 1990), and for certain kinds of messages negative messages delivered via games you cant win may be more powerful than those you can. This presentation explores a class of games where winning doesnt look the way we expect it to look. Some games dont allow players to win at all, in which case the message is effectively a cautionary tale. The authors refer to these games as games you cant win, and they form a distinctly different approach to game design (examples include: Sweatshop, Darfur is Dying, and September 12th). This presentation will examine the philosophical background of games in education, the design of serious games, and look at both accidental and deliberately designed unwinnable games and how this relates to learning objectives.]]> Wed, 17 Jun 2015 14:47:30 GMT /slideshow/virtue-of-failure/49510625 becker@slideshare.net(becker) Virtue of Failure becker Just what do we learn from playing serious games? Especially common in games for learning is the notion that participants need to be able to win the game, but is it always necessary for the player to win in order to get our message? In his studies of productive failure, Kapur (2008) has suggested that failure can be important to learning. Indeed, when we think back on our most memorable learning experiences we often find that these lessons are things learned through failure rather than success. Learning through failure is an effective way to help people learn how to cope with situations where there is no clear solution (Dorner, et al., 1990), and for certain kinds of messages negative messages delivered via games you cant win may be more powerful than those you can. This presentation explores a class of games where winning doesnt look the way we expect it to look. Some games dont allow players to win at all, in which case the message is effectively a cautionary tale. The authors refer to these games as games you cant win, and they form a distinctly different approach to game design (examples include: Sweatshop, Darfur is Dying, and September 12th). This presentation will examine the philosophical background of games in education, the design of serious games, and look at both accidental and deliberately designed unwinnable games and how this relates to learning objectives. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/virtueoffailure-150617144730-lva1-app6891-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Just what do we learn from playing serious games? Especially common in games for learning is the notion that participants need to be able to win the game, but is it always necessary for the player to win in order to get our message? In his studies of productive failure, Kapur (2008) has suggested that failure can be important to learning. Indeed, when we think back on our most memorable learning experiences we often find that these lessons are things learned through failure rather than success. Learning through failure is an effective way to help people learn how to cope with situations where there is no clear solution (Dorner, et al., 1990), and for certain kinds of messages negative messages delivered via games you cant win may be more powerful than those you can. This presentation explores a class of games where winning doesnt look the way we expect it to look. Some games dont allow players to win at all, in which case the message is effectively a cautionary tale. The authors refer to these games as games you cant win, and they form a distinctly different approach to game design (examples include: Sweatshop, Darfur is Dying, and September 12th). This presentation will examine the philosophical background of games in education, the design of serious games, and look at both accidental and deliberately designed unwinnable games and how this relates to learning objectives.
Virtue of Failure from Katrin Becker
]]> 1134 7 https://cdn.slidesharecdn.com/ss_thumbnails/virtueoffailure-150617144730-lva1-app6891-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 4 Pillars of DGBL: A Structured Rating System for Games for Learning /slideshow/4-pillars-of-dgbl-a-structured-rating-system-for-games-for-learning/43369170 4pillarsofdgbl-150109151959-conversion-gate01
Videogames are interactive by nature - people proceed in games by doing things, and this experiential quality lies at the very core of game design. Without interaction, it isnt a game. Videogames are popular precisely because of the experience - games designed for learning can do no less. However, to be feasible for use in formal educational settings, they must do more, and while we are making progress studying games in classrooms, there remain few structured approaches to analysing games that do not include classroom testing. This presentation will outline the authors Four Pillars of Game-Based Learning and show using examples how they can be used to perform a structured analysis of both COTS and serious games to assess whether or not a game has potential for use in the classroom. These four pillars are: Gameplay - How is it as a game? Is it fun? Is it Interesting? How does it measure up esthetically? Educational Content - Are there one or more recognizable educational objectives, discernible either from the game itself or from the accompanying support materials. Teacher Support - Is there adequate teacher support to make viable for use in a formal setting? Balance - This section examines the game through the lens of the Magic Bullet model to see how well the various learning elements are balanced. Together these four pillars highlight the key issues associated with the use of games in the classroom.]]>
Videogames are interactive by nature - people proceed in games by doing things, and this experiential quality lies at the very core of game design. Without interaction, it isnt a game. Videogames are popular precisely because of the experience - games designed for learning can do no less. However, to be feasible for use in formal educational settings, they must do more, and while we are making progress studying games in classrooms, there remain few structured approaches to analysing games that do not include classroom testing. This presentation will outline the authors Four Pillars of Game-Based Learning and show using examples how they can be used to perform a structured analysis of both COTS and serious games to assess whether or not a game has potential for use in the classroom. These four pillars are: Gameplay - How is it as a game? Is it fun? Is it Interesting? How does it measure up esthetically? Educational Content - Are there one or more recognizable educational objectives, discernible either from the game itself or from the accompanying support materials. Teacher Support - Is there adequate teacher support to make viable for use in a formal setting? Balance - This section examines the game through the lens of the Magic Bullet model to see how well the various learning elements are balanced. Together these four pillars highlight the key issues associated with the use of games in the classroom.]]> Fri, 09 Jan 2015 15:19:59 GMT /slideshow/4-pillars-of-dgbl-a-structured-rating-system-for-games-for-learning/43369170 becker@slideshare.net(becker) 4 Pillars of DGBL: A Structured Rating System for Games for Learning becker Videogames are interactive by nature - people proceed in games by doing things, and this experiential quality lies at the very core of game design. Without interaction, it isnt a game. Videogames are popular precisely because of the experience - games designed for learning can do no less. However, to be feasible for use in formal educational settings, they must do more, and while we are making progress studying games in classrooms, there remain few structured approaches to analysing games that do not include classroom testing. This presentation will outline the authors Four Pillars of Game-Based Learning and show using examples how they can be used to perform a structured analysis of both COTS and serious games to assess whether or not a game has potential for use in the classroom. These four pillars are: Gameplay - How is it as a game? Is it fun? Is it Interesting? How does it measure up esthetically? Educational Content - Are there one or more recognizable educational objectives, discernible either from the game itself or from the accompanying support materials. Teacher Support - Is there adequate teacher support to make viable for use in a formal setting? Balance - This section examines the game through the lens of the Magic Bullet model to see how well the various learning elements are balanced. Together these four pillars highlight the key issues associated with the use of games in the classroom. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/4pillarsofdgbl-150109151959-conversion-gate01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Videogames are interactive by nature - people proceed in games by doing things, and this experiential quality lies at the very core of game design. Without interaction, it isnt a game. Videogames are popular precisely because of the experience - games designed for learning can do no less. However, to be feasible for use in formal educational settings, they must do more, and while we are making progress studying games in classrooms, there remain few structured approaches to analysing games that do not include classroom testing. This presentation will outline the authors Four Pillars of Game-Based Learning and show using examples how they can be used to perform a structured analysis of both COTS and serious games to assess whether or not a game has potential for use in the classroom. These four pillars are: Gameplay - How is it as a game? Is it fun? Is it Interesting? How does it measure up esthetically? Educational Content - Are there one or more recognizable educational objectives, discernible either from the game itself or from the accompanying support materials. Teacher Support - Is there adequate teacher support to make viable for use in a formal setting? Balance - This section examines the game through the lens of the Magic Bullet model to see how well the various learning elements are balanced. Together these four pillars highlight the key issues associated with the use of games in the classroom.
4 Pillars of DGBL: A Structured Rating System for Games for Learning from Katrin Becker
]]> 1252 1 https://cdn.slidesharecdn.com/ss_thumbnails/4pillarsofdgbl-150109151959-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Gamification paradigm /slideshow/gamification-paradigm/43339572 gamificationparadigm-150108193400-conversion-gate02
In a recent online presentation Charles M. Reigeluth, he said that the future of Ed Tech would require a change of paradigm of pedagogy. Gamification is one such new pedagogy that can be implemented without the need for institutional systemic change. Gamification is the use of game elements in non-game contexts and since the terms first appearance in 2006, it has become a trending topic on many education forums. This presentation reports on the gamification of 2 university courses: one a grad-level education course and the other a freshman computer course. While many aspects of gamification are *not* new, some are, and when taken together create a pedagogy that could be one of Reigeluths different paradigms. His requirements for a new paradigm includes a requirement for attainment-based, continuous student progress that is learner-centered, personalized, and self-directed. Gamification, done right, is all those things. The Gamification Paradigm includes: Strict cumulative grading. More tasks to choose from than needed for a perfect score. Flexible path through content to demonstrate objectives. Attainment-base student progress. Criterion-referenced assessment. The presentation will explain the structure of the courses that were taught, highlight successes and failures, and conclude with strategies that can be used to incorporate meaningful gamification into existing courses. ]]>
In a recent online presentation Charles M. Reigeluth, he said that the future of Ed Tech would require a change of paradigm of pedagogy. Gamification is one such new pedagogy that can be implemented without the need for institutional systemic change. Gamification is the use of game elements in non-game contexts and since the terms first appearance in 2006, it has become a trending topic on many education forums. This presentation reports on the gamification of 2 university courses: one a grad-level education course and the other a freshman computer course. While many aspects of gamification are *not* new, some are, and when taken together create a pedagogy that could be one of Reigeluths different paradigms. His requirements for a new paradigm includes a requirement for attainment-based, continuous student progress that is learner-centered, personalized, and self-directed. Gamification, done right, is all those things. The Gamification Paradigm includes: Strict cumulative grading. More tasks to choose from than needed for a perfect score. Flexible path through content to demonstrate objectives. Attainment-base student progress. Criterion-referenced assessment. The presentation will explain the structure of the courses that were taught, highlight successes and failures, and conclude with strategies that can be used to incorporate meaningful gamification into existing courses. ]]> Thu, 08 Jan 2015 19:34:00 GMT /slideshow/gamification-paradigm/43339572 becker@slideshare.net(becker) Gamification paradigm becker In a recent online presentation Charles M. Reigeluth, he said that the future of Ed Tech would require a change of paradigm of pedagogy. Gamification is one such new pedagogy that can be implemented without the need for institutional systemic change. Gamification is the use of game elements in non-game contexts and since the terms first appearance in 2006, it has become a trending topic on many education forums. This presentation reports on the gamification of 2 university courses: one a grad-level education course and the other a freshman computer course. While many aspects of gamification are *not* new, some are, and when taken together create a pedagogy that could be one of Reigeluths different paradigms. His requirements for a new paradigm includes a requirement for attainment-based, continuous student progress that is learner-centered, personalized, and self-directed. Gamification, done right, is all those things. The Gamification Paradigm includes: Strict cumulative grading. More tasks to choose from than needed for a perfect score. Flexible path through content to demonstrate objectives. Attainment-base student progress. Criterion-referenced assessment. The presentation will explain the structure of the courses that were taught, highlight successes and failures, and conclude with strategies that can be used to incorporate meaningful gamification into existing courses. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/gamificationparadigm-150108193400-conversion-gate02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> In a recent online presentation Charles M. Reigeluth, he said that the future of Ed Tech would require a change of paradigm of pedagogy. Gamification is one such new pedagogy that can be implemented without the need for institutional systemic change. Gamification is the use of game elements in non-game contexts and since the terms first appearance in 2006, it has become a trending topic on many education forums. This presentation reports on the gamification of 2 university courses: one a grad-level education course and the other a freshman computer course. While many aspects of gamification are *not* new, some are, and when taken together create a pedagogy that could be one of Reigeluths different paradigms. His requirements for a new paradigm includes a requirement for attainment-based, continuous student progress that is learner-centered, personalized, and self-directed. Gamification, done right, is all those things. The Gamification Paradigm includes: Strict cumulative grading. More tasks to choose from than needed for a perfect score. Flexible path through content to demonstrate objectives. Attainment-base student progress. Criterion-referenced assessment. The presentation will explain the structure of the courses that were taught, highlight successes and failures, and conclude with strategies that can be used to incorporate meaningful gamification into existing courses.
Gamification paradigm from Katrin Becker
]]> 1415 4 https://cdn.slidesharecdn.com/ss_thumbnails/gamificationparadigm-150108193400-conversion-gate02-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 The Calm and The Storm: Simulation and Games - Why All Games are Simulations and the Challenges of Using Simulations and Games for Learning /becker/the-calm-and-the-storm thecalmandthestorm-140924092259-phpapp01
"There are some things you learn best in calm, and some in storm." Willa Cather (1915) In this community, the claim that all games are simulations, but not all simulations are games does not seem especially radical. When you look under the hood of a modern simulation or videogame, you see pretty much the same stuff. It hardly seems worth a second thought. We all know that simulation has been at the very core of computer development since the very beginning, and weve applied what we know to games for almost as long. Nevertheless, with a very few exceptions, what the rest of the world knows of simulations is very much like the elephant described by the famous blind monks. This was not a big handicap in the early days when simulations were primarily created for fairly specialized applications, but thanks to the Internet, videogames, and mobile technology, things have changed. One of the places where things have changed the most is in education and professional development (training of all sorts). In education, simulations are said to be about real life systems, while games are about fantasy and often times educational simulations have nothing at all to do with computers. Educationists make sweeping assumptions about how simulations get used, including notions that fidelity and realism are requirements for effective learning, and that winning always takes precedence over exploration in games. These notions end up being more limiting than liberating. Clearly, recognizing that games are in fact merely a subset of a larger category of simulations affords opportunities for a fruitful exchange of knowledge, which includes the sharing of methodologies and tools. Join me as we look at the claim that all games are simulations in more detail. We will examine the dichotomy between modern digital games and the more traditional view of simulations, and what implications this has for the design and development of both pure simulations as well as games for learning.]]>
"There are some things you learn best in calm, and some in storm." Willa Cather (1915) In this community, the claim that all games are simulations, but not all simulations are games does not seem especially radical. When you look under the hood of a modern simulation or videogame, you see pretty much the same stuff. It hardly seems worth a second thought. We all know that simulation has been at the very core of computer development since the very beginning, and weve applied what we know to games for almost as long. Nevertheless, with a very few exceptions, what the rest of the world knows of simulations is very much like the elephant described by the famous blind monks. This was not a big handicap in the early days when simulations were primarily created for fairly specialized applications, but thanks to the Internet, videogames, and mobile technology, things have changed. One of the places where things have changed the most is in education and professional development (training of all sorts). In education, simulations are said to be about real life systems, while games are about fantasy and often times educational simulations have nothing at all to do with computers. Educationists make sweeping assumptions about how simulations get used, including notions that fidelity and realism are requirements for effective learning, and that winning always takes precedence over exploration in games. These notions end up being more limiting than liberating. Clearly, recognizing that games are in fact merely a subset of a larger category of simulations affords opportunities for a fruitful exchange of knowledge, which includes the sharing of methodologies and tools. Join me as we look at the claim that all games are simulations in more detail. We will examine the dichotomy between modern digital games and the more traditional view of simulations, and what implications this has for the design and development of both pure simulations as well as games for learning.]]> Wed, 24 Sep 2014 09:22:59 GMT /becker/the-calm-and-the-storm becker@slideshare.net(becker) The Calm and The Storm: Simulation and Games - Why All Games are Simulations and the Challenges of Using Simulations and Games for Learning becker "There are some things you learn best in calm, and some in storm." Willa Cather (1915) In this community, the claim that all games are simulations, but not all simulations are games does not seem especially radical. When you look under the hood of a modern simulation or videogame, you see pretty much the same stuff. It hardly seems worth a second thought. We all know that simulation has been at the very core of computer development since the very beginning, and weve applied what we know to games for almost as long. Nevertheless, with a very few exceptions, what the rest of the world knows of simulations is very much like the elephant described by the famous blind monks. This was not a big handicap in the early days when simulations were primarily created for fairly specialized applications, but thanks to the Internet, videogames, and mobile technology, things have changed. One of the places where things have changed the most is in education and professional development (training of all sorts). In education, simulations are said to be about real life systems, while games are about fantasy and often times educational simulations have nothing at all to do with computers. Educationists make sweeping assumptions about how simulations get used, including notions that fidelity and realism are requirements for effective learning, and that winning always takes precedence over exploration in games. These notions end up being more limiting than liberating. Clearly, recognizing that games are in fact merely a subset of a larger category of simulations affords opportunities for a fruitful exchange of knowledge, which includes the sharing of methodologies and tools. Join me as we look at the claim that all games are simulations in more detail. We will examine the dichotomy between modern digital games and the more traditional view of simulations, and what implications this has for the design and development of both pure simulations as well as games for learning. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/thecalmandthestorm-140924092259-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> &quot;There are some things you learn best in calm, and some in storm.&quot; Willa Cather (1915) In this community, the claim that all games are simulations, but not all simulations are games does not seem especially radical. When you look under the hood of a modern simulation or videogame, you see pretty much the same stuff. It hardly seems worth a second thought. We all know that simulation has been at the very core of computer development since the very beginning, and weve applied what we know to games for almost as long. Nevertheless, with a very few exceptions, what the rest of the world knows of simulations is very much like the elephant described by the famous blind monks. This was not a big handicap in the early days when simulations were primarily created for fairly specialized applications, but thanks to the Internet, videogames, and mobile technology, things have changed. One of the places where things have changed the most is in education and professional development (training of all sorts). In education, simulations are said to be about real life systems, while games are about fantasy and often times educational simulations have nothing at all to do with computers. Educationists make sweeping assumptions about how simulations get used, including notions that fidelity and realism are requirements for effective learning, and that winning always takes precedence over exploration in games. These notions end up being more limiting than liberating. Clearly, recognizing that games are in fact merely a subset of a larger category of simulations affords opportunities for a fruitful exchange of knowledge, which includes the sharing of methodologies and tools. Join me as we look at the claim that all games are simulations in more detail. We will examine the dichotomy between modern digital games and the more traditional view of simulations, and what implications this has for the design and development of both pure simulations as well as games for learning.
The Calm and The Storm: Simulation and Games - Why All Games are Simulations and the Challenges of Using Simulations and Games for Learning from Katrin Becker
]]> 1156 5 https://cdn.slidesharecdn.com/ss_thumbnails/thecalmandthestorm-140924092259-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Gamification how to gamify learning and instruction Part 1 (of 3) /slideshow/gamification-how-to-gamify-learning-and-instruction-part-1-of-3/30262892 gamificationhowtogamifylearningandinstruction1-140121110702-phpapp01
Gamification - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isnt, and reports on the authors experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 experience points (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of guild (group) quests and solo quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.]]>
Gamification - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isnt, and reports on the authors experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 experience points (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of guild (group) quests and solo quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.]]> Tue, 21 Jan 2014 11:07:02 GMT /slideshow/gamification-how-to-gamify-learning-and-instruction-part-1-of-3/30262892 becker@slideshare.net(becker) Gamification how to gamify learning and instruction Part 1 (of 3) becker Gamification - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isnt, and reports on the authors experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 experience points (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of guild (group) quests and solo quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/gamificationhowtogamifylearningandinstruction1-140121110702-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Gamification - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isnt, and reports on the authors experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 experience points (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of guild (group) quests and solo quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.
Gamification how to gamify learning and instruction Part 1 (of 3) from Katrin Becker
]]> 1934 5 https://cdn.slidesharecdn.com/ss_thumbnails/gamificationhowtogamifylearningandinstruction1-140121110702-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Gamification how to gamify learning and instruction, part 2 (of 3) /slideshow/gamification-how-to-gamify-learning-and-instruction-part-2/30262786 gamificationhowtogamifylearningandinstruction2-140121110450-phpapp01
Gamification - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isnt, and reports on the authors experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 experience points (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of guild (group) quests and solo quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.]]>
Gamification - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isnt, and reports on the authors experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 experience points (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of guild (group) quests and solo quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.]]> Tue, 21 Jan 2014 11:04:50 GMT /slideshow/gamification-how-to-gamify-learning-and-instruction-part-2/30262786 becker@slideshare.net(becker) Gamification how to gamify learning and instruction, part 2 (of 3) becker Gamification - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isnt, and reports on the authors experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 experience points (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of guild (group) quests and solo quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/gamificationhowtogamifylearningandinstruction2-140121110450-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Gamification - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isnt, and reports on the authors experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 experience points (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of guild (group) quests and solo quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.
Gamification how to gamify learning and instruction, part 2 (of 3) from Katrin Becker
]]> 1513 6 https://cdn.slidesharecdn.com/ss_thumbnails/gamificationhowtogamifylearningandinstruction2-140121110450-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Is gamification a game changer /becker/is-gamification-a-game-changer isgamificationagame-changer-140120095144-phpapp02
Gamification - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isnt, and reports on the authors experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 experience points (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of guild (group) quests and solo quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.]]>
Gamification - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isnt, and reports on the authors experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 experience points (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of guild (group) quests and solo quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.]]> Mon, 20 Jan 2014 09:51:44 GMT /becker/is-gamification-a-game-changer becker@slideshare.net(becker) Is gamification a game changer becker Gamification - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isnt, and reports on the authors experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 experience points (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of guild (group) quests and solo quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/isgamificationagame-changer-140120095144-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Gamification - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isnt, and reports on the authors experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 experience points (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of guild (group) quests and solo quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.
Is gamification a game changer from Katrin Becker
]]> 2754 8 https://cdn.slidesharecdn.com/ss_thumbnails/isgamificationagame-changer-140120095144-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 CS Example: Parsing a Sentence /becker/cs-parsing-a-sentence parsesentence-140118133643-phpapp01
A worked example of parsing a natural language sentence using syntax diagrams.]]>
A worked example of parsing a natural language sentence using syntax diagrams.]]> Sat, 18 Jan 2014 13:36:43 GMT /becker/cs-parsing-a-sentence becker@slideshare.net(becker) CS Example: Parsing a Sentence becker A worked example of parsing a natural language sentence using syntax diagrams. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/parsesentence-140118133643-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> A worked example of parsing a natural language sentence using syntax diagrams.
CS Example: Parsing a Sentence from Katrin Becker
]]> 902 3 https://cdn.slidesharecdn.com/ss_thumbnails/parsesentence-140118133643-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 CS Lesson: Introduction to the Java virtual Machine /slideshow/cs-introduction-to-the-java-virtual-machine/30165498 java-virtual-140118133003-phpapp01
An introduction to the Java Virtual Machine]]>
An introduction to the Java Virtual Machine]]> Sat, 18 Jan 2014 13:30:03 GMT /slideshow/cs-introduction-to-the-java-virtual-machine/30165498 becker@slideshare.net(becker) CS Lesson: Introduction to the Java virtual Machine becker An introduction to the Java Virtual Machine <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/java-virtual-140118133003-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> An introduction to the Java Virtual Machine
CS Lesson: Introduction to the Java virtual Machine from Katrin Becker
]]> 1144 3 https://cdn.slidesharecdn.com/ss_thumbnails/java-virtual-140118133003-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 CS: Introduction to Record Manipulation & Indexing /slideshow/introduction-to-record-manipulation-indexing/30141430 indexing-140117134703-phpapp02
An introduction to data record manipulation and indexing. Originally created 2003 by Katrin Becker All rights reserved.]]>
An introduction to data record manipulation and indexing. Originally created 2003 by Katrin Becker All rights reserved.]]> Fri, 17 Jan 2014 13:47:03 GMT /slideshow/introduction-to-record-manipulation-indexing/30141430 becker@slideshare.net(becker) CS: Introduction to Record Manipulation & Indexing becker An introduction to data record manipulation and indexing. Originally created 2003 by Katrin Becker All rights reserved. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/indexing-140117134703-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> An introduction to data record manipulation and indexing. Originally created 2003 by Katrin Becker All rights reserved.
CS: Introduction to Record Manipulation & Indexing from Katrin Becker
]]> 763 2 https://cdn.slidesharecdn.com/ss_thumbnails/indexing-140117134703-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 CS Lesson: Creating Your First Class in Java /slideshow/creating-your-first-class-in-first-class/30141222 firstclass-140117133841-phpapp02
A brief introduction to creating a first class in the programming language Java.]]>
A brief introduction to creating a first class in the programming language Java.]]> Fri, 17 Jan 2014 13:38:41 GMT /slideshow/creating-your-first-class-in-first-class/30141222 becker@slideshare.net(becker) CS Lesson: Creating Your First Class in Java becker A brief introduction to creating a first class in the programming language Java. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/firstclass-140117133841-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> A brief introduction to creating a first class in the programming language Java.
CS Lesson: Creating Your First Class in Java from Katrin Becker
]]> 760 2 https://cdn.slidesharecdn.com/ss_thumbnails/firstclass-140117133841-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Informing pedagogy through collaborative inquiry /slideshow/informing-pedagogy-through-collaborative-inquiry/29361057 informingpedagogythroughcollaborativeinquiry-131219102703-phpapp01
SoTL research is often instigated and directed by the instructors or facilitators who are responsible for a given course, program, seminar, or workshop. The facilitators, or sometimes an outside person is the researcher, while the students are the subjects. Even in participatory action research, the learners are still primarily treated as subjects. Recently, the author designed and delivered a graduate level course where the entire course design became the subject of a co-operative inquiry. In co-operative inquiry, members of the group contribute both to the ideas that go into their work together, and also are part of the activity that is being researched. Everyone has a say in deciding what questions are to be addressed and what ideas may be of help; everyone contributes to thinking about how to explore the questions; everyone gets involved in the activity that is being researched; and finally everybody has a say in whatever conclusions the co-operative inquiry group may reach. So in co-operative inquiry the split between 'researcher' and 'subjects' is done away with, and all those involved act together as 'co-researchers' and as 'co-subjects'. (Heron, 1992).In other words the learners are also the researchers alongside the instructor. This presentation is intended to outline the methodology known as co-operative inquiry, to briefly report on the authors experiences with this approach in a graduate level Education class, and to solicit collaborators in pursuing possible opportunities to explore this approach further in undergraduate courses.]]>
SoTL research is often instigated and directed by the instructors or facilitators who are responsible for a given course, program, seminar, or workshop. The facilitators, or sometimes an outside person is the researcher, while the students are the subjects. Even in participatory action research, the learners are still primarily treated as subjects. Recently, the author designed and delivered a graduate level course where the entire course design became the subject of a co-operative inquiry. In co-operative inquiry, members of the group contribute both to the ideas that go into their work together, and also are part of the activity that is being researched. Everyone has a say in deciding what questions are to be addressed and what ideas may be of help; everyone contributes to thinking about how to explore the questions; everyone gets involved in the activity that is being researched; and finally everybody has a say in whatever conclusions the co-operative inquiry group may reach. So in co-operative inquiry the split between 'researcher' and 'subjects' is done away with, and all those involved act together as 'co-researchers' and as 'co-subjects'. (Heron, 1992).In other words the learners are also the researchers alongside the instructor. This presentation is intended to outline the methodology known as co-operative inquiry, to briefly report on the authors experiences with this approach in a graduate level Education class, and to solicit collaborators in pursuing possible opportunities to explore this approach further in undergraduate courses.]]> Thu, 19 Dec 2013 10:27:03 GMT /slideshow/informing-pedagogy-through-collaborative-inquiry/29361057 becker@slideshare.net(becker) Informing pedagogy through collaborative inquiry becker SoTL research is often instigated and directed by the instructors or facilitators who are responsible for a given course, program, seminar, or workshop. The facilitators, or sometimes an outside person is the researcher, while the students are the subjects. Even in participatory action research, the learners are still primarily treated as subjects. Recently, the author designed and delivered a graduate level course where the entire course design became the subject of a co-operative inquiry. In co-operative inquiry, members of the group contribute both to the ideas that go into their work together, and also are part of the activity that is being researched. Everyone has a say in deciding what questions are to be addressed and what ideas may be of help; everyone contributes to thinking about how to explore the questions; everyone gets involved in the activity that is being researched; and finally everybody has a say in whatever conclusions the co-operative inquiry group may reach. So in co-operative inquiry the split between 'researcher' and 'subjects' is done away with, and all those involved act together as 'co-researchers' and as 'co-subjects'. (Heron, 1992).In other words the learners are also the researchers alongside the instructor. This presentation is intended to outline the methodology known as co-operative inquiry, to briefly report on the authors experiences with this approach in a graduate level Education class, and to solicit collaborators in pursuing possible opportunities to explore this approach further in undergraduate courses. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/informingpedagogythroughcollaborativeinquiry-131219102703-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> SoTL research is often instigated and directed by the instructors or facilitators who are responsible for a given course, program, seminar, or workshop. The facilitators, or sometimes an outside person is the researcher, while the students are the subjects. Even in participatory action research, the learners are still primarily treated as subjects. Recently, the author designed and delivered a graduate level course where the entire course design became the subject of a co-operative inquiry. In co-operative inquiry, members of the group contribute both to the ideas that go into their work together, and also are part of the activity that is being researched. Everyone has a say in deciding what questions are to be addressed and what ideas may be of help; everyone contributes to thinking about how to explore the questions; everyone gets involved in the activity that is being researched; and finally everybody has a say in whatever conclusions the co-operative inquiry group may reach. So in co-operative inquiry the split between &#39;researcher&#39; and &#39;subjects&#39; is done away with, and all those involved act together as &#39;co-researchers&#39; and as &#39;co-subjects&#39;. (Heron, 1992).In other words the learners are also the researchers alongside the instructor. This presentation is intended to outline the methodology known as co-operative inquiry, to briefly report on the authors experiences with this approach in a graduate level Education class, and to solicit collaborators in pursuing possible opportunities to explore this approach further in undergraduate courses.
Informing pedagogy through collaborative inquiry from Katrin Becker
]]> 1080 6 https://cdn.slidesharecdn.com/ss_thumbnails/informingpedagogythroughcollaborativeinquiry-131219102703-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Informing SoTL using playtesting techniques /becker/informing-so-tl-using-playtesting-techniques informingsotlusingplaytestingtechniques-131219102459-phpapp01
Typical research methodologies in SoTL include many of the traditional educational research methodologies, yet there are methodologies in other disciplines and industries that can provide fresh perspectives. One of these industries is the videogame industry. While there are fundamental differences such as the fact that one seeks primarily to entertain and the other to enlighten or educate, the practices, processes, and theories behind playtesting games can be used to inform aspects of pedagogy that relate to engagement. The primary focus in game design is on the experience and there has been considerable research into ways to assess and measure the player experience through playtesting. Playtesting is concerned with such things as whether or not the game is fun, which parts are too easy or hard, whether and when people become bored, and with the players progression through the to the end. All of these properties have relevance to teaching and learning even though they may not appear to be directly connected with whether or not the learning objectives were met. Rather, playtesting is concerned with the motivation of the player/student to continue the particular course of learning, which speaks to the success of the methodology in capturing the student's imagination. Sometimes, simply taking a novel approach to evaluation can yield insights that were not uncovered by more common approaches. This presentation will provide a brief overview of formal playtesting procedures and highlight ways these approaches could be used in the classroom as well as how this could inform pedagogy.]]>
Typical research methodologies in SoTL include many of the traditional educational research methodologies, yet there are methodologies in other disciplines and industries that can provide fresh perspectives. One of these industries is the videogame industry. While there are fundamental differences such as the fact that one seeks primarily to entertain and the other to enlighten or educate, the practices, processes, and theories behind playtesting games can be used to inform aspects of pedagogy that relate to engagement. The primary focus in game design is on the experience and there has been considerable research into ways to assess and measure the player experience through playtesting. Playtesting is concerned with such things as whether or not the game is fun, which parts are too easy or hard, whether and when people become bored, and with the players progression through the to the end. All of these properties have relevance to teaching and learning even though they may not appear to be directly connected with whether or not the learning objectives were met. Rather, playtesting is concerned with the motivation of the player/student to continue the particular course of learning, which speaks to the success of the methodology in capturing the student's imagination. Sometimes, simply taking a novel approach to evaluation can yield insights that were not uncovered by more common approaches. This presentation will provide a brief overview of formal playtesting procedures and highlight ways these approaches could be used in the classroom as well as how this could inform pedagogy.]]> Thu, 19 Dec 2013 10:24:59 GMT /becker/informing-so-tl-using-playtesting-techniques becker@slideshare.net(becker) Informing SoTL using playtesting techniques becker Typical research methodologies in SoTL include many of the traditional educational research methodologies, yet there are methodologies in other disciplines and industries that can provide fresh perspectives. One of these industries is the videogame industry. While there are fundamental differences such as the fact that one seeks primarily to entertain and the other to enlighten or educate, the practices, processes, and theories behind playtesting games can be used to inform aspects of pedagogy that relate to engagement. The primary focus in game design is on the experience and there has been considerable research into ways to assess and measure the player experience through playtesting. Playtesting is concerned with such things as whether or not the game is fun, which parts are too easy or hard, whether and when people become bored, and with the players progression through the to the end. All of these properties have relevance to teaching and learning even though they may not appear to be directly connected with whether or not the learning objectives were met. Rather, playtesting is concerned with the motivation of the player/student to continue the particular course of learning, which speaks to the success of the methodology in capturing the student's imagination. Sometimes, simply taking a novel approach to evaluation can yield insights that were not uncovered by more common approaches. This presentation will provide a brief overview of formal playtesting procedures and highlight ways these approaches could be used in the classroom as well as how this could inform pedagogy. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/informingsotlusingplaytestingtechniques-131219102459-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Typical research methodologies in SoTL include many of the traditional educational research methodologies, yet there are methodologies in other disciplines and industries that can provide fresh perspectives. One of these industries is the videogame industry. While there are fundamental differences such as the fact that one seeks primarily to entertain and the other to enlighten or educate, the practices, processes, and theories behind playtesting games can be used to inform aspects of pedagogy that relate to engagement. The primary focus in game design is on the experience and there has been considerable research into ways to assess and measure the player experience through playtesting. Playtesting is concerned with such things as whether or not the game is fun, which parts are too easy or hard, whether and when people become bored, and with the players progression through the to the end. All of these properties have relevance to teaching and learning even though they may not appear to be directly connected with whether or not the learning objectives were met. Rather, playtesting is concerned with the motivation of the player/student to continue the particular course of learning, which speaks to the success of the methodology in capturing the student&#39;s imagination. Sometimes, simply taking a novel approach to evaluation can yield insights that were not uncovered by more common approaches. This presentation will provide a brief overview of formal playtesting procedures and highlight ways these approaches could be used in the classroom as well as how this could inform pedagogy.
Informing SoTL using playtesting techniques from Katrin Becker
]]> 725 7 https://cdn.slidesharecdn.com/ss_thumbnails/informingsotlusingplaytestingtechniques-131219102459-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Using cards games as learning objects to teach genetics /becker/using-cards-games-as-learning-objects usingcardsgamesaslearningobjectsv3-131219101026-phpapp02
This presentation reports on the early results of a study of a novel card game used to teach concepts of Mendelian genetics and inheritance in a biology class. The card game being tested is currently in the prototype stage, and the current study seeks to determine if the design of the cards, game rules, and support material are appropriate to meet the intended objectives. The game, which uses domestic rabbit coat colours as the theme has both a novice and a standard variant, both of which will be described. Gameplay is patterned after the popular genre of rummy card games where players must match cards in sets according to specified criteria, in this case the genotypes of the rabbits featured on the cards. Through playing the game and matching phenotypes w/ genotypes as well as determining what can be produced given a specific phenotype and underlying genotype, players will learn basic principles of genetics, including familiarity with standard notation, terminology, and concepts such as genotype vs. phenotype. The game has been tested in several other venues and the results of those playtests will be summarized along with the early results from the current study which is the first test of the game in a biology class. Students were invited to play the game, and reflect on their experience through a survey that includes standard playtesting methodologies. Preliminary results will be presented along with a plan for the next steps. ]]>
This presentation reports on the early results of a study of a novel card game used to teach concepts of Mendelian genetics and inheritance in a biology class. The card game being tested is currently in the prototype stage, and the current study seeks to determine if the design of the cards, game rules, and support material are appropriate to meet the intended objectives. The game, which uses domestic rabbit coat colours as the theme has both a novice and a standard variant, both of which will be described. Gameplay is patterned after the popular genre of rummy card games where players must match cards in sets according to specified criteria, in this case the genotypes of the rabbits featured on the cards. Through playing the game and matching phenotypes w/ genotypes as well as determining what can be produced given a specific phenotype and underlying genotype, players will learn basic principles of genetics, including familiarity with standard notation, terminology, and concepts such as genotype vs. phenotype. The game has been tested in several other venues and the results of those playtests will be summarized along with the early results from the current study which is the first test of the game in a biology class. Students were invited to play the game, and reflect on their experience through a survey that includes standard playtesting methodologies. Preliminary results will be presented along with a plan for the next steps. ]]> Thu, 19 Dec 2013 10:10:26 GMT /becker/using-cards-games-as-learning-objects becker@slideshare.net(becker) Using cards games as learning objects to teach genetics becker This presentation reports on the early results of a study of a novel card game used to teach concepts of Mendelian genetics and inheritance in a biology class. The card game being tested is currently in the prototype stage, and the current study seeks to determine if the design of the cards, game rules, and support material are appropriate to meet the intended objectives. The game, which uses domestic rabbit coat colours as the theme has both a novice and a standard variant, both of which will be described. Gameplay is patterned after the popular genre of rummy card games where players must match cards in sets according to specified criteria, in this case the genotypes of the rabbits featured on the cards. Through playing the game and matching phenotypes w/ genotypes as well as determining what can be produced given a specific phenotype and underlying genotype, players will learn basic principles of genetics, including familiarity with standard notation, terminology, and concepts such as genotype vs. phenotype. The game has been tested in several other venues and the results of those playtests will be summarized along with the early results from the current study which is the first test of the game in a biology class. Students were invited to play the game, and reflect on their experience through a survey that includes standard playtesting methodologies. Preliminary results will be presented along with a plan for the next steps. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/usingcardsgamesaslearningobjectsv3-131219101026-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This presentation reports on the early results of a study of a novel card game used to teach concepts of Mendelian genetics and inheritance in a biology class. The card game being tested is currently in the prototype stage, and the current study seeks to determine if the design of the cards, game rules, and support material are appropriate to meet the intended objectives. The game, which uses domestic rabbit coat colours as the theme has both a novice and a standard variant, both of which will be described. Gameplay is patterned after the popular genre of rummy card games where players must match cards in sets according to specified criteria, in this case the genotypes of the rabbits featured on the cards. Through playing the game and matching phenotypes w/ genotypes as well as determining what can be produced given a specific phenotype and underlying genotype, players will learn basic principles of genetics, including familiarity with standard notation, terminology, and concepts such as genotype vs. phenotype. The game has been tested in several other venues and the results of those playtests will be summarized along with the early results from the current study which is the first test of the game in a biology class. Students were invited to play the game, and reflect on their experience through a survey that includes standard playtesting methodologies. Preliminary results will be presented along with a plan for the next steps.
Using cards games as learning objects to teach genetics from Katrin Becker
]]> 4819 8 https://cdn.slidesharecdn.com/ss_thumbnails/usingcardsgamesaslearningobjectsv3-131219101026-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Gamification how to gamify learning and instruction, Part 3 (of 3) /slideshow/gamification-how-to-gamify-learning-and-instruction/29360464 gamificationhowtogamifylearningandinstruction3-131219100339-phpapp02
Gamification - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isnt, and reports on the authors experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 experience points (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of guild (group) quests and solo quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.]]>
Gamification - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isnt, and reports on the authors experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 experience points (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of guild (group) quests and solo quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.]]> Thu, 19 Dec 2013 10:03:39 GMT /slideshow/gamification-how-to-gamify-learning-and-instruction/29360464 becker@slideshare.net(becker) Gamification how to gamify learning and instruction, Part 3 (of 3) becker Gamification - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isnt, and reports on the authors experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 experience points (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of guild (group) quests and solo quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/gamificationhowtogamifylearningandinstruction3-131219100339-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Gamification - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isnt, and reports on the authors experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 experience points (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of guild (group) quests and solo quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.
Gamification how to gamify learning and instruction, Part 3 (of 3) from Katrin Becker
]]> 3256 5 https://cdn.slidesharecdn.com/ss_thumbnails/gamificationhowtogamifylearningandinstruction3-131219100339-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-becker-48x48.jpg?cb=1704583050 Specializing in Knowledge Translation (primarily in the STEM fields) Specialties: serious game design & analysis, gamification of learning, course & curricular design, distance education, educational object design, programming, teaching, assessment - all in both institutional and corporate spaces. See my slideshare page for some of my presentations (http://www.slideshare.net/becker/). www.minkhollow.ca/becker https://cdn.slidesharecdn.com/ss_thumbnails/cross-breedinganimation-180927165625-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/cross-breeding-animation/116928964 Cross breeding animation https://cdn.slidesharecdn.com/ss_thumbnails/challenge-180914155725-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/assignments-that-meet-the-needs-of-exceptional-students-without-disadvantaging-the-average/114497541 Assignments that Meet ... https://cdn.slidesharecdn.com/ss_thumbnails/c3-180720163020-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/c32017-tap-106762004/106762004 T.A.P. : The Teach Alo...