Presentation about gamification for English language teaching by Deborah Healey and Kai Liu from Oregon Teachers of English to Speakers of Other Languages (ORTESOL) Conference, Oct 12, 2013. Includes links to the companion website.
Jeremiah Grabowski, instructional designer at the SUNY University at Buffalo, presents "gamification in the classroom" • To Identify the principle characteristics of games and gamification, and
• Discuss how gamification principles can be integrated into education
Slide presentation used in the Live Webinar during the TEFL2YL EVO 2018 Sessions for Week 3 Board Games on Moodle4Teachers.https://moodle4teachers.org/course/view.php?id=91
Live Webinar hosted by Integrating Technology on WizIQ by Dr Nellie Deutsch and co-presented by Sheryl McCoy and Nives Torresi.
The digital board game mentioned in this presentation is also on slideshare at this link https://www.slideshare.net/NivesTorresi/digital-board-game-for-tefl2yl-evo-sessions-2018-week-3
Recording of the Webinar will be available on the following playlist in YouTube soon https://www.youtube.com/playlist?list=PL3t2HJcKLuQnBcYdlhbeLT_PwMvmc1_tF
Presentation about gamification for English language teaching by Deborah Healey and Kai Liu from Oregon Teachers of English to Speakers of Other Languages (ORTESOL) Conference, Oct 12, 2013. Includes links to the companion website.
Jeremiah Grabowski, instructional designer at the SUNY University at Buffalo, presents "gamification in the classroom" • To Identify the principle characteristics of games and gamification, and
• Discuss how gamification principles can be integrated into education
Slide presentation used in the Live Webinar during the TEFL2YL EVO 2018 Sessions for Week 3 Board Games on Moodle4Teachers.https://moodle4teachers.org/course/view.php?id=91
Live Webinar hosted by Integrating Technology on WizIQ by Dr Nellie Deutsch and co-presented by Sheryl McCoy and Nives Torresi.
The digital board game mentioned in this presentation is also on slideshare at this link https://www.slideshare.net/NivesTorresi/digital-board-game-for-tefl2yl-evo-sessions-2018-week-3
Recording of the Webinar will be available on the following playlist in YouTube soon https://www.youtube.com/playlist?list=PL3t2HJcKLuQnBcYdlhbeLT_PwMvmc1_tF
A brief overlook of video games and their use for education. Included in the presentation are drawbacks, the power of reading, and tangential learning through video games.
Gamification in ELT: Magic Bullet or Broken Sword?Graham Stanley
IATEFL LTSIG & TESOL CALL IS 2nd Web Conference - June 14th 2014
Can gamification be used effectively in language teaching? Or is it just another passing fad? Although at first glance, the 'adding of game elements to non-game contexts' using points, badges, and leader-boards, etc. seems to be an attractive proposition for teachers, there is more to gamification than first meets the eye. In this session we'll look at the meaning of fun and games, examine play and players and explore how different game elements might be used in the classroom and for what purpose.
Killer bunnies and the quest for the magic carrot: gamification and ELTGraham Stanley
Can gamification be used effectively in language teaching? Or is it just another passing fad? Although at first glance, the 'adding of game elements to non-game contexts' using points, badges, and leader-boards, etc. seems to be an attractive proposition for teachers, there is more to gamification than first meets the eye.
A brief overlook of video games and their use for education. Included in the presentation are drawbacks, the power of reading, and tangential learning through video games.
Gamification in ELT: Magic Bullet or Broken Sword?Graham Stanley
IATEFL LTSIG & TESOL CALL IS 2nd Web Conference - June 14th 2014
Can gamification be used effectively in language teaching? Or is it just another passing fad? Although at first glance, the 'adding of game elements to non-game contexts' using points, badges, and leader-boards, etc. seems to be an attractive proposition for teachers, there is more to gamification than first meets the eye. In this session we'll look at the meaning of fun and games, examine play and players and explore how different game elements might be used in the classroom and for what purpose.
Killer bunnies and the quest for the magic carrot: gamification and ELTGraham Stanley
Can gamification be used effectively in language teaching? Or is it just another passing fad? Although at first glance, the 'adding of game elements to non-game contexts' using points, badges, and leader-boards, etc. seems to be an attractive proposition for teachers, there is more to gamification than first meets the eye.
Journeys in Blended Learning: Key Landmarks for Your School's ProgressDreamBox Learning
Whether you and your school are considering, starting, or fully implementing a blended learning model, there are several key factors that impact the success of students in a new blended model. While each school’s journey to blended learning is unique, there are some critical decisions that every school must make along the way. In this webinar for the edWeb.net Blended Learning community, presenters Tim Hudson and Neal Manegold of DreamBox Learning shared about several key milestones and inflection points that educators encounter when designing schools and curriculum for blended models. By having a better understanding of these important landmarks, teachers and administrators can ensure the design of their blended schooling models meaningfully impacts student achievement and engagement. View the webinar to learn how to improve blended learning at your school or district no matter where you are in your blended learning journey.
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IATEFL LTSIG and TESOL CALL-IS jointly sponsored the sessions
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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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.
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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 French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Gamification keynote malaysia
1. Gamification: Communicating
with Digital Natives
Deborah Healey
American English Institute/Dept. of Linguistics
University of Oregon
sites.google.com/site/gamificationforelteachers/
Poll – how many of you have heard of gamification? Could you define it? Please turn to your neighbor and explain the difference.
http://assets.econsultancy.com/images/resized/0002/8017/teleflora-blog-full.jpg - leaderboard
Make sense?
a system with rules, some sort of challenge, feedback of some sort, interaction, and fun. An emotional response is part of many definitions of a game as well – players get caught up in the game.
Image by Slyfoxy: http://fc03.deviantart.net/fs70/i/2011/195/a/4/winter_fun_by_slyfoxxy-d3qmgu6.jpg - removed by author's request
Let’s take a quick look at some ideas about gamifying education in general, then look at what we can do in language education in particular
Aesthetics may not be so much part of teachers’ use of games, but it can be
There’s a different feel when we think of students as active PLAYERS
Why has this become so popular? One reason is demographic – today’s digital natives aren’t patient people. We can say that they should learn by studying hard, and that’s true. We want to encourage intrinsic motivation to learn. But we know that engagement is a critical factor in learning, and engagement can encourage intrinsic motivation to emerge. By adding game elements – gamifying lessons – we can tap into our learners’ way of being in the world. And it’s not that hard to do. It’s being done in business routinely – frequent flyer programs, bank rewards cards, and more
Gamification.org suggests 24 game mechanics, several of which teachers may already incorporate or could relatively easily add to their lessons
http://gamification.org/wiki/Game_Mechanics#Game_Mechanics_Shortcuts
Cascading Information Theory – breaking up information into bits so that each bit can be effectively learned; not getting all the information at once. We do this all the time; it’s called curriculum.
Achievements – where learners have accomplished something, and they know it. These may be made visible in a variety of ways. Teachers tend to do this a lot with their learners. Game theory calls those who are greatly motivated by achievement relative to others “Achievers” or “Killers.” Both need to know that they’re better than others, but the latter (“Killers”) want to have more power than others or power over others. Good teachers try to channel this desire for control into helping others. Sometimes it works.
Community Collaboration – working together to solve a problem or do a task. We call it “group work” in teaching. In game theory, “Socializers” are especially motivated by this. Women are more likely to be socializers and motivated by collaboration than young men, particularly “Achievers” and “Killers.”
Points – giving numerical value for actions. We call them grades. We tend not to give points to a group or for routine activities, but we could.
Loss Aversion – not getting a reward, but avoiding punishment. Grading is often how teachers implement this.
Behavioral Momentum – the tendency of people who are doing something to keep doing it. This works in tandem with what SCVNGR calls Fun Once, Fun Always – activities that remain enjoyable, even with repetition. Classroom routines would fall into this category.
If you don’t do it already… Countdown – having only a certain (generally short) amount of time to do something. As the deadline approaches, there is more activity on the part of players/learners. While we routinely include this with homework and tests, it’s also something that could be incorporated within a classroom lesson to gamify just about anything. The key is making sure that everyone can succeed sometime.
Levels – gaining more points leads to more or different rewards. If we changed grading so that learners started from zero points and added more, we would be doing something like this. A very interesting idea!
If you don’t do it already…Progression – gradual success, typically via completing a series of tasks; the key is that progress is visual in some way. A chart of reading speed might be one example of this. It’s something that language teaching doesn’t always do well. Learners often don’t know where they are in their move toward language acquisition.
Ownership – feeling that you control something. Having learners publish their work to a broader audience can give this sense, as can giving learners more autonomy in choosing topics and tasks in the classroom.
Blissful Productivity – the idea that people like working hard and feeling productive. It’s not work for its own sake, but the sense of productivity that makes this powerful. Task-based learning often exemplifies this.
Discovery/Exploration – people like certain kinds of surprises. Some learners are especially motivated by discovery. Game theory calls these people “explorers.”
Epic Meaning – the sense of accomplishing something big, like saving a world. Language teachers can approach this by having learners do projects that go outside the classroom and that have a large external audience.
Quests/Challenges – overcoming obstacles, either alone or with a team. Project- and task-based learning can use this. It’s another way of visualizing progress.
Virality – a game or task that works better with many people. Project-based learning is often characterized by team work.
Highlighting the transition words in a reading: Turn it into a game – teamwork, challenge, points, achievement (all correct)
Doing a presentation about a favorite vacation: Ownership, especially with own pictures; epic meaning if shared on slideshare; points with a rubric; possibly a team effort; progression if learners see that their presentations are getting longer over time or the task is broken into steps
Group discussion
Gamify to meet learner needs, expectations; motivate because everyone likes games of some sort
Have game thinking and you can gamify just about anything
http://www.youtube.com/watch?v=_A-ZVCjfWf8