Exploring the context of Higher Education & the challenge of student retention we consider game principles as part of an engagement solution and demonstrate a specific implementation of game design and it’s outcomes.
What Is Learning Experience Design (And Does Adopting It Require You to Leave...Saul Carliner
Over the past few years, the term “learning experience design” has crept into the
instructional design lexicon. But what is it really? This session provides an overview.
Specifically, taking a design- sprint approach, this session engages participants in performing some the essential practices of learning experience design, including the development of use cases and personas, learning journeys, and prototyping; explains the benefits of these practices; explores the benefits of learning experience design to the overall effectiveness of instructional programs; and suggests how these practices integrate into the I4PL Competencies and existing instructional design processes
Higher Education & Game Principles: Context, Theory & Application - Daniel La...Blackboard APAC
This presentation reports on the efficacy of a mobile learning intervention that combined ‘push notifications’ and game principles within a timed quiz app. An institutional interdisciplinary case study was conducted which compared rates of student retention and academic performance with their usage of a purpose-designed learning app. Leading up to lectures the app pushed daily quizzes to students’ personal mobile devices and then rewarded them with feedback, points, badges and a position on a leaderboard. During this session, the findings of this study will be discussed and conclusions made in regards to what findings mean for the future research into higher education learning enabled via mobile app technologies.
Serious Play Conference: Edtech Evangelist: Converting the UnbelieversDavid W. Deeds
David W. Deeds' presentation for the 2016 Serious Play Conference. "Edtech Evangelist: Converting the Unbelievers" covers just a few of his experiences trying to introduce Games-Based Learning (GBL) into higher education and K-12 institutions. Also includes useful lessons learned for advocating not just Games-Based Learning in particular but 21st century technology integration in general.
Playing with Your Head: Deconstructing Gaming PsychobabbleCarla Fisher
From 2012 Sandbox Summit. Educational psychology is full of heady concepts: scaffolding, Zone of
Proximal Development, environmental arrangement, real time feedback, distributed
learning, problem-based learning. In this workshop, we’ll break down these tried
and true pedagogical approaches, discuss what makes them work, and then consider how they might be applied to games. We’ll also turn the tables on educational psychology to consider how common gaming methodologies, such as XP points,
sandbox playing, and cooperative multiplayer, can be leveraged to create intrinsic
motivation. Bottom line: we’ll explore how games and education can go hand in
hand without becoming chocolate covered broccoli.
What Is Learning Experience Design (And Does Adopting It Require You to Leave...Saul Carliner
Over the past few years, the term “learning experience design” has crept into the
instructional design lexicon. But what is it really? This session provides an overview.
Specifically, taking a design- sprint approach, this session engages participants in performing some the essential practices of learning experience design, including the development of use cases and personas, learning journeys, and prototyping; explains the benefits of these practices; explores the benefits of learning experience design to the overall effectiveness of instructional programs; and suggests how these practices integrate into the I4PL Competencies and existing instructional design processes
Higher Education & Game Principles: Context, Theory & Application - Daniel La...Blackboard APAC
This presentation reports on the efficacy of a mobile learning intervention that combined ‘push notifications’ and game principles within a timed quiz app. An institutional interdisciplinary case study was conducted which compared rates of student retention and academic performance with their usage of a purpose-designed learning app. Leading up to lectures the app pushed daily quizzes to students’ personal mobile devices and then rewarded them with feedback, points, badges and a position on a leaderboard. During this session, the findings of this study will be discussed and conclusions made in regards to what findings mean for the future research into higher education learning enabled via mobile app technologies.
Serious Play Conference: Edtech Evangelist: Converting the UnbelieversDavid W. Deeds
David W. Deeds' presentation for the 2016 Serious Play Conference. "Edtech Evangelist: Converting the Unbelievers" covers just a few of his experiences trying to introduce Games-Based Learning (GBL) into higher education and K-12 institutions. Also includes useful lessons learned for advocating not just Games-Based Learning in particular but 21st century technology integration in general.
Playing with Your Head: Deconstructing Gaming PsychobabbleCarla Fisher
From 2012 Sandbox Summit. Educational psychology is full of heady concepts: scaffolding, Zone of
Proximal Development, environmental arrangement, real time feedback, distributed
learning, problem-based learning. In this workshop, we’ll break down these tried
and true pedagogical approaches, discuss what makes them work, and then consider how they might be applied to games. We’ll also turn the tables on educational psychology to consider how common gaming methodologies, such as XP points,
sandbox playing, and cooperative multiplayer, can be leveraged to create intrinsic
motivation. Bottom line: we’ll explore how games and education can go hand in
hand without becoming chocolate covered broccoli.
Emerging Technologies for Higher EducationSimon Priest
These are my annual predictions (since 2005) for the top ten emerging technologies that will impact Higher Education in the near future. Note these are technologies in research and development or early diffusion; they are not already emerged technologies like MOOCs or online / e-learning
Authentic Learning: Some ideas for Junior HighPaul Herring
A presentation to Junior High School teachers on how Authentic Learning could be used to enhance the skills needed in the Second Machine Age
Audio of talk here- https://goo.gl/zk1fK1
Video here - https://goo.gl/zk1fK1
Reflecting about the scholarship of teaching and learning when designing a PB...Ann Davidson
This presentation will address the problem of designing interactive online courses in higher education. Despite many promises of richer and deeper learning experiences, in a typical online learning course, students go through well-defined sequences of instruction to complete learning activities and reach learning objectives (Ally, 2008). This is akin to Skinner’s programmed learning (1961), which was an extension of the operant conditioning chamber. While the intention of developing a technology of human behavior was interesting, the learners rapidly became disengaged. Despite its limitations, this metaphor of learning lived a long life and was present throughout the history of distance education and directed the advent of eLearning. After several decades of existence of eLearning and online learning, the step-by-step approach to designing instruction and the ADDIE model are still being used by course designers and upon observing several online courses in various universities, whether they be stand-alone online courses, full online programs or MOOCs, we notice that the classical approach to teaching and learning still dominates the field. However, in corpus of online courses that exist, there are some very interesting solutions pioneered by research teams that wish to innovate.
Faced with a new course to design, our team tackled the challenge by using a problem-based learning (PBL) approach grounded in a socio-constructivist pedagogical approach. The course being discussed is an undergraduate course titled “Digital Communication Technologies”, offered as part of a fully online program. The course design included three components: 1) synchronous weekly tutorials; 2) asynchronous weekly discussions through a learning management system and various social media tools and platforms; 3) problem-based learning videos uploaded on YouTube for each tutorial session. After teaching the course, the teachers reflected on the gap between the theory and practice of PBL, as operationalizing theoretical concepts into actions is not as easy as it may seem. We will present the course design, two narratives of the researcher-designer-developer-instructors along with student reactions to the course. The data will be presented as a reflective analysis of the instructors with regards to the values that underlie the scholarship of teaching and learning.
Topic of the presentation: This presentation is about the transformative experience that learners go through when they solve ill-defined authentic problems in an online higher education context. The students involved in such courses were distributed over a wide geographical setting and worked full-time.
Intended outcomes: Discuss the problematic of online course design. Assess the content of an PBL online course; Analyze the multiplicity of interactions in an online PBL course; Interpret the teachers’ and students’ reactions in an online PBL learning experience.
PISA 2012 - Creative Problem Solving: Students’ skills in tackling real-life ...EduSkills OECD
The capacity to engage creatively in cognitive processing to understand and resolve problem situations where a method of solution is not immediately obvious (including motivational and affective aspects).
Webinar for LearningAnalytics.net Open Course, Feb. 2011, (Athabasca U)
Simon Buckingham Shum
Knowledge Media Institute
Open University UK
http://simon.buckinghamshum.net
http://open.edu
Changing patterns in interactive learning designJosé Bidarra
Current trends in distance education point to changing patterns in business models and in learning design, these being clearly interconnected, and the solutions reside in both high level and low level decisions. The higher level decisions are related to personalised learning, practical subjects, shorter programme cycles, partnerships for face-to-face sessions and technologies for seamless learning. The lower level decisions imply the design of learning environments and the implementation of learner support strategies. So, this talk will explore the processes and suitable technologies for learning design, including the design and application of digital media in teaching and learning, and a critical analysis of the benefits of technologies in education.
Learning in the 21st Century: 2009 Trends Update Data and DiscussionBlackboard
Learning in the 21st Century: 2009 Trends Update, examines the growing student interest in online learning and how schools are meeting that demand. This report, which is the third in a series of reports published by Project Tomorrow®, a national education nonprofit organization, in collaboration with Blackboard, examines the Speak Up 2008 survey data collected online in Fall 2008 from more than 335,000 K-12 students, teachers, administrators and parents from across the nation.
Through this report you will gain insight, from schools and districts across the nation, about why students and teachers want access to classes online, the current challenges faced by districts with online learning implementations, and how online learning presents unprecedented opportunities for meeting the needs of our 21st century learner.
More at www.blackboard.com/k12/education21c
CVG - Education Technology Software - Second Thursday Event - July 2014 Paige Rasid
As our educational system evolves new and improved software and innovative technologies become ever more necessary to allow teachers and administrators to continue to deliver quality education amidst budget constraints and increasing measurement requirements. At July's Second Thursday event, Trends in Educational Technology, entrepreneurs and experts presented their models, ideas, and thoughts on the rapidly evolving use of technology in all facets of education.
Tcea 2014 Video Game Design for New TEKSMike Ploor
Presented by at TCEA 2014 conference. Details why video game design classes are important, simple software tools, integrated industry certifications and flipped classroom model.
Stinkin' Badges: Why We Need 'Em and How to Use 'EmKelvin Thompson
Listen to session audio while manually viewing slides at: http://ofcoursesonline.com/?p=408. Presentation w/ Rudy McDaniel and Joseph Fanfarelli at 2014 Information Fluency Conference.
Intelligent Adaptive Learning: A Powerful Element for 21st Century Learning &...DreamBox Learning
In this webinar, Dr. Tim Hudson shares insights about leveraging technology to improve student learning. At a time when schools are exploring “flipped” and “blended” learning models, it’s important to deeply understand how to design effective learning experiences, curriculum, and differentiation approaches. The quality of students’ digital learning experiences is just as important as the quality of their educational experiences inside the classroom. Having worked for over 10 years in public education as a teacher and administrator, Dr. Hudson has worked with students, parents, and teachers to improve learning outcomes for all students. As Curriculum Director at DreamBox Learning, he provides an overview of Intelligent Adaptive Learning, a next generation technology available to schools that uses sound pedagogy to tailor learning to each student’s unique needs. This webinar focuses on how administrators and teachers can make true differentiation a reality by focusing on learning goals and strategic use of technology.
Emerging Technologies for Higher EducationSimon Priest
These are my annual predictions (since 2005) for the top ten emerging technologies that will impact Higher Education in the near future. Note these are technologies in research and development or early diffusion; they are not already emerged technologies like MOOCs or online / e-learning
Authentic Learning: Some ideas for Junior HighPaul Herring
A presentation to Junior High School teachers on how Authentic Learning could be used to enhance the skills needed in the Second Machine Age
Audio of talk here- https://goo.gl/zk1fK1
Video here - https://goo.gl/zk1fK1
Reflecting about the scholarship of teaching and learning when designing a PB...Ann Davidson
This presentation will address the problem of designing interactive online courses in higher education. Despite many promises of richer and deeper learning experiences, in a typical online learning course, students go through well-defined sequences of instruction to complete learning activities and reach learning objectives (Ally, 2008). This is akin to Skinner’s programmed learning (1961), which was an extension of the operant conditioning chamber. While the intention of developing a technology of human behavior was interesting, the learners rapidly became disengaged. Despite its limitations, this metaphor of learning lived a long life and was present throughout the history of distance education and directed the advent of eLearning. After several decades of existence of eLearning and online learning, the step-by-step approach to designing instruction and the ADDIE model are still being used by course designers and upon observing several online courses in various universities, whether they be stand-alone online courses, full online programs or MOOCs, we notice that the classical approach to teaching and learning still dominates the field. However, in corpus of online courses that exist, there are some very interesting solutions pioneered by research teams that wish to innovate.
Faced with a new course to design, our team tackled the challenge by using a problem-based learning (PBL) approach grounded in a socio-constructivist pedagogical approach. The course being discussed is an undergraduate course titled “Digital Communication Technologies”, offered as part of a fully online program. The course design included three components: 1) synchronous weekly tutorials; 2) asynchronous weekly discussions through a learning management system and various social media tools and platforms; 3) problem-based learning videos uploaded on YouTube for each tutorial session. After teaching the course, the teachers reflected on the gap between the theory and practice of PBL, as operationalizing theoretical concepts into actions is not as easy as it may seem. We will present the course design, two narratives of the researcher-designer-developer-instructors along with student reactions to the course. The data will be presented as a reflective analysis of the instructors with regards to the values that underlie the scholarship of teaching and learning.
Topic of the presentation: This presentation is about the transformative experience that learners go through when they solve ill-defined authentic problems in an online higher education context. The students involved in such courses were distributed over a wide geographical setting and worked full-time.
Intended outcomes: Discuss the problematic of online course design. Assess the content of an PBL online course; Analyze the multiplicity of interactions in an online PBL course; Interpret the teachers’ and students’ reactions in an online PBL learning experience.
PISA 2012 - Creative Problem Solving: Students’ skills in tackling real-life ...EduSkills OECD
The capacity to engage creatively in cognitive processing to understand and resolve problem situations where a method of solution is not immediately obvious (including motivational and affective aspects).
Webinar for LearningAnalytics.net Open Course, Feb. 2011, (Athabasca U)
Simon Buckingham Shum
Knowledge Media Institute
Open University UK
http://simon.buckinghamshum.net
http://open.edu
Changing patterns in interactive learning designJosé Bidarra
Current trends in distance education point to changing patterns in business models and in learning design, these being clearly interconnected, and the solutions reside in both high level and low level decisions. The higher level decisions are related to personalised learning, practical subjects, shorter programme cycles, partnerships for face-to-face sessions and technologies for seamless learning. The lower level decisions imply the design of learning environments and the implementation of learner support strategies. So, this talk will explore the processes and suitable technologies for learning design, including the design and application of digital media in teaching and learning, and a critical analysis of the benefits of technologies in education.
Learning in the 21st Century: 2009 Trends Update Data and DiscussionBlackboard
Learning in the 21st Century: 2009 Trends Update, examines the growing student interest in online learning and how schools are meeting that demand. This report, which is the third in a series of reports published by Project Tomorrow®, a national education nonprofit organization, in collaboration with Blackboard, examines the Speak Up 2008 survey data collected online in Fall 2008 from more than 335,000 K-12 students, teachers, administrators and parents from across the nation.
Through this report you will gain insight, from schools and districts across the nation, about why students and teachers want access to classes online, the current challenges faced by districts with online learning implementations, and how online learning presents unprecedented opportunities for meeting the needs of our 21st century learner.
More at www.blackboard.com/k12/education21c
CVG - Education Technology Software - Second Thursday Event - July 2014 Paige Rasid
As our educational system evolves new and improved software and innovative technologies become ever more necessary to allow teachers and administrators to continue to deliver quality education amidst budget constraints and increasing measurement requirements. At July's Second Thursday event, Trends in Educational Technology, entrepreneurs and experts presented their models, ideas, and thoughts on the rapidly evolving use of technology in all facets of education.
Tcea 2014 Video Game Design for New TEKSMike Ploor
Presented by at TCEA 2014 conference. Details why video game design classes are important, simple software tools, integrated industry certifications and flipped classroom model.
Stinkin' Badges: Why We Need 'Em and How to Use 'EmKelvin Thompson
Listen to session audio while manually viewing slides at: http://ofcoursesonline.com/?p=408. Presentation w/ Rudy McDaniel and Joseph Fanfarelli at 2014 Information Fluency Conference.
Intelligent Adaptive Learning: A Powerful Element for 21st Century Learning &...DreamBox Learning
In this webinar, Dr. Tim Hudson shares insights about leveraging technology to improve student learning. At a time when schools are exploring “flipped” and “blended” learning models, it’s important to deeply understand how to design effective learning experiences, curriculum, and differentiation approaches. The quality of students’ digital learning experiences is just as important as the quality of their educational experiences inside the classroom. Having worked for over 10 years in public education as a teacher and administrator, Dr. Hudson has worked with students, parents, and teachers to improve learning outcomes for all students. As Curriculum Director at DreamBox Learning, he provides an overview of Intelligent Adaptive Learning, a next generation technology available to schools that uses sound pedagogy to tailor learning to each student’s unique needs. This webinar focuses on how administrators and teachers can make true differentiation a reality by focusing on learning goals and strategic use of technology.
Write better survey questions, run a survey from start to finish, survey tips from the expert survey methodologists. Workshop at JBoye Conference, Aarhus, Denmark, 2011.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Careerly is a career discovery platform that connects students with professionals to discover the details of their career options. This product plan outlines the vision, market research, software development plan (Agile), and financial analysis of the platform.
These slides were prepared to introduce district leaders to the design thinking process. The design challenge we worked on during this day-long introduction was to redesign high school media centers. These slides were used to step participants through each phase of the design thinking process.
Implementing Design thinking on Online Assessment and identifying the pain points of the stakeholders in the Education sector by using Empathy maps and Personas to innovate and come up with a Prototype for Online Assessment.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
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.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Education & Game Principles: Context, Theory & Application
1. Dan Laurence @D4n_
Education & Game Principles:
Context, Theory & Application
Senior Learning Designer & Educational Game Designer - La Trobe University
2. Todays Session
3 x 10 minute blocks, followed each by question time (and game time).
Aims: 1. To explore the context of Higher Education & the challenge of student retention.
2. To consider game principles as part of an engagement solution.
3. To demonstrate a specific implementation of game design and it’s outcomes.
2
3. Higher Education – The Context
A pitched battleground to retain disengaging students.
If the average student fee is around $17,000.
Every 1% decrease in student retention costs…
$4-16 million the same year in lost fees.
Double if you factor in cost of acquisition.
…and that is just in the first year.
These dollar values represent peoples dreams & aspirations.
3
- Adams et al, 2010
Hobson’s retention project
5. Who are these students and why do they leave?
Many risk factors and correlations:
• part-time
• mature-age
• studying online
• first year
• 1st in family to attend tertiary study
• low socio-economic status
• Indigenous
• regional
• student with a disability
“Student attrition is a wicked problem.
It could be 'solved' by excluding from
university study everyone except the
previously educationally successful,
rich, healthy, unencumbered young
people without children, who live in
cities and study full-time, on campus.
But that solution would create some
other issues that would be somewhat
unpalatable to a developed economy
and egalitarian society.”
Marcia Devlin
DVC Learning and Quality at Federation University
Some mitigation possible, but factors largely beyond control.
6. What influences students to discontinue study?
- Adams et al, 2010 – Hobson’s retention project
After enrolment what concerns can we address?
7. What are students specific complaints?
- The Student Surveys (CSHE, 2004 & AUSSIE, 2008)
• only 50% of students felt that staff were available to
discuss student work
• many students perceive that staff are not accessible
• fewer than 30% of students felt that teaching staff took
an interest in their progress
• 30% of students reported that they did not receive
helpful academic feedback
Students expect: regular constructive feedback.
8. Regular Feedback Also Aids Effective Recall of Facts
The Ebbinghaus
Forgetting Curve
illustrates the simple
point that repetition
increases the recall
of facts.
8
11. Can’t we just reach out to these students?
• Academics don’t have the time to
respond to every student.
• Feedback needs to be of a high quality.
• Feedback needs to be timely.
• Feedback needs to be more regular.
• Feedback isn’t feedback unless
students can respond to it.
11
The only solutions that are practical for large classes are automated.
By Mosborne01 (Own work) CC BY-SA 3.0, via Wikimedia Commons
12. The Formative Assessment Challenge
Tests and quizzes are usually associated with marks.
If assessments aren’t associated with marks, students wont do them, will they?
How can we make unmarked, affordable, automated feedback systems that students will
actually want to engage with?
First we should ask what do students actually like doing?
12
13. What do students like?
• social media, cats
• games, movies & music
• SMS & other short messaging
• personal email, but rarely school emails.
Modern students access these increasingly via
mobile phone,
not desktop PCs, not a website & not a LMS.
14. The requirements of an engagement solution
14
• Engaging, or put simply
• Sense of progress & regular feedback
• Social & interactive
• Mobile first
15. Block Two: Game Principles as Part of the Solution
We will limit ourselves here to what has become known as “simple gamification”.
Characterised by Points, Badges & Leaderboards
(Werbach’s PBL model, 2012).
15
What is a Game?
Game principles can be observed everywhere in the world.
The animal kingdom, the Legal profession, the business world, religion and yes… education
There are many different definitions and many different types of game.
16. Engagement & Flow
The state of flow is characterised thus:
• There are clear goals every step of the way.
• There is immediate feedback to one’s actions.
• There is a balance between challenges and skills.
• Action and awareness are merged.
• Distractions are excluded from consciousness.
• There is no worry of failure.
• Self-consciousness disappears.
• The sense of time becomes distorted.
• The activity becomes an end in itself.
(Mihaly Csikszentmihaliyi, 1990)
This is the state games aspire towards
17. Types of Rewards
• Points/marks/currency
• Adversarial
• Social/collaborative
• Explorative
17
(Richard Bartle, 1996)
Bartle’s Player Types
19. Winning is great, unless it isn’t
Many studies and theories align with the broad contention that:
extrinsic rewards can sometimes decrease intrinsic motivation & performance!
19
Only certain types of extrinsic
rewards (such as praise) can
increase intrinsic motivation.
For complex or creative tasks using
extrinsic rewards can lead to
poorer performance.
If/then rewards tend to narrow
our focus and limit cognitive
capacity.
(Ledford, Gerhart, & Fang, 2013)
Gamification/extrinsic rewards increase performance on simple tasks*
*(Arely, Gneezy, Lowenstein & Mazar, 2008)
20. Where are Game Principles Best Used?
Where a knowledge foundation is required - before it can be applied, etc.
• Sciences, Chemistry, Physics, etc
• Accounting, Finance, Economics, etc
• Computer Science, Programming, etc
Creates a point to check & feedback to a student their level of understanding.20
theoretical knowledge
threshold knowledgecore concepts
abstract knowledge
Simple tasks
21. Games are about rules
Agreed set of rules and common understandings.
Break the rules and your contract is void.
The architecture of dissatisfaction is:
an unmet expectation, or unfulfilled ideal.
Set clear expectations!
Rule breaking results in:
• Decreased extrinsic motivation/engagement
• Low student satisfaction/retention.
21
By Jérôme Dessommes - ÉCRIVAINS CONSULT®, via Wikimedia Commons
22. An Engagement Solution
22
• Clear Expectations
• Regular constructive feedback
(engagement loops)
• Needs to be controllable/curatable
(many games aren’t)
• Points & badges & leaderboards (PBL model)
• Rich media, videos
• Social - leaderboards & chat forums
• Mobile first - uses ‘push-notifications’
• A ‘modern’ interface i.e. Progress trees/bars
Engagement Loops
23. What are the LMS/VLE options?
LMS/VLE’s :
Blackboard 9.x Blackboard Ultra Moodle/Moodlerooms Canvas?
Collaborate Prime Curatr MOOC platforms
23
• Question types: Multiple choice questions, fill in the blank, short answer, equations,
• Gamification: Points, badges, leaderboard, levels, progression trees
• Analytics: Dashboard, notifications
• Student information/enrolment system: Integrated, importable/exportable
• Open standards compliance: SCORM, Tin Can API
In our assessment, LMS’s struggle to provide quality mobile interfaces
& often lack key functions.
24. What are some other web based options?
Web Apps (browser based)
Kahoot (hybrid) Quizlet ProProfs GoConqr
Riddle Learningpod Socrative That Quiz
TestMoz Gnowledge QuizStar QuestionPro
Hot Potatoes Quizinator Edpuzzle Khan Academy
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Publisher Apps (browser based)
Learning Catalytics (Pearsons)
Cengage - Mindtap
• Question Types: Multiple Choice Questions, Fill in the Blank, Short Answer, Equations, Flashcards
• Media Types: Audio, Images and/or Video
• Gamification: Points, Badges, Leaderboard, Levels
• Social features: Forums, leaderboard
• Analytics: Dashboard, notifications
• Content Authoring: is it your platform or someone else’s?
• Content Bank: OER’s? Personalisation/Branding/Advertising
Mobile feature integration still lacking! - Push Notifications, Geolocation,
but mostly about usability
25. What are some mobile first options?
Mobile Apps (iOS & Android):
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Q-Stream Duo Lingo Mathspace Nearpod
Quizling QuizClash iSpring Quizmaker Questbase
A range of great things about these apps.
The issues we had were:
• Inability to curate content
• Lack of game elements
• Unsustainable cost
• Practical implementation issues
26. What went on the wish list?
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Needs to be both USEFUL and EASY to use:
• Easy to use web portal for question creation
• Well documented
• Import/export external question sets
• Real time learning analytics dashboard
• Import/export use data (currently csv)
27. So after all that here’s what we did…
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We consulted broadly with game design/programming lecturers, students and graduates.
Using all our research, background data and a teaching grant we created a simple first version.
Featuring:
• Timed multiple choice questions
• Pre-set badges
• Leaderboard
28. And for the Teacher
We created a back-end web portal to create the multiple choice questions:
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Complete with basic engagement analytics
29. Research Design
The first iteration performed a simple comparison with previous semesters (year on year).
We wanted control groups, but couldn’t disadvantage those students in the control group.
We sought and received ethics approval.
1. Is there a relationship between introducing a mobile app into the classroom and
improved student retention rates?
2. Is there a relationship between the use of the app and improved academic performance?
3. Is student performance within the app related to academic performance?
4. Does the existence of other blended content impact on the effectiveness of the app?
5. Do students respond positively to the introduction of apps?
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30. Did gamification make a difference?
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“The introduction of the app in second
semester of 2015 was associated with a
positive improvement in student
retention (calculated at 12.23%)
compared to semester one 2015, a
positive improvement of 9.22%...”
“…students who used the app on
average achieved marks that were
7.03% higher than students who did
not use the app.”
31. Did gamification make a difference?
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"I love the
competitiveness,
ease of access and
simple to use."
Strong correlation between
app use & academic
performance (r .40).
Positive qualitative feedback:
"The app questions were
great I really appreciated
the daily reminders."
"So much easier to access
than the online quiz.”
Negative feedback (during mid-semester break):
“Where have the questions gone, is it broken?”
32. Did it work the next time?
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The next semester we were given approval to use a control group.
The control group was given an LMS based quiz as a substitute, however due to
an unexpected upgrade to Swinburne’s Blackboard installation students also
received the BB Student mobile version of the quiz with push-notifications.
This slightly thwarted research design should still allow us to discern the unique
contribution of simple gamification.
Control group: No timer, no badges or leaderboard.
Considerations for future research:
- Academic performance and engagement after gamification is removed
- Game mechanic element studies
- Performance on higher order learning tasks and gamification
33. Thankyou. Final Questions?
Follow @D4n_ for updates.
For enquiries or interest in research collaboration contact:
d.laurence@latrobe.edu.au
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34. References
Bartle, R. (1996). Hearts, Clubs, Diamonds, Spades: Players Who suit MUDs.
Deci, E.L. Koestner, R. Ryan, R.M. (2001). Extrinsic Rewards and Intrinsic Motivation in Education:
Reconsidered Once Again, Review of Educational Research, Spring, Vol. 71, pp 1-27
Ariely, D. Gneezy, U. Lowenstein, G. & Mazar, N. (2008). Large Stakes and Big Mistakes. Federal Reserve Bank
of Boston Working Paper No. 05-11, July 2005; NY Times, 20 Nov.
Ledford, G. E. Gerhart, B. & Fang, M. (2013). Negative effects of extrinsic rewards on intrinsic motivation:
More smoke than fire.
Csíkszentmihályi, M. (1990). Flow: The psychology of optimal experience. New York: Harper and Row.
Werbach, K. & Hunter, D. (2012). For the Win: How Game Thinking Can Revolutionize Your Business, Wharton
School, Philadelphia
Ebbinghaus, H (1885/1913). Memory: A Contribution to Experimental Psychology.
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