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The Great History Conundrum   Alex Moseley University of Leicester
Key Features: ARGs for Higher Education <ul><li>Problem solving at varying levels  (graded challenge) </li></ul><ul><li>Pr...
In 2007…
Introducing ARG Features <ul><li>Problem solving at varying levels  (graded challenge) </li></ul><ul><li>Progress and rewa...
Student Learning Outcomes <ul><li>K now where and how  to search for a variety of historical resources on and off line </l...
Puzzles/Problem Examples Basic / non-cryptic Narrative / cryptic
Puzzles/Problem Examples Communal (minor) Communal (mass)
Motivation: Leaderboard
Motivation: Automated Marking and Return 354 Gracechurch St.
Community/Collaboration: Forums
Community/Collaboration: WIKI
Community/Collaboration: WIKI
Results <ul><li>190/200 students took part over 4 weeks </li></ul><ul><li>They solved 3301 puzzles (average 17 each) </li>...
Activity <ul><li>Over the four weeks </li></ul><ul><li>By hour of day </li></ul>
Student Quotations <ul><li>“ The Great History Conundrum was both incredibly challenging and entertaining…. a fundamental ...
“ We must go beyond textbooks, go out into the bypaths and untrodden depths of the wilderness and travel and explore and t...
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Alex Moseley ARGs In Charity And Education

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Alex Moseley ARGs In Charity And Education

  1. 1. The Great History Conundrum Alex Moseley University of Leicester
  2. 2. Key Features: ARGs for Higher Education <ul><li>Problem solving at varying levels (graded challenge) </li></ul><ul><li>Progress and rewards (leaderboard, grand prize) </li></ul><ul><li>Narrative devices (characters/plot/story) </li></ul><ul><li>Influence on outcomes </li></ul><ul><li>Regular delivery of new problems/events </li></ul><ul><li>Potential for large, active community </li></ul><ul><li>Based on simple, existing technologies/media </li></ul>
  3. 3. In 2007…
  4. 4. Introducing ARG Features <ul><li>Problem solving at varying levels (graded challenge) </li></ul><ul><li>Progress and rewards (leaderboard, grand prize) </li></ul><ul><li>Narrative devices (characters/plot/story) </li></ul><ul><li>Influence on outcomes </li></ul><ul><li>Regular delivery of new problems/events </li></ul><ul><li>Potential for large, active community </li></ul><ul><li>Based on simple, existing technologies/media </li></ul>
  5. 5. Student Learning Outcomes <ul><li>K now where and how to search for a variety of historical resources on and off line </li></ul><ul><li>Be able to critically analyse internet resources to determine their suitability for academic purposes </li></ul><ul><li>Have engaged in collaborative activity online to arrive at a shared consensus </li></ul><ul><li>Obtain a number of transferable skills (problem solving, numeracy, team working, IT skills) </li></ul>
  6. 6. Puzzles/Problem Examples Basic / non-cryptic Narrative / cryptic
  7. 7. Puzzles/Problem Examples Communal (minor) Communal (mass)
  8. 8. Motivation: Leaderboard
  9. 9. Motivation: Automated Marking and Return 354 Gracechurch St.
  10. 10. Community/Collaboration: Forums
  11. 11. Community/Collaboration: WIKI
  12. 12. Community/Collaboration: WIKI
  13. 13. Results <ul><li>190/200 students took part over 4 weeks </li></ul><ul><li>They solved 3301 puzzles (average 17 each) </li></ul><ul><li>They posted 4387 messages in the forums (average 23 each) </li></ul><ul><li>Visited over 50 online/offline resources, covered wide range of topics during discussions </li></ul><ul><li>181 passed the course (90%), 92 achieved 60%+ </li></ul>
  14. 14. Activity <ul><li>Over the four weeks </li></ul><ul><li>By hour of day </li></ul>
  15. 15. Student Quotations <ul><li>“ The Great History Conundrum was both incredibly challenging and entertaining…. a fundamental part to understanding what the HS1000 course was about” </li></ul><ul><li>“ It taught me a lot of skills that I probably wouldn't have learnt in lectures, for example the actual processes involved with research on a practical level, rather than being told about them” </li></ul>
  16. 16. “ We must go beyond textbooks, go out into the bypaths and untrodden depths of the wilderness and travel and explore and tell the world the glories of our journey.” John Hope Franklin (US Historian researching Black American history). Alex Moseley Faculty of Arts • University of Leicester [email_address]
  • juli3n

    Mar. 31, 2009

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