Mccalla mid termpaperpresentprogress_9630

329 views

Published on

support slides for a presentation

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
329
On SlideShare
0
From Embeds
0
Number of Embeds
173
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Intro – current position in doc pursuit
  • Rationale slide – games reach a diversity of learners in a diversity of conditions
  • Rationale slide – look how popular these games are- what mechanics do they use? Can we use them too??
  • Use of games is use of tech that is embedded within society; important practical consideration
  • The phenomena of casual games according to JesperJuul – moving into lit review
  • Report came out in May 2009, revised in 2010 – lit rev. recent stats
  • Report came out in May 2009, revised in 2010; lit rev. conceptual base - general
  • Mixed methods- design journal- docs –surveys – special inst. – game log files – lms log files
  • Sharpened focus by dephasizing generally supporting theories and emphasizing social constructivism – emphasizing learner psychology
  • Intro – current position in doc pursuit
  • Mccalla mid termpaperpresentprogress_9630

    1. 1. Larry McCalla UGA/COE/CIS/LDT 2 ND YR - Humble Games for Improving Online Learning
    2. 2. Program for the International Assessment of Adult Competencies (PIAAC) Literacy, Numeracy, and Problem Solving in Technology-Rich Environments Among U.S. Adults: Results from the Program for the International Assessment of Adult Competencies 2012. (2013, October 18). Retrieved February 27, 2014, from http://nces.ed.gov/pubsearch/
    3. 3. MOOC completion rate to date (2/4/2014) http://www.katyjordan.com/MOOCproject.html
    4. 4. Hello! Welcome to the site, please sign in! User: Password: Text entry Text entry
    5. 5. Please make a profile. Name?: Avatar?: What’s the problem?: What might you do about it?: Save & continue Save & come back later
    6. 6. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Sed quis diam lacus. Maecenas lacus risus, porta nec hendrerit et, congue eu dolor. Integer congue metus nec dictum ornare. Lore m ipsum dolor sit amet, conse ctetur adipis cing elit. Sed quis diam lacus. Maec enas Please make a profile. Name?: Avatar?: What’s the No problem?: administrative What might chartjunk - Edward Tufte you do about it?: Save & continue Save & come back later Lorem ipsum dolor sit amet, consectetur adipiscing elit. Sed quis diam lacus. Maecenas Lore m ipsum dolor sit amet, conse ctetur adipis cing elit. Sed quis diam lacus. Maec enas
    7. 7. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Sed quis diam lacus. Maecenas lacus risus, porta nec hendrerit et, congue eu dolor. Integer congue metus nec dictum ornare. Lore m ipsum dolor sit amet, conse ctetur adipis cing elit. Sed quis diam lacus. Maec enas Please make a profile. No Name?: administrative Avatar?: chartjunk - Edward Tufte What’s the problem?: What might Also these guys… you do about • J.M. Carrol (MIT) – Minimalism it?: (AUS/Twente) • Sweller/Merrienboer Cognitive Load Theory Save & continue Save & come back later Lorem ipsum dolor sit amet, consectetur adipiscing elit. Sed quis diam lacus. Maecenas Lore m ipsum dolor sit amet, conse ctetur adipis cing elit. Sed quis diam lacus. Maec enas
    8. 8. Please make a profile. Name?: Avatar?: What’s the problem?: What might you do about it?: Save & continue Save & come back later
    9. 9. Type in one word you might use to research the problem… Save & continue Save & come back later
    10. 10. Let’s play a quick game! Guess which search terms go with which researcher profile… Save & continue Save & come back later
    11. 11. Researcher profile x • • • • • • • Online At-risk Games Gender Race Learning Barriers Researcher profile x Researcher profile x Researcher profile x Researcher profile x Researcher profile x Researcher profile x Save & continue Save & come back later
    12. 12. Researcher profile x • • • • • • • Online At-risk Games Gender Race Learning Barriers Researcher profile x Researcher profile x Researcher profile x Researcher profile x Researcher profile x Researcher profile x Save & continue Save & come back later
    13. 13. You got 5 of 7 correct • • • • • • • Online At-risk Games Gender Race Learning Barriers Researcher profile x Researcher profile x Researcher profile x Researcher profile x Researcher profile x Researcher profile x Researcher profile x Save & continue Save & come back later
    14. 14. Leaderboards 7/7 Researcher profile x Online 7/7 Researcher profile x Learning 5/7 Researcher profile x Race 5/7 Researcher profile x At-risk 3/7 Researcher profile x Barriers 2/7 Researcher profile x Gender 1/7 Researcher profile x Games Save & continue Save & come back later
    15. 15. …not required to possess an intimate knowledge of video game history or to devote weeks or months to play. At the same time, many players of casual games show a dedication and skill that is anything but casual. - Jesper Juul
    16. 16. Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies (2010) * learner control of media * promote student reflection Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies U.S. Department of Education Office of Planning, Evaluation, and Policy Development Policy and Program Studies Service Revised September 2010
    17. 17. Mixed-methods Data collection • • • • • Design journal Design documents Participant surveys Domain specific test of divergent thinking Log files form game, LMS
    18. 18. What changed since the last presentation? Added: • debriefing activity (reflection) • need for longitudinal data Minimized: • Cognitive load theory Emphasized: • Learner engagement • Social presence • Situated Learning
    19. 19. games.chiensolutions.com Thanks for your time!

    ×