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Breaking the mold (slides)

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2013 MINNESOTA GOVERNMENT IT SYMPOSIUM
For State Agencies, Counties, Cities, Higher Education and Nonprofits
December 10-1...

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Session resources are available here:
megtalla.com/it-symposium

If you’re on Twitter…
#MNIT5 | @megtalla

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Pope Julius
da Vinci

Michelangelo

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Breaking the mold (slides)

  1. 1. 2013 MINNESOTA GOVERNMENT IT SYMPOSIUM For State Agencies, Counties, Cities, Higher Education and Nonprofits December 10-12, 2013 RiverCentre, St. Paul, MN www.mngts.org/itsym (Presented by GTS Educational Events) T-5 BREAKING THE MOLD: Future Educational Technologies & How to Use Them MEGHAN HATALLA, CENTURY COLLEGE TUESDAY, DECEMBER 10, 2013 8AM – 11:30AM
  2. 2. Hi. Session resources are available here: megtalla.com/it-symposium If you’re on Twitter… #MNIT5 | @megtalla
  3. 3. Pope Julius da Vinci Michelangelo
  4. 4. #MNIT5 From http://commons.wikimedia.org/wiki/File:A_Medieval_Classroom.jpg
  5. 5. #MNIT5 From http://histsociety.blogspot.com/2011_06_01_archive.html
  6. 6. #MNIT5 From http://www.takepart.com/sites/default/files/styles/tp_gallery_slide/public/1940.jpg
  7. 7. #MNIT5 From http://ehlt.flinders.edu.au/education/eduwiki/lib/exe/fetch.php?media=students10:modernclassroom.jpg
  8. 8. #MNIT5
  9. 9. #MNIT5 From http://www.nytimes.com/roomfordebate/2012/01/03/the-frontier-of-classroom-technology
  10. 10. GAMIFICATION THE OBJECT OF THE GAME IS TO DISCOVER THE OBJECT OF… #MNIT5
  11. 11. #MNIT5 From http://en.wikipedia.org/wiki/The_Game_(1997_film)
  12. 12. SOLITAIRE #MNIT5
  13. 13. DOTS #MNIT5
  14. 14. Define objectives Delineate target behaviors Devise activity loops Make it FUN #MNIT5
  15. 15. PEOPLE DON’T WANT TO KNOW THE WHY THEY WANT TO KNOW THE HOW #MNIT5
  16. 16. DISINTERMEDIATION “I’VE NEVER LET MY SCHOOLING INTERFERE WITH MY EDUCATION” MARK TWAIN #MNIT5
  17. 17. Implications on education? #MNIT5 From bukk.it
  18. 18. IF YOU REMOVE THE TEACHER, YOU REMOVE THE PRODUCT #MNIT5
  19. 19. TECHNOLOGIES WHERE AI HANDLES PERSONALIZATION WHILE TEACHERS FOCUS ON TEACHING #MNIT5
  20. 20. telepresence algo-generated lessons mobile learning platforms task-assignment algorithms S2S teaching platforms assessment algorithms student-designed learning mechanics #MNIT5
  21. 21. TANGIBLE COMPUTING (TUI) ALL THE THINGS #MNIT5
  22. 22. #MNIT5
  23. 23. #MNIT5 From http://hyperboleandahalf.blogspot.com/2010/06/this-is-why-ill-never-be-adult.html
  24. 24. #MNIT5 From http://hyperboleandahalf.blogspot.com/2010/06/this-is-why-ill-never-be-adult.html
  25. 25. #MNIT5 From http://hyperboleandahalf.blogspot.com/2010/06/this-is-why-ill-never-be-adult.html
  26. 26. 3D printers 2012 Digital field trips 2030 2020 Reactive furniture #MNIT5
  27. 27. We shape our tools, and thereafter our tools shape us. - Marshal McLuhan #MNIT5
  28. 28. QUESTIONS? Thank you! Meghan Hatalla @MEGTALLA | MEGTALLA.COM

Editor's Notes

  • Raphael was commissioned by Pope Julius in 1510 to decorate the his apartment.  The fresco is a who’s who of the famous thinkers of the past and there have been many arguments when it comes to identifying the characters of the fresco. He even added Pope Julius in here as well.
  • http://histsociety.blogspot.com/2011_06_01_archive.html
  • http://www.takepart.com/sites/default/files/styles/tp_gallery_slide/public/1940.jpg
  • http://ehlt.flinders.edu.au/education/eduwiki/lib/exe/fetch.php?media=students10:modernclassroom.jpg
  • http://www.fountainpennetwork.com/forum/index.php/topic/72577-when-did-ball-point-pens-start-to-become-ubiquitous/http://www.nytimes.com/roomfordebate/2012/01/03/the-frontier-of-classroom-technology
  • http://www.getmoreengagement.com/gamification/top-8-mobile-apps-using-gamificationhttp://www.getmoreengagement.com/gamification/12-surprising-gamification-stats-for-2013
  • Microsoft intended Windows Solitaire "to soothe people intimidated by the operating system", and at a time where many users were still unfamiliar with graphical user interfaces, it proved useful in familiarizing them with the use of a mouse, such as the drag-and-drop technique required for moving cards.[1]Dots was initial produced as a test project examining user interaction with the iOS interface.[2] Within a week after release, it was downloaded more than 1 million times and was the top free app in eight countries.[3][4] Within two weeks, it had been downloaded 2 million times and users had played approximately 100 million games.
  • Microsoft intended Windows Solitaire "to soothe people intimidated by the operating system", and at a time where many users were still unfamiliar with graphical user interfaces, it proved useful in familiarizing them with the use of a mouse, such as the drag-and-drop technique required for moving cards.[1]Dots was initial produced as a test project examining user interaction with the iOS interface.[2] Within a week after release, it was downloaded more than 1 million times and was the top free app in eight countries.[3][4] Within two weeks, it had been downloaded 2 million times and users had played approximately 100 million games.
  • Define business objectives. Why are you gamifying? How do you hope to benefit your business, or achieve some other goal such as motivating people to change their behavior? The first written assignment focused on this step of the process, so you may wish to look back on your earlier submission and the peer assessments for guidance. As you state your objectives, emphasize the end goal or goals of your gamified design rather than detailing the means through which you'll achieve this goal. Basically, if your gamified system does what you intend, what specific positive results will it generate for your organization?Delineate target behaviors. What do you want your players to do? And what are the metrics that will allow you to measure them? These behaviors should promote your business objectives, although the relationship may be indirect. For example, your business goal might be to increase sales, but your target behavior could be for visitors to spend more time on your website. As you describe the behaviors, be sure to explain how they will help your system achieve its objectives. The metrics should in some fashion provide feedback to the players, letting them know when they are successfully engaging in the intended behaviors.Describe your players. Who are the people who will be participating in your gamified activity? What is their relationship to you? For example, are they prospective customers, employees at your organization, or some other community? And what are they like? You can describe your players using demographics (such as age and gender), psychographics (such as their values and personalities), Bartle’s player types, or some other framework. You should show that you understand what sorts of game elements and other structures are likely to be effective for this population. For example, you might discuss whether a more competitive or cooperative system would be better for this player community.Devise your activity loops. Explore in greater detail how you will motivate your players using engagement and progression loops. First, describe the kinds of feedback your system will offer the players to encourage further action, and explain how this feedback will work to motivate the players. (Remember: rewards are only one kind of feedback.) Second, how if at all will players progress in your system? This includes how the system will get new players engaged, and how it will remain interesting for more experienced players.Don't forget the fun. Although more abstract than some of the other elements, ensuring that your gamified system is fun remains as important as the other aspects. In order to fully explore this aspect of the design process, consider how your game would function without any extrinsic rewards. Would you say it was fun? Identify which aspects of the game could continue to motivate players to participate even without rewards.Deploy the appropriate tools. By this point, you've probably identified several of the game elements and other specifics of your gamified system. If you haven’t already, you should explain in detail what your system would look like. What are some of the game elements involved and what will the experience be like for the players? What specific choices would you make in deploying your system? For example, you might discuss whether the gamified system is to be experienced primarily on personal computers, mobile devices, or some other platform. You might also describe what feedback, rewards, and other reinforcements the players could receive. Finally, think about whether you’ve tied your decisions back to the other five steps in the process, especially the business objectives.
  • http://ijt.cgpublisher.com/product/pub.42/prod.779Disintermediation is an economic concept rooted in banking and finance but is now more widely applied. It refers to the removal of “middle men” in a supply chain. Producers bypass traditional distribution channels involving an intermediary and deal with customers directly. Historically these intermediaries functioned as aggregators of information and services, supplying expertise or making up for inefficiencies in the system. By reducing or eliminating intermediaries such as agents and brokers, disintermediation costs less by servicing customers directly. Web-based business-to-customer transactions via the Internet represent common, contemporary examples of this. Additional examples range from online stock trading to real estate and travel agencies, industries transformed by an increasingly Internet-driven society. The same can be said for access to higher education. Long-standing barriers including cost, scarcity of desired programs, geography, and a lack of qualified faculty are being minimized. Now, for-profit institutions like the University of Phoenix and StraighterLine (with its “$99 / month for all the courses you can consume” business plan) stand poised to dramatically lower these barriers. While reducing accessibility barriers is certainly admirable, the disintermediation associated with institutions such as these arguably results in undervaluing the faculty intermediaries traditionally involved. 
  • 5. Disintermediation: Undoing the traditional teacher-student model, these technologies offer a scenario where AI handles personalization while teachers focus on teachingExamples: telepresence, algo-generated lessons, mobile learning platforms, task-assignment algorithms, S2S teaching platforms, assessment algorithms, student-designed learning mechanics
  • http://link.springer.com/chapter/10.1007%2F978-3-642-16020-2_6http://tidal.sesp.northwestern.edu/publications/
  • Tangible Interfaces and Graspable Interfaces Tangible Media Group, MIT Media Lab. See also the Tangible Media Lab overview page.High-Low Tech group (MIT Media Lab). Explore the intersection of computation, physical materials, manufacturing processes, traditional crafts, and design.Sensor boards and PicoBoards that integrate with the Scratch environment (Lifelong Kindergarten, MIT Media Lab)
  •  Embedding computation to the physical via intelligent objects, the internet of things, and connectivity with a profound impact on learning mechanisms.http://hyperboleandahalf.blogspot.com/2010/06/this-is-why-ill-never-be-adult.html
  •  Embedding computation to the physical via intelligent objects, the internet of things, and connectivity with a profound impact on learning mechanisms.http://hyperboleandahalf.blogspot.com/2010/06/this-is-why-ill-never-be-adult.html
  •  Embedding computation to the physical via intelligent objects, the internet of things, and connectivity with a profound impact on learning mechanisms.http://hyperboleandahalf.blogspot.com/2010/06/this-is-why-ill-never-be-adult.html
  • reactive furniture, http://www.everfurniture.com/home-office/reactive-furniture3D printers, digitally intermediated field trips (http://www.edudemic.com/digital-field-trips/)

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