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Applying Gamification Principles to Online Faculty Professional Development

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Presentation delivered to the Nevada Conference on Digital Learning, April 12, 2014 in Las Vegas, Nevada.

Published in: Education, Technology
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Applying Gamification Principles to Online Faculty Professional Development

  1. 1. Applying Gamification Principles to Online Faculty Professional Development
  2. 2. 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.
  3. 3. M. Kody Stimpson Instructional Designer Kody Stimpson is an Instructional Designer for the Office of Online Education. Kody has extensive experience in online, blended, and mobile learning. Kody’s research areas include increasing learning through the use of interactive multimedia, mobile learning devices, and blended learning technologies. Presenter
  4. 4. 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
  5. 5. Questions • How many ever taught an online course? • How many have ever received formal training on online teaching and learning pedagogy and tool use?
  6. 6. 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)
  7. 7. 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)
  8. 8. 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
  9. 9. 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
  10. 10. The Art & Science of Teaching Online Version 1.0 • Originally based on Conquering the Content by Robin Smith • Mainly covered: • Planning • Organization • Assessment • Navigation • Best practices
  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. • OE Development Process • Syllabus Requirements • Measurable Learning Objectives • Course Development Template
  20. 20. • Content presentation & types of content • Selecting appropriate materials • Online Resources • OE Custom Solutions • Using the Blackboard Content Editor
  21. 21. • Strategies for an effective learning community • Posting announcements and email • Using blogs, wikis, and groups for collaboration
  22. 22. • Authentic assessments • Performance-based assessments • Rubrics • Formative and summative assessments • Blackboard Assessment tools
  23. 23. • Strategies for nurturing student success • Planning and preparing for an upcoming semester • Facilitate effective communication • Accommodating students with disabilities
  24. 24. Future enhancement: Mini quests Learning Theory? - Learning Theory? Learning Theory?
  25. 25. Questions • What additional topics could be added for online faculty professional development?
  26. 26. Table of Contents
  27. 27. Learning Guide
  28. 28. Learning Objects
  29. 29. Instructional Art
  30. 30. Research and data
  31. 31. Images, Videos, Slideshows, etc.
  32. 32. Discussions
  33. 33. Project based and collaborative learning activities
  34. 34. Rubrics
  35. 35. Faculty are encouraged to share challenges and successes, resources, ideas, and thoughts
  36. 36. Includes UNLV Support Offices and who to contact, additional support options, etc.
  37. 37. Questions • What faculty support resources would be most important to include?
  38. 38. 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
  39. 39. Badges • Bullet point #1 • Bullet point #2 • Bullet point #3 • Bullet point #4 • Bullet point #5
  40. 40. Badges • Bullet point #1 • Bullet point #2 • Bullet point #3 • Bullet point #4 • Bullet point #5
  41. 41. Badges • Bullet point #1 • Bullet point #2 • Bullet point #3 • Bullet point #4 • Bullet point #5
  42. 42. The Future • Leaderboard • Learning community • Discussion rating • Mentoring • Mobile integration • Additional “mini quests” • Social media integration
  43. 43. Questions – Tie Breakers How many people harvest crops on Farmville everyday?
  44. 44. Questions – Tie Breakers “Over 5 million people play an average of _____ hours a week of games.”
  45. 45. Questions – Tie Breakers “As a planet, we spend ______ hours a week playing video and computer games.”
  46. 46. Questions?
  47. 47. The Office of Online Education E-mail: online@unlv.edu Phone: 702-895-0334 Fax: 702-895-0637 Web: http://online.unlv.edu Michael Wilder michael.wilder@unlv.edu (702) 895-2258 Please help us improve our presentations by completing our short, online evaluation: http://tinyurl.com/86vahp5 M. Kody Stimpson Email: kody.stimpson@unlv.edu Twitter: @Kodystimpson

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