How to encourage students to unplug
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This document summarizes different educational games that can be used for game-based learning. It discusses Werewords, a game similar to 20 Questions where teams try to guess a secret word. It also discusses how to create an original educational game, using Codenames as an example. Finally, it introduces Forbidden Diet, a card game that reviews circulatory system concepts.
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Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
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The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
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Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
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The presenter demonstrated how to hold mobile phone correctly and stand properly to shoot video professionally. Afterwards, each participant used their mobile phone cameras to practice different techniques that they learned, and the presenter critiqued each shot; participants got instant feedback on what is correct and/or wrong in the videos that they shot during the workshop. The participants had the opportunity to reshoot their shots until they got them right. These techniques helped participants shoot video shots that looked professional without spending a lot of money on expensive video camera.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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- 1. Brian Kram, Prince George’s Community College Kiersten Newtoff, Montgomery College—Germantown sing ontraditi onal edagogy: earning sing ames Hosted by Cecil College, North East, MD Session 3.3: January 10, 2019
- 2. GAME-BASED LEARNING • Why play games? Games can… • Increase student engagement & motivation and reduce undesirable behaviors, such as off-task smartphone use • Provide real-time feedback to the learner • Give ample opportunities to practice; repetition strengthens memory and long-term learning
- 3. WEREWORDS BY TED ALSPACH • Time needed to play: 10 MIN • Essentially “Twenty Questions” but a few twists, including hidden identities • 2 teams: • Werewolf team – tries to prevent the other team from discovering the secret word • Villager/mayor/seer team – tries to discover the secret word
- 4. INTRODUCTION TO WEREWORDS • Take the mayor card and combine it with the cards highlighted by the app; from that subset, set one villager aside, in the center of the table. • Shuffle the deck and give each player a card. • Everyone look privately at their card; ONLY mayor flips card to reveal publicly. Mayor takes villager card in middle of play. • Mayor knows secret word, but can’t say anything; instead guides other players by pointing to statements on the play mat (yes, no, maybe, so close, correct). • Seer and werewolves strive to keep their identities secret from the opposing team; if discovered, it could cause them to lose the game. • Seer knows secret word, helps to discretely lead villagers to identify the secret word. • Werewolves know secret word, discretely try to lead villagers away from secret word, and discover the identity of the seer.
- 5. WEREWORDS END GAME MECHANICS • Word guessed: werewolf team guesses who is seer, if right, werewolf team wins. If wrong, villager/mayor/seer team wins. • Word NOT guessed: group discusses who may be werewolves, vote by pointing, if majority points at a werewolf, villager/mayor/seer wins.
- 6. HOW TO MAKE A GAME • Start with a game you know • Keep a written record of all of your ideas, notes, rules, etc. • Get some cardstock and full-page sticker paper for prototyping • Prototype, prototype, prototype • Double the time you expect it will take—both to make and play the game • Simple mechanics are better*
- 7. CODENAMES (AND CODENAMES: PICTURES) BY VLAADA CHVÁTIL
- 9. FORBIDDEN DIET • Reviews circulatory system pathway & related concepts • Rethemed version of Forbidden Desert by Matt Leacock systemic capillaries aorta left atrium right atrium right ventricle left ventricle systemic arteries systemic veins pulmonary arteries pulmonary capillaries pulmonary veins vena cava systemic capillaries systemic veins
- 10. Instruction Video for Forbidden Diet
- 11. QUESTIONS OR COMMENTS? • Access digital copies of today’s materials by visiting https://goo.gl/9LX3dM or use the camera on your smartphone to scan this QR code for easy access: • Please feel free to contact Brian Kram at krambw@pgcc.edu for further information
Editor's Notes
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- 5 minutes https://www.dropbox.com/s/wnrm4xtw9h7ismg/Codenames_game%20pieces.docx?dl=0