Cross breeding animation
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This is a brief video I made that shows how genes can be passed on through 3 generations. You can see by the colours how much or how little of the grandparents can be passed on to the children. It is true that there are WAY more than 8 genes that get passed on, but it is a mistake to think that we always inherit EXACTLY 1/4 of our genes from each grandparent. The farther down the line we go, the more the //actual// percentages can vary.
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SoTL research is often instigated and directed by the instructors or facilitators who are responsible for a given course, program, seminar, or workshop. The facilitators, or sometimes an outside person is the researcher, while the students are the subjects. Even in participatory action research, the learners are still primarily treated as subjects. Recently, the author designed and delivered a graduate level course where the entire course design became the subject of a co-operative inquiry. In co-operative inquiry, “members of the group contribute both to the ideas that go into their work together, and also are part of the activity that is being researched. Everyone has a say in deciding what questions are to be addressed and what ideas may be of help; everyone contributes to thinking about how to explore the questions; everyone gets involved in the activity that is being researched; and finally everybody has a say in whatever conclusions the co-operative inquiry group may reach. So in co-operative inquiry the split between 'researcher' and 'subjects' is done away with, and all those involved act together as 'co-researchers' and as 'co-subjects'. “(Heron, 1992).In other words the learners are also the researchers alongside the instructor. This presentation is intended to outline the methodology known as co-operative inquiry, to briefly report on the author’s experiences with this approach in a graduate level Education class, and to solicit collaborators in pursuing possible opportunities to explore this approach further in undergraduate courses.
Informing SoTL using playtesting techniques
Typical research methodologies in SoTL include many of the traditional educational research methodologies, yet there are methodologies in other disciplines and industries that can provide fresh perspectives. One of these industries is the videogame industry. While there are fundamental differences such as the fact that one seeks primarily to entertain and the other to enlighten or educate, the practices, processes, and theories behind playtesting games can be used to inform aspects of pedagogy that relate to engagement. The primary focus in game design is on the experience and there has been considerable research into ways to assess and measure the player experience through playtesting. Playtesting is concerned with such things as whether or not the game is fun, which parts are too easy or hard, whether and when people become bored, and with the player’s progression through the to the end. All of these properties have relevance to teaching and learning even though they may not appear to be directly connected with whether or not the learning objectives were met. Rather, playtesting is concerned with the motivation of the player/student to continue the particular course of learning, which speaks to the success of the methodology in capturing the student's imagination. Sometimes, simply taking a novel approach to evaluation can yield insights that were not uncovered by more common approaches. This presentation will provide a brief overview of formal playtesting procedures and highlight ways these approaches could be used in the classroom as well as how this could inform pedagogy.
Using cards games as learning objects to teach genetics
This presentation reports on the early results of a study of a novel card game used to teach concepts of Mendelian genetics and inheritance in a biology class. The card game being tested is currently in the prototype stage, and the current study seeks to determine if the design of the cards, game rules, and support material are appropriate to meet the intended objectives. The game, which uses domestic rabbit coat colours as the theme has both a novice and a standard variant, both of which will be described. Gameplay is patterned after the popular genre of rummy card games where players must match cards in sets according to specified criteria, in this case the genotypes of the rabbits featured on the cards. Through playing the game and matching phenotypes w/ genotypes as well as determining what can be produced given a specific phenotype and underlying genotype, players will learn basic principles of genetics, including familiarity with standard notation, terminology, and concepts such as genotype vs. phenotype. The game has been tested in several other venues and the results of those playtests will be summarized along with the early results from the current study which is the first test of the game in a biology class. Students were invited to play the game, and reflect on their experience through a survey that includes standard playtesting methodologies. Preliminary results will be presented along with a plan for the next steps.
Gamification how to gamify learning and instruction, Part 3 (of 3)
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The decorative media trap
Presented at CNIE, 2012, Canmore AB, May 2012
This is a concept I devised some years ago. It provides a name for a very common phenomenon: the mistaken belief that something that looks good IS good. Educators fall into this trap ALL THE TIME when looking at online media but especially digital games.
It is also a BIG problem for organizations that fund the design and development of serious games - often times, they never bother to look beyond the still images.
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Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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- 1. © K.Becker, 2016 The Truth About Crossbreeding The Real Story of Crossbreeding Why it's impossible to predict what you'll get.
- 2. © K.Becker, 2016 The Truth About Crossbreeding © K.Becker, 2016 Each Offspring gets EXACTLY ½ its genes from each parent. WHICH ½ is largely random.
- 3. © K.Becker, 2016 The Truth About Crossbreeding © K.Becker, 2016 Each Offspring gets EXACTLY ½ its genes from each parent. WHICH ½ is largely random. This also true in the NEXT generation. Offspring 1
- 4. © K.Becker, 2016 The Truth About Crossbreeding © K.Becker, 2016 Each Offspring gets EXACTLY ½ its genes from each parent. WHICH ½ is largely random. This also true in the NEXT generation. Offspring 1 Offspring 2
- 5. © K.Becker, 2016 The Truth About Crossbreeding © K.Becker, 2016 Each Offspring gets EXACTLY ½ its genes from each parent. WHICH ½ is largely random. This also true in the NEXT generation. Offspring 1 Offspring 2
- 6. © K.Becker, 2016 The Truth About Crossbreeding © K.Becker, 2016 Each Offspring gets EXACTLY ½ its genes from each parent. WHICH ½ is largely random. This also true in the NEXT generation. Offspring 1 Offspring 2 Offspring 3
- 7. © K.Becker, 2016 The Truth About Crossbreeding © K.Becker, 2016 Each Offspring gets EXACTLY ½ its genes from each parent. WHICH ½ is largely random. This also true in the NEXT generation. Offspring 1 Offspring 2 Offspring 3
- 8. © K.Becker, 2016 The Truth About Crossbreeding © K.Becker, 2016 Each Offspring gets EXACTLY ½ its genes from each parent. WHICH ½ is largely random. This also true in the NEXT generation. Offspring 1 Offspring 2 Offspring 3 Offspring 4
- 9. © K.Becker, 2016 The Truth About Crossbreeding © K.Becker, 2016 Each Offspring gets EXACTLY ½ its genes from each parent. WHICH ½ is largely random. This also true in the NEXT generation. Offspring 1 Offspring 2 Offspring 3 Offspring 4 Offspring 5
- 10. © K.Becker, 2016 The Truth About Crossbreeding © K.Becker, 2016 Each Offspring gets EXACTLY ½ its genes from each parent. WHICH ½ is largely random. This also true in the NEXT generation. Offspring 1 Offspring 2 Offspring 3 Offspring 4 Offspring 5
- 11. © K.Becker, 2016 The Truth About Crossbreeding © K.Becker, 2016 Each Offspring gets EXACTLY ½ its genes from each parent. WHICH ½ is largely random. This also true in the NEXT generation. Offspring 1 Offspring 2 Offspring 3 Offspring 4 Offspring 5 Offspring 6
- 12. © K.Becker, 2016 The Truth About Crossbreeding © K.Becker, 2016 Each Offspring gets EXACTLY ½ its genes from each parent. WHICH ½ is largely random. This also true in the NEXT generation. Offspring 1 Offspring 2 Offspring 3 Offspring 4 Offspring 5 Offspring 6
- 13. © K.Becker, 2016 The Truth About Crossbreeding © K.Becker, 2016 Each Offspring gets EXACTLY ½ its genes from each parent. WHICH ½ is largely random. This also true in the NEXT generation. All of these offspring are going to be called ¼ RED