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Applying Gamification Principles to Online Faculty Professional Development


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Applying Gamification Principles to Online Faculty Professional Development

  2. 2. S E S S I O N E VA L U AT I O N S As a part of our “green” initiatives, OLC is no longer using paper forms for session evaluations. Please use the OLC Conference mobile app to evaluate this session. Navigate to this session listing, then click on “Rate this Session”.
  3. 3. Applying Gamification Principles to Online Faculty Professional Development
  4. 4. Presenter Michael Wilder Instructional Design Coordinator Destiny has led Michael on a dual career path of education and technology. As a result, he's a hybrid with skills and perspectives from both fields. He has worked as educator and trainer in a variety of environments, serving as instructional designer, learning technologies specialist, Blackboard administrator, and university instructor.
  5. 5. Learning Objectives By attending this presentation, participants will be able to: • Discuss the challenges of online professional development (PD) • Identify potential solutions for providing PD to higher education faculty • Define essential gamification principles • Develop a basic badge issuing system • Analyze a case study applying these methods
  6. 6. Questions • How many ever taught an online course? • How many have ever received formal training on online teaching and learning pedagogy and tool use?
  7. 7. The Problem • Enrollment in online learning is rapidly increasing. • All 50 states offer online learning opportunities. • 21st century educators need to be prepared to teach online. • Very few institutions offer practical training opportunities. (Kennedy & Archambault, 2012)
  8. 8. UNLV Online Education • 300 – 400 online or hybrid sections per semester • Similar # of instructors • Many courses taught by part-time instructors • Many new instructors every semester (with little or no prior online teaching experience)
  9. 9. Our Mission Provide online professional development for online instructors. • Online teaching and learning pedagogy • Course planning and development • Best-practice models for faculty to see what the environment looks like • Opportunity for faculty to experience an online course as a student • Experience with technology and tool use • Identify helpful resources
  10. 10. The Art & Science of Teaching Online Version 1.0 • Initial planning stages in late 2010 • First section taught March 2011 • Six-week sessions • 25 credit hours / six modules • Cohort based / 5-15 participants per cohort • Instructional designer facilitated • Incentives provided
  11. 11. The Art & Science of Teaching Online Version 1.0 • Thirteen sections • 148 participants • 67 graduates • 45% completion rate • Several faculty taking the course repeatedly 67 complete 81 incomplete 148 total
  12. 12. Questions Imagine yourself in a position to provide professional development to online educators. • What are some ways you could encourage higher completion rates? • How could you build flexibility so that educators keep coming back for additional training?
  13. 13. Key survey results • Online educators have diverse professional development content needs. • Online educators are very busy. • Online educators need flexibility with scheduling. • Online educators want an interface that is both simple and engaging.
  14. 14. Open ended • No start or end date • Complete on your own schedule • Certificate of completion after all six modules Solution
  15. 15. Non-linear • “Choose your own adventure” • Modules can be taken in any order Solution
  16. 16. “Gamification is the application of game elements in non- gaming situations, often to motivate or influence behavior.” ”7 Things You Should Know About Gamification," Educause Learning Initiative Solution
  17. 17. Gamification • At least 35 elements of game design • Many already exist in learning management systems
  18. 18. Case Study The Art & Science of Teaching Online
  19. 19. Upon completion of this course, participants will be able to: • describe standard design and development processes for fully online or blended (hybrid) courses at UNLV, • prepare typical planning documents necessary for developing an online class (syllabus, course schedule, learning objectives), • identify online teaching techniques that encourage student success, • develop effective communication and collaboration strategies for online courses, • design meaningful and authentic assessments for online learning.
  20. 20. The course is composed of six learning modules: • Starting the journey • Planning and designing a course • Teaching an online course • Content presentation and online resources • Communication and collaboration • Assessments and rubrics
  21. 21. Faculty are encouraged to share challenges and successes, resources, ideas, and thoughts
  22. 22. Future enhancement: Mini quests Learning Theory? - Learning Theory? Learning Theory? Quality Matters certification process Hybrid/Blended teaching strategies Time management for online educators
  23. 23. Questions • What additional topics could be added for online faculty professional development?
  24. 24. Badges “Digital badges are a validated indicator of accomplishment, skill, quality or interest that can be earned in various learning environments.” "A Future Full of Badges," The Chronicle of Higher Education Example badges from Codecademy
  25. 25. Badges • Bullet point #1 • Bullet point #2 • Bullet point #3 • Bullet point #4 • Bullet point #5
  26. 26. Badges • Bullet point #1 • Bullet point #2 • Bullet point #3 • Bullet point #4 • Bullet point #5
  27. 27. The Future • Leaderboard • Learning community • Discussion rating • Mentoring • Mobile integration • Additional “mini quests” • Social media integration
  28. 28. Questions – Tie Breakers “Over 5 million people play an average of _____ hours a week of games.”
  29. 29. Questions – Tie Breakers “As a planet, we spend ______ hours a week playing video and computer games.”
  30. 30. Questions?
  31. 31. Michael Wilder E-mail: Phone: 702-879-8454 Web: