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The Quest for Engaged Students: Technology, Millennials & Learnin

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The Quest for Engaged Students: Technology, Millennials & Learnin

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In an increasingly connected world, how does one hold the attention of students? Can the ubiquitous Smartphones and tablets actually be used to engage students instead of distracting them? Can we combine the best of traditional and modern teaching methods to create deeper learning and engagement with students? Can a lecture be redesigned to hold the attention of the students? Engagement and deep thinking is possible in a lecture by incorporating simple game elements into the instructional delivery. The result is interactive, engaging instruction which increases retention and application of learned content. Discover methods for engaging Millennials by participating in an interactive, game-like learning experience combining the technology of PowerPoint, a little imagination, and an audience response system.

In an increasingly connected world, how does one hold the attention of students? Can the ubiquitous Smartphones and tablets actually be used to engage students instead of distracting them? Can we combine the best of traditional and modern teaching methods to create deeper learning and engagement with students? Can a lecture be redesigned to hold the attention of the students? Engagement and deep thinking is possible in a lecture by incorporating simple game elements into the instructional delivery. The result is interactive, engaging instruction which increases retention and application of learned content. Discover methods for engaging Millennials by participating in an interactive, game-like learning experience combining the technology of PowerPoint, a little imagination, and an audience response system.

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The Quest for Engaged Students: Technology, Millennials & Learnin

  1. 1. Twitter:@kkapp By Karl M. Kapp Bloomsburg University Gamification of Learning &Instruction May 14, 2015 The Quest to Engage Students: Technology, Millennials & Learning
  2. 2. Related Resources… Lynda.com Course: Gamification of Learning Free Trial 7-10 day. YouTube Video Web Site: www.karlkapp.com 30% off WLY14 at Wiley Web Site
  3. 3. Design Takeaway Challenge
  4. 4. RECAP and Karl M. Kapp Present:
  5. 5. The Quest for:
  6. 6. t was a quiet Monday morning, very quiet, really quiet… almost too…
  7. 7. Then, out of nowhere, she flew into my office, like a Dean who had a problem that needed solved … Hi Dean.
  8. 8. I have a problem that needs to be solved.
  9. 9. We need more engagement. She wanted to increase student engagement and have more interactive learning for our students.
  10. 10. You came to the right Professor, that’s what I do…
  11. 11. Yeah, I know…that’s why I hired you. Ugh.. Now take the new person here and go ask Clyde, he went to the RECAP conference He learned a lot.
  12. 12. For some reason, she didn’t seem bothered by the fact that she was breaking the university’s no smoking policy…
  13. 13. Students are not Engaged? Why? Learning Eagle October 30, 2014See Section F for Coupons Investigation Opened By Harry James West Chester, PA– It started out as just another normal day. Larry the Learner had just sat at his desk to embark on a learning journey. A journey that turned horrific within only a few moments. The result is unnecessary incident that could and should have been avoided by having the right instructional strategy coupled with the right content. The news of disengagement was spreading…
  14. 14. Here’s where you come in. Help me figure out the clues …and fast.
  15. 15. Text KarlKapp to 37607 Or PollEv.com/karlkapp First, take out your text machines. K a r l K a p p
  16. 16. Choose your disguise…
  17. 17. Stakes are high……
  18. 18. First stop…Clyde’s office…look for clues
  19. 19. Better way To Learn B) Learning a little bit of content at a time. A) Learning the content in big chunks all at once.
  20. 20. Content Content Content Time Time
  21. 21. Space learning out in small chunks over time, 24 hours is the optimal spacing. Break up content in classroom every 8-10 minutes. Some call it “drip learning.”
  22. 22. I found four things written on one of Clyde’s notebooks. Could be a lead…or …it could be this session’s learning objectives
  23. 23. Let’s get going.
  24. 24. Now we need to find Ivan…the Informant... I knew one of his old haunts.
  25. 25. He was about as friendly as a fly at a fly strip convention. Hello, Clueless…
  26. 26. Look I am going to ask you some questions, the right answer gives you a clue to interactive learning. He was about as friendly as a fly at a fly strip convention.
  27. 27. What do you and your detectives have to say about this?
  28. 28. How many times a day does the average student check their cell phone?
  29. 29. The average student in the US checks their cell phone 150 times a day that’s about 9 times an hour. Students send or receive an average of 41 text messages per day., Smartphones users spend over 2.5 hours a day on their phones—32% of that time playing games.
  30. 30. Wait, let me Tweet about that…
  31. 31. You are so disengaged.
  32. 32. I’m not disengaged. ….oh look a squirrel.
  33. 33. Fact or Fishy…testing yourself is a better way to learn than re-reading or re-listening to material?
  34. 34. Enter Question Text It’s a fact: “Retrieval Practice” alone can provide improved recall performance by as much as 10-20%.
  35. 35. Require students to recall content to enhance learning. In other words, use testing to reinforce learning—not just for evaluation.
  36. 36. Combining Spaced Retrieval and Retrieval Practice is really powerful. One study in the subject of Anatomy and Physiology revealed retention benefits of between 35% and 61% with average of 41%.
  37. 37. This question will give you a clue to engaging students. Riddle me this… Ivan had another question for me…I was the one who was supposed to be ask’n questions….
  38. 38. Fact or Fishy: learners remember facts better when presented as a bulleted list rather than when presented as a story.
  39. 39. People tend to remember facts more accurately if they encounter them in a story rather than in a list.
  40. 40. Let me show you something…
  41. 41. Research shows humans have an inclination toward stories.
  42. 42. Now get out of here…
  43. 43. This mystery of interactive learning was starting to take shape…
  44. 44. Twittermission Get the Notes/Slides & Additional Ideas www.karlkapp.com/kapp-notes
  45. 45. Let’s brief the Dean on what we know so far…
  46. 46. So what have we learned?
  47. 47. So far, so good. Follow the next clue on the matchbook I found in my desk drawer….
  48. 48. I arrived at the place on the matchbook, as shady as a clump of oaks caught in an eclipse…
  49. 49. Enter Question TextHmm… What could this location and clue mean??? Tell me. Does engaging instruction start with:
  50. 50. Action draws in the learner and encourages further engagement.
  51. 51. Make the learner do something Answer a question Identify a procedure. Make a decision. Solve a mystery. Confront a challenge. Solve a Problem. Write a proposal Hands On
  52. 52. Create Open Loops Law & Order
  53. 53. Just as I was leaving, I found another matchbook.
  54. 54. Seems like a clue…should Learning be easy so we don’t discourage the learners? or Challenging where some learners will struggle?
  55. 55. Look! Things that are too easy or too difficult will not pique a learner’s interest because they lead to boredom or frustration.
  56. 56. Let me show you Clyde’s folder on this subject.
  57. 57. Do you know what elements contribute to flow?
  58. 58. Achievable Task Clear Goals Control Over Actions (Autonomy) Concentration
  59. 59. You can also add elements such as …
  60. 60. You can also add elements such as …Novelty Inconsistency Complexity SurpriseIncomplete information Unpredictable Future
  61. 61. Suddenly, a voice appeared out of nowhere…the mysterious VP of Academic Affairs
  62. 62. I saw her eyes in the shadows of the alley and she simply said…let me give you an example….
  63. 63. Here is a course on business proposal writing Suddenly I saw a strange room filled with students…
  64. 64. Students are divided into companies and must “compete” for winning bid…this is graduate school. It’s also been done in 6th grade….
  65. 65. Winning team gets the “bid”…
  66. 66. Ya’h sure about this simulation thing? Explain.
  67. 67. Simulated events provide two learning benefits... Linking classroom theory and ideas to required skills in the field…making it relevant to the learners. Evaluation by those outside of the classroom tend to provide better, more focused student performance.
  68. 68. Then, suddenly, she emerged from the shadows. I pictured you differently…
  69. 69. Here are some more matches for your boss. She smokes a lot. She shouldn’t smoke.
  70. 70. Well, here is the next clue, do we : Put the learner at risk. or Let the learner safely explore the environment.
  71. 71. No risk, or danger equal no skin in the game. Get the learner emotionally involved by putting him or her at “mock” risk.
  72. 72. Losing (points, game) Not Solving the Problem Bragging Rights Then they mysterious stranger started talking about what learners can “risk”… Starting Over Multiple Lives
  73. 73. In games, failing is allowed, it’s acceptable, and it’s part of the process.
  74. 74. One more thing…take this folder
  75. 75. Active learning increases student performance in science, engineering, and mathematics Scott Freemana,1, Sarah L. Eddya, Miles McDonougha, Michelle K. Smithb, Nnadozie Okoroafora, Hannah Jordta, and Mary Pat Wenderotha. PNAS Early Edition (Proceedings of the National Academy of Sciences)
  76. 76. Time for a recap with the Dean…she looked a little frantic…she wanted to know one more thing.
  77. 77. I want to know one more thing. I’m a little frantic and… What are the elements of active learning?
  78. 78. What are some active learning practices that can engage students?
  79. 79. Any Others?
  80. 80. Great stuff, you folks really seemed to have cracked the case as to what makes engaging instruction for these Millenials.
  81. 81. Mystery solved, just in time for the weekend. I was anxious to get some rest…
  82. 82. …to my surprise as… the Dean was driving away, she threw another matchbook….
  83. 83. But we’ll have to leave that mystery for another keynote….
  84. 84. The End
  85. 85. Now for the Takeaway Challenge
  86. 86. Now for the Takeaway Challenge 1) Story/Characters 2) Polling/Audience Input 3) Winners/Teams 4) Mystery/Curiosity 5) Blend story/instruction 6) Suprise 7) Humor 8) Modeling of the behavior
  87. 87. QUESTIONS?
  88. 88. Credits: Detective Artwork Courtesy of Vanessa Bailey Flow Diagram by Kristin Bittner Typewriter and Mysterious Eyes are Clip Art Audience Response by Poll Everywhere

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