One of three presentations we did for the Canadian Network for Innovation in Education (CNIE) online 2021 conference. In this workshop we presented an inquiring experiential approach inspired by the Gamification Pyramid (Werbach & Hunter, 2012) which correlates with the three levels of the most common OECD PISA Frameworks. By promoting knowledge building, collective engagement and action with purpose, the activities presented during this session promote collaborative dynamics based on the structured development of inquiring mindsets for personal growth and professional development.

1. https://i.natgeofe.com/n/535f3cba-f8bb-4df2-b0c5-aaca16e9ff31/giza-plateau-pyramids.jpg
Gamification
and Inquiring Minds
for Global Skills
Dr. Neus Lorenzo Galés
Ray Gallon
@NewsNeus @RayGallon
“From Pyramids
to Spirals”

2. Learning Objectives
@NewsNeus @RayGallon
#CNIE2021
Interaction
Professional development
Action
Skill purpose
Inquiring Minds
Educational Challenge
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3. Awareness
Activity 1...
Aim: “Looking for answers…
….and finding questions”
Inquiring Minds
Educational Challenge
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4. What do they have in common...

5. What do they have in common...
https://www.slideshare.net/TransformationSociety/your-most-important-stakeholders-your-customers (p.6)

6. What do they have in common...
https://www.slideshare.net/TransformationSociety/your-most-important-stakeholders-your-customers (p.6)

7. What do they have in common...
• (Pictures of) Physical objects
• Deal with Colours
• Can be relocated
• Time consuming
• Family assets
• Need continuous supply
• Added costs
• Personal experience
• Loves and hates
• ... ...
https://www.slideshare.net/TransformationSociety/your-most-important-stakeholders-your-customers (p.6)

8. What do they have in common...
• (Pictures of) Physical objects
• Deal with Colours
• Can be relocated
• Time consuming
• Family assets
• Need continuous supply
• Added costs
• Personal experience
• Loves and hates
• ... ...
Could we classify them?
https://www.slideshare.net/TransformationSociety/your-most-important-stakeholders-your-customers (p.6)

9. What do they have in common...
• (Pictures of) Physical objects
• Deal with Colours
• Can be relocated
• Time consuming
• Family assets
• Need continuous supply
• Added costs
• Personal experience
• Loves and hates
• ... ...
Explicit components
Implicit mechanics
Diversified dynamics
What else can we compare..?

10. Categories: Reaching different levels of conciousness!
Abtraction is about finding new spaces to grow.
https://wallpaperscraft.com/image/fish_aquarium_gold_splashing_jumping_15008_3840x2400.jpg
Dynamics
Mechanics
Components

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Dynamics
Mechanics
Components
Adapted from the Gamification Pyramid, by Werback & Hunter, 2012
Gamifying Curricula for transforming education

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Dynamics
Mechanics
Components
Curriculum Development (e.g. TEFL)
Learning English:
Multimodal development,
language-centred
interactive goals.
Learning in English:
Focusing on student-centred needs
strategies, contextualized social
communication, and participation.
Learning to Learn Through English:
Creating new understandings and
attitudes, developing social values, and
socio-cultural skills for the future.
Gamifying Curricula for transforming education
Adapted from the Gamification Pyramid, by Werback & Hunter, 2012

13. +
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Dynamics
Mechanics
Components
Transformation Readiness
Curriculum Development (e.g. TEFL)
Providing Explicit Tools:
Lifelong learning resources in
formal and non-formal
international contexts.
Empowering Implicit Processes:
Collective knowledge-management,
global socioeconomic development,
and educational co-responsibilities.
Enhancing Citizens’ Meta-Reflection
Consciousness of the human
dimension of 21st C. Global Skills
and their transformative potential.
Learning English:
Multimodal development,
language-centred
interactive goals.
Learning in English:
Focusing on student-centred needs
strategies, contextualized social
communication, and participation.
Learning to Learn Through English:
Creating new understandings and
attitudes, developing social values, and
socio-cultural skills for the future.
Gamifying Curricula for transforming education
Adapted from the Gamification Pyramid, by Werback & Hunter, 2012

14. Why are we
transforming
education?
https://media.npr.org/assets/img/2014/10/02/psychadelic-bf7918de47982a4bc3f468998b8a41adc14538f7-s800-c85.jpg
https://www.healthychildren.org/SiteCollectionImagesArticleImages/family-around-the-neighbourhood.jpg?RenditionID=3
... To deal
with the
unknown!

15. Another good question:
What is everybody learning in the unknown?
https://images.unsplash.com/flagged/photo-1568005438925-b724a38a9550
https://www.pactomundial.org/2018/08/siete-publicaciones-imprescindibles-para-entender-los-ods/
... Sustainability, solidarity, globalization, ...
https://elordenmundial.com/wp-content/uploads/2020/03/pandemia-epidemia-virus-coronavirus-salud-1-1310x938.png
SDG
UN 2030

16. United Nations Agenda 2030
https://www.globalgoals.org/

17. Obtaining a quality education
is the foundation for improving people’s lives
and sustainable development.
https://www.un.org/sustainabledevelopment/sustainable-development-goals/
Reading is a Learning to Learn Literacy
- Multiplatforms
- Multimodal codes
- Plurilingual Skills
- Transmedia universe
- Privacy and ethical challenges
SDG
UN 2030
SDG 4: Quality Education for Everybody

18. Exploring
Activity 2
T2: “From digital input to ethical intake…
…using Zoom Earth”
[Take a Screenshot of the instructions]
Action
Skill purpose
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19. From Input to Intake
Using data to build hypotheses
https://zoom.earth/#view=43.6,-80.2,5z/date=2021-04-17,17:10,+2
1. Open Zoom Earth
2. Activate “Fires and Heat”
3. Move & zoom to a burning area
(e.g. Brazil or Africa)
4. Measure & find the biggest burning area today!
5. Reflect on What, How, and Why are we learning.
6. Use the Chat to share your ideas!
Adapt
and use
this activity
in your class!
SDG
UN 2030
Tool: Zoom Earth
https://zoom.earth/

20. It’s not the tool...
But the actions we take with the information we collect!
https://zoom.earth/#view=11.3,-10.7,5z/date=2021-04-19,15:15,+2/layers=fires
Measure Tool
• What I see
• How I learn
• Why I’ll change my life
accordingly

21. Neus Lorenzo & Angels Soriano
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
https://sobrehistoria.com/wp-content/uploads/2016/03/las-piramides-de-egipto-kefren-1-600x450.jpg
by Mmantsetsa Marope et al.
Attitudes
Values
Skills
Knowledge
Data
Information
Mmantsetsa Marope, Patrick Griffin, Carmel Gallagher (2018),
Future Competences and the Future of Curriculum: A Global Reference for Curricula Transformation.
UNESCO IBE. http://www.ibe.unesco.org/sites/default/files/resources/02_future_competences_and_the_future_of_curriculum_30oct.v2.pdf
To Learn in a Globalized Digital World
A Global Reference for Curricula Transformation (UNESCO IBE, 2018)
Bloom’s Taxonomy (revised v.2)
Digital Transformation
Explicit
Implicit
Meta-Referential
https://www.slideshare.net/nlorenzo/unesco-mobile-learning-week-2018-workshop-by-xatac5 s.30

22. https://i2.wp.com/flowingdata.com/wp-content/uploads/2008/03/twitter-network.png?w=1090
Transformation?
SDG
UN 2030

23. Components
Dynamics
Gamification
Werbach & Hunter (2012)
Mechanics
Smart Transmedia Pedagogy:
From the classroom to the world
Bloom’s Pyramid (1956/2001)
Machine
Learning
Smart
Technologies
AI
Information
Skills
Data
Values
ICT Global Skills
Marope et al. (UNESCO, 2018)
Knowledge
Attitudes
Transformation Society (2019)
Ray Gallon, Neus Lorenzo
Automated
Processes
Interactinon
Skills
Transformative
dynamics
Remembering
Creating
Evaluating
Analyzing
Applying
Understanding

24. Reading
Accessing and
retrieving
Integrating and
interpreting
Reflect and
evaluating
Maths
Formulating
situations
mathematically
Employing
mathematical
concepts, facts,
procedures,
and reasoning
Interpreting,
applying and
evaluating
mathematical
outcomes
Science
Explaining
phenomena
scientifically
Evaluating and
designing
scientific
enquiry
Interpreting
data and
evidence
scientifically
Collaboration
for Problem
Solving
Establishing
and
maintaining
shared
understanding
Taking
appropriate
action to solve
the problem
Establishing
and
maintaining
team
organisation
Global
Competency
for 21st C
Examine local,
global and
intercultural
issues critically
To act for
human dignity,
well-being and
sustainable
development
Understanding
and engaging
in diversified
interactions
OECD Assessment Levels for PISA (2000-2020)
Learning
to
Learn:
Cognitive
skills
Maths: http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Mathematics%20Framework%20.pdf
Science: http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Science%20Framework%20.pdf
Reading: http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Reading%20Framework%20.pdf
http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Collaborative%20Problem%20Solving%20Framework%20.pd f
https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf
Components
Mechanics
Dynamics

25. Patterns and Meanings
https://wl-brightside.cf.tsp.li/resize/728x/jpg/79a/a9e/14370951588def4ed2ea002ae5.jpg
Interpretación: https://psicologoscordoba.org/test-de-rorschach-la-interpretacion-de-la-interpretacion/
https://www.researchgate.net/publication/272941364_Rorschach_test_locater
Response time
Number of answers
Zone of interpretation and focus
Mentioned colours
Forms and patterns
Dynamics and movements
Location and verticality
Categories
Rejected colours and shapes
Failure and doubts
Shock and hiding
https://wl-brightside.cf.tsp.li/resize/728x/jpg/79a/a9e/14370951588def4ed2ea002ae5.jpg

26. We need to rediscover
reality from different
perspectives to find
new meanings
... and find a common
shared imaginary
for collaborative
problem solving

27. Dynamic TPAK Models
https://media.springernature.com/original/springer-static/image/chp%3A10.1007%2F978-3-319-71054-9_26/MediaObjects/428523_1_En_26_Fig3_HTML.png

28. 1-Iteration.
Experimental Frameworks for
Understanding
Iterative Models
M Y P Model
https://myptoolbox.com/2014/09/21/developing-atl-skills-
through-the-inquiry-cycle-in-myp/
Components
Mechanics
Dynamics
Stimulus -> Response
Inquiry +

29. 2- Interaction
Strategic Action for
Developing
Learning Mechanics
https://ecdn.teacherspayteachers.com/thumbitem/Inquiry-Cycle-4307757-1547464399/original-4307757-1.jpg
Self Agency
Relational Strategies
Transformative Dynamics
Stimulus [Inquiry] Response
Input [Process] Output
Presentation [Practice] Production
Action [Reflection] Change
+Inquiry +
+ Inter/intra +

30. 3- Recursivity
Meta- Reflection
for Developing Inquiring
Dynamics at all levels
[Inquiry] [Inquiry]
+Inquiry +
https://www.bctf.ca/uploadedImages/Public/ProD/TeacherInquiry/TIPcycle.png
Self Assessment
Recursive Strategies
Ethical Socio-Dynamics

31. The spiral of inquiry: educational transformation
By Judy Halbert & Linda Kaser - Canada
https://www.wholeeducation.org/spirals-of-inquiry-network/

32. The spiral of inquiry: educational transformation
By Judy Halbert & Linda Kaser - Canada
https://www.wholeeducation.org/spirals-of-inquiry-network/
Look around
Components

33. The spiral of inquiry: educational transformation
Look around
By Judy Halbert & Linda Kaser - Canada
https://www.wholeeducation.org/spirals-of-inquiry-network/
Components
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34. The spiral of inquiry: educational transformation
Look around
By Judy Halbert & Linda Kaser - Canada
https://www.wholeeducation.org/spirals-of-inquiry-network/
F
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Components
M
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Start moving
Dynamics

35. We should help
students find
their strengths,
set their priorities and
lead their own projects
in life.
https://p.favim.com/orig/2018/09/07/cute-cat-shadow-Favim.com-6247824.jpg
Look around
Find community purpose
Start moving

36. Challenge:
Engaging students to
inquire about
what nobody
knows yet.
SDG
UN 2030

37. Covid_19 Classrooms
https://bloximages.chicago2.vip.townnews.com/qctimes.com/content/tncms/assets/v3/editorial/1/7
0/170a676c-0888-5aba-996c-ce0f6a01a531/6011b5410d5df.image.jpg?resize=1200%2C800
Linear output
communication
and unipersonal
input and intake.
Missing mutual inquiry
peer-to-peer input,
mutual support and
assessment.

38. Science, Fake news and Lifelong Learning:
Learning to learn, learning to check
https://cdn.pixabay.com/photo/2017/06/15/11/51/learn-2405206__480.jpg
Learn To Check
Pixabay:
https://cdn.pixabay.com/photo/2020/02/26/11/24/
fake-news-4881488__340.jpg

39. Mental Health, the next pandemics?
Ref: https://www.weforum.org/agenda/2020/11/mental-health-technology-robots-chatbots https://twitter.com/wef/status/1325166262335410183/photo/1

40. Inquiring
Activity 3
T3: “Contextual hidden reality: learning to
develop inquiring minds”
Interaction
Professional development
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41. Photo by Jennifer Bedoya at Unsplash
Guess why…
Active Inquiring Minds...
What is going to
happen next?

42. Pessimistic
people are
likely to be
offered a
discount on
an insurance
contract.
Photo by Jennifer Bedoya at Unsplash
Optimistic
people are
more likely to
recieve offers
to contract a
loan for
buying a
house.
Guess why…
Artificial Intelligence Algorithms
are running decision-making

43. We need to face
new needs, new talents,,
new ethical jobs
...in a hybrid and
uncertain
global world.
http://experience-engineers.com/wp-content/uploads/mobile-learning-solutions.jpg

44. The difference
between
the world we want
and the world we have,
is what we are doing
together now.
Photo by Kingshuk Chakravarty from India

45. https://www.thoughtco.com/thmb/zFl-kN7qkx-u3TR7HrSvFBPJnfg=/768x0/filters:no_upscale():max_bytes(150000):strip_icc():format(webp)/107312835-56a5f6db3df78cf7728abcfc.jpg
Curriculum in Focus: Content- Context Evolution
Focus: Grammar & Syntax
S. Present and P. Continous
Focus: Vocabulary and Semantics
The Animals
Focus: Situations and context
At the Zoo
Focus: Meaningful communication
Meeting pet-friends
Focus: Integrating Content (CLIL)
Save the Whales!
Focus: Transformation in the Digital Age
Join UNESCO’s School Projects!
Transforming
Creating
Evaluating
Analysing
Applying
Understanding
Remembering

46. Talking about SDGs...
•Why?
•How?
•What?

47. All together
Activity 4
T4: “Synthesis: collective lesson plan
using the 17 SDGs from the UN 2030 Agenda”

48. 1-Look around Information Sources
1-Find 3 related
“cause-effect”
SDGs
2- Find examples
to express your
idea in 2 formats
at least

49. 2-Find purpose Interacting Sharing
3-Find 2 people with
SDG solutions
for your cause-effect
problems.
4- Search new evidence,
investigate, inquire,
and challenge others
to explain their ideas.

50. 3-So, What’s our plan? Critical Thinking Product
5-Negotiate and
elaborate a common
narrative with all your
9 SDGs.
6-Explain the idees
from the group, and
the feelings while
working, in at
least 2 formats

51. Action
Expression
• Solidarity
• Projecticon
I ACT
Representation
• Cognitive
• Symbolical
I LEARN
Meta - reflection: How we get to understand the world.
Universal design for learning: UDL
Engagement
• Intrapersonal
• Interpersonal
I AM
SDG
UN 2030
CAST (2018). Universal Design for Learning Guidelines version 2.2.
Retrieved from http://udlguidelines.cast.org

52. We are the result
of our parents’
concerns, and the
ancestors of the
generations that
will fix the present.
Thank you for
bridging the gap.
Alex Azabache@alexazabache
Photo by Alex Azabache on Unsplash
https://unsplash.com/images/stock/non-copyrighted

53. Thanks for your attention!
More Information:
http://transformationsociety.net
ray@transformationsociety.net
neus@transformationsociety.net