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Gaming your online course

Jim Marteney
Jim Marteney
Jim MarteneyProfessor at Los Angeles Valley College

A How-To Gamify your online course.

Gaming your online course

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Gaming Your
Online Class
Why Not Make Learning Fun?
Introduction
Jim Marteney
Introduction
Jim Marteney
Professor Emeritus
Communication Studies
Distance Learning Trainer
What’s the opposite of Work?
No!!
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Gaming your online course

  • 1. Gaming Your Online Class Why Not Make Learning Fun?
  • 7. Gamification “The craft of deriving all the fun and addicting elements found in games and applying them to real- world or productive activities.” It has the power to transform a user experience by surrounding users with a ramified system that both stimulates and entertains them. Yu-kai Chou
  • 8. Gamification Gamification is the application of game elements and digital game design techniques to non-game problems, such as business and social impact challenges and education. Gamification leverages people's natural tendencies for competition, achievement, and collaboration. Tools employed in game design such as rewarding users for achievements, "leveling-up," and earning badges help motivate individuals achieve their goals or boost performance.
  • 15. Competency Based Grading The student is evaluated on the individual competency and can only move on to other competencies after they have mastered the current skill being learned. Unit outcomes emphasize competencies that include application and creation of knowledge, along with the development of important skills and dispositions. Every individual skill or learning objective (known as a competency) is one single unit. Learners work on one competency at a time, which is likely a small component of a larger learning goal. Students advance upon demonstrated mastery. Students receive timely, differentiated support based on their individual learning needs.
  • 16. Two Classic Examples Boy Scouts Martial Arts
  • 17. Challenge of Competency Based Grading Time
  • 18. The Overall Class Design Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 “D” grade for achieving this level Level 7 Level 8 “C” grade for achieving this level Level 9 Level 10 Level 11 “B” grade for achieving this level Level 12 Level 13 Level 14 “A” grade for achieving this level
  • 19. 9 Steps to Gaming Your Class
  • 20. 1. Start With Your Class Goal Students will be able to: Develop the skills of argumentation including supporting, attacking and defending. Communication Studies 104 Student Learning Outcome
  • 21. 2. Create Unit Objectives Your New Skills Communication Studies 104 Unit Objectives 1. Recognize your personal conflict style 2. Identify your personal communication style 3. Be able to create and identify the Claim of an argument 4. Be able to analyze an argument using the Toulmin Model 5. Demonstrate the ability to write specific, unbiased single subject issues (questions) 6. Demonstrate the ability to distinguish between high quality and low quality sources of evidence 7. Identify common fallacies Steps needed to reach class goal
  • 22. Level 1: Recognize your personal conflict style Level 2: Identify your personal communication style Level 3: Be able to create and identify the Claim of an argument Level 4: Be able to analyze an argument using the Toulmin Model Level 5: Demonstrate the ability to write specific single subject issues (questions) Level 6: Determine the quality of evidence. “D” grade for achieving this level Level 7: Identify common fallacies Level 8: Define Critical Thinking Truth and validity. “C” grade for achieving this level Level 9: Apply beliefs to behavior to maintain stasis, make decisions and persuade others Level 10: Identify personal decision making style with its strengths and challenges Level 11: Describe arguing of different realities instead of environments. “B” grade Level 12: Explain your intelligence style and level of emotional intelligence Level 13: Final project of writing a complete argument Level 14 “A” grade for achieving this level The Overall Class Design
  • 23. Each Level Knowledge A repeatable quiz. Need to reach a certain score to pass Canvas now allows for time between tests, but wanted to encourage studying If falls short, must write a question to have it reopened.
  • 24. Skill Must earn a certain number of points to pass the skill level An exercise or task that demonstrates they have reached the unit objective If they don’t score enough points they use my feedback to redo the task. Each Level
  • 25. Examples of Skill Tasks Create a Toulmin Analysis Identify and Explain Personal Conflict Style Identify and Explain Personal Decision Making Style Demonstrate ability to ask Effective Questions Identify Fallacies Analyze the Bias and Accuracy of Websites
  • 26. Wisdom They passed this task by just contributing. Received points for their contribution, but what if they had poor contributions? A discussion where students share their insights on the unit topic. Created Class Divisions Each Level
  • 27. Needed Certain Number of Points The reward is a New Office Class Divisions 4 Times during the class
  • 28. 3. Create Engaging Module Activities Activities that enhance student mastery A writing assignment Peer review Individual or group projects like powerpoint or videos Leading a discussion Interactive activities Danny Create content, like an individual page
  • 29. 4. Decide on the Content for Each Level “I just throw ideas at the wall and see if anything sticks.” No
  • 30. Beginnin g Middle End Tell them what you are going to tell them Tell them. Tell them what you told them. A quality module needs structure 4. Decide on the Content for Each Level
  • 31. Tie content to your unit objectives What will your students need to know to pass your level? A quality module needs quality content 4. Decide on the Content for Each Level
  • 32. 5. Invent a Back Story
  • 33. 5. Invent a Back Story
  • 34. 5. Invent a Back Story White House Visitor White House Chief of Staff
  • 35. 5. Invent a Back Story
  • 36. Level 1: Recognize your personal conflict style Level 2: Identify your personal communication style Level 3: Be able to create and identify the Claim of an argument Level 4: Be able to analyze an argument using the Toulmin Model Level 5: Demonstrate the ability to write specific single subject issues (questions) Level 6: Determine the quality of evidence. “D” grade for achieving this level Level 7: Identify common fallacies Level 8: Define Critical Thinking Truth and validity. “C” grade for achieving this level Level 9: Apply beliefs to behavior to maintain stasis, make decisions and persuade others Level 10: Identify personal decision making style with its strengths and challenges Level 11: Describe arguing of different realities instead of environments. “B” grade Level 12: Explain your intelligence style and level of emotional intelligence Level 13: Final project of writing a complete argument Level 14 “A” grade for achieving this level The Overall Class Design Objectives
  • 37. The Overall Class Design Level 1: Intern Level 2: White House Researcher Level 3: Director of the Office of Liaison Level 4: Director of the Economic Counsel Level 5: White House Press Secretary Level 6: White House Communications Director - D grade for achieving this level Level 7: White House Lead Policy Analyst Level 8: White House Lead Political Analyst - C grade for achieving this level Level 9: White House Director of Legislative Affairs Level 10: Director of the Office of Intergovernmental Affairs Level 11: White House Counsel - B grade for achieving this level Level 12: National Security Advisor Level 13: Deputy White House Chief of Staff Level 14: White House Chief of Staff - A grade for achieving this level You begin the class as a Visitor
  • 38. Report for College Language Code The White House has been asked to weigh in on a national debate on Freedom of Speech that is occurring on our college campuses. Since you are now the White House Researcher, your opinion is wanted on this topic. We have all heard the term, politically correct language. Some argue that it is an evil, politically motivated movement to limit our rights to free speech. Others argue that politically correct language merely ask us to be more civil and less offensive when we argue with others? The question arises, "Are there words so offensive that they should be banned from public colleges?" Key Gaming Ideas 5. Invent a Back Story
  • 39. Key Gaming Ideas 5. Invent a Back Story
  • 40. 6. Put Yourself in the Story
  • 41. 6. Put Yourself in the Story
  • 42. 6. Put Yourself in the Story My “Studio”
  • 43. Get students contributing Discussions Surveys Live Conferences Reactions to Announcements Initial Assignment Comments 7. Encourage Student Interaction Give students a voice
  • 46. Create Badges for Each Level 8. Motivate Students
  • 47. The Leader Board 8. Motivate Students
  • 48. 1. Preview the class and your Expectations 3. Give students positive feedback 4. Send class encouragements 2. Eliminate De-Motivators 5. Peer Pressure 8. Motivate Students Think, what would make me want to come and succeed in this class
  • 50. First Level Reactions I made it! The modules are fun to read like professor said it’s more of a game. Adds a little twist to the work and makes me look forward to it . I just told my husband I am so glad that I took this class very interactive and fun! All while learning something. The best of both worlds
  • 51. First Level Reactions I made it. This class is very interesting and exciting. Not only I am learning but I feel like I am playing a game as well . This is the best unpaid internship ever! I MADE IT! This definitely the most interesting and active I've been for an online class. I'm really enjoying it!
  • 52. First Level Reactions I made it! This class is more like a game. I have had many other online classes and this one is very different. It's fun and makes me want to keep going with the class. I Made It! I love this class! I have 2 other classes and I just leave the other ones halfway come back to this class :) LEVEL UP! I CAN FEEL THE POWER!
  • 53. 9. Have Fun Teaching
  • 54. 9 Steps to Gaming Your Class 1. Decide On Your Class Objective 2. Create Module Objectives 3. Create Module Skills 4. Decide Content for Each Level 8. Motivate Students 5. Invent a Back Story 6. Put Yourself in the Story 7. Encourage Student Interaction 9. Have Fun Teaching
  • 56. 0 15 30 45 60 75 90 105 Flexible Dates Hard Dates 90% 10% 54 Responses Would You Rather Have Flexible or Hard Due Dates?
  • 57. 0 16 32 48 64 80 Helpful Not Helpful 71% 29% 54 Responses Does Using Badges Help You Move Along in the Class?
  • 58. Love Class 10 9 Enjoyable 8 7 6 Class is OK 5 25 4 15 1 3 4 53 Responses What Is Your Feeling About This Class?
  • 59. Textbook OER Textbook for Class https://asccc-oeri.org/wp- content/uploads/2020/06/Arguing- Using-Critical-Thinking-PDF.pdf
  • 60. Form Teams Group students at same level Increase Assessment Variety Use variety to stimulate interest
  • 61. Gaming Your Class Pros and Cons Pros Cons Need to Check Daily Students Procrastinate Students at different points in class Students move at their own pace Fun to teach, can really see student progress Increases student engagement Students experience immediate signs of achievement and progress Uses both intrinsic and extrinsic motivation Can lead to student frustration when making repeated attempts to complete level Students negative reaction to competition
  • 63. Resources Game Definition Investopedia: https://www.investopedia.com/terms/g/gamification.asp Gamification Course: https://www.coursera.org/lecture/gamification/1-1- introduction-4h5k1 Google: Coursera and gamification Badger Setup in a Canvas Course: https://support.badgr.io/pages/viewpage.action?pageId=32777 0 Canvas Gaming Group: https://community.canvaslms.com/groups/gamification OER Textbook for Class https://asccc-oeri.org/wp-content/uploads/2020/06/Arguing- Using-Critical-Thinking-PDF.pdf