This document details a study on gamifying the teaching of media theory to undergraduate students. The researcher introduced elements of gamification like competitive video assignments and theory-based games into seminar activities. Compared to control groups, the experimental group that used gamification had slightly higher average grades, enjoyed the games, and reported deeper engagement with the material. A wider variety of essay questions were also answered, indicating broader theoretical engagement. While successful, developing the games required significant work.
October 31, 2013. Anaheim, CA. Center for Scholarly Technology (CST) led session featuring Min Kyu Kim (Postdoctoral Research Associate) and Otto Khera (Senior Manager, Research and Evaluation). On the study but not present: So Mi Kim, University of Georgia, Athens.
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
26 February 2015
collegeclassroom.ucsd.edu
cirtl.net
Teaching & learning for all universal design for learningSergiy Sydoriv
Â
Pysa4ka presents media project English Visuals
Precarpathian University
Ukraine
ĐŃикаŃпаŃŃŃкиК ŃĐ˝ŃвоŃŃиŃĐľŃ
(Ń) ĐиŃĐ°Ńка, 2018
mazepi10@gmail.com
Learn about a new tool for both online and onsite classrooms that gets students collaborating and sharpening their critical-thinking skills in both writing and reviewing modes. This assessment tool can work at any level from college or even graduate-level work all the way down to K-12 and functions well in both online and onsite learning venues.
October 31, 2013. Anaheim, CA. Center for Scholarly Technology (CST) led session featuring Min Kyu Kim (Postdoctoral Research Associate) and Otto Khera (Senior Manager, Research and Evaluation). On the study but not present: So Mi Kim, University of Georgia, Athens.
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
26 February 2015
collegeclassroom.ucsd.edu
cirtl.net
Teaching & learning for all universal design for learningSergiy Sydoriv
Â
Pysa4ka presents media project English Visuals
Precarpathian University
Ukraine
ĐŃикаŃпаŃŃŃкиК ŃĐ˝ŃвоŃŃиŃĐľŃ
(Ń) ĐиŃĐ°Ńка, 2018
mazepi10@gmail.com
Learn about a new tool for both online and onsite classrooms that gets students collaborating and sharpening their critical-thinking skills in both writing and reviewing modes. This assessment tool can work at any level from college or even graduate-level work all the way down to K-12 and functions well in both online and onsite learning venues.
Media technology and the transformation of the public sphere: a media / socia...Marcus Leaning
Â
Academic conference paper that looks at how technology has been understood to bring about a rebirth of the public sphere and the problems of such an approach. Paper offers a case study of an anonymous NGO who adopt a more grass-roots approach to civic regeneration that uses media technology. Recommendations for future work are approaches should be holistic, recognizing the need to take on all stages of technology dissemination and not just the cheap technological bits and that approaches should be socially led.
Political leaflets in the Eastleigh 2013 by electionMarcus Leaning
Â
This conference paper provides an account of the number, form and cost (activist time and financial) of door to door political leafleting and direct mail marketing in the February 2013 Eastleigh by-election.
This is lecture 5 of a course on social media at the University of Winchester. This covers a brief overand history of blogs, microbloggs and Twitter, the public sphere and some of the research on # hastags and the consequences of using twitter.
'Itâs not a laptop project. itâs an education project': The discursive constr...Marcus Leaning
Â
This presentation looks at the OLPC and presents initial research findings on a discourse analysis of the idea of technological determinism in Negroponte's speeches.
Paper presented at the International Political Science- Political Communication Conference. Loughborough, UK. November 1020.
Examines the idea that blogs have an impact upon politics and offer an alternate to mainstream media.
Key Concepts in Media Studies Lecture 3 SemioticsMarcus Leaning
Â
An introductory lecture on semiotics covering concepts such as the sign, signifier, signified, referent, paradigmatic and syntagmatic analysis, indexical, iconic and symbolic signs.
Given as part of the Key Concepts in Media Studies 1st year module of the BA (hons) Media Studies at the University of Winchester in the UK.
Building a System of Learning and Instructional Improvement â Barbara Schneider EduSkills OECD
Â
This presentation was given by Barbaba Schneider at the conference âCreativity and Critical Thinking Skills in School: Moving a shared agenda forwardâ on 24-25 September 2019, London, UK.
Real-time Assessment: A Guide for Emergency Remote TeachingFitri Mohamad
Â
This is a set of materials from a webinar held for Universiti Malaysia Sarawak's lecturers (UNIMAS), to guide the transition from f2f teaching to emergency remote teaching - specifically on conducting Real-time Assessments.
Conference presentation on videos lectures. The paper considers the use of recording lectures and describes a case study in which lectures were recorded for a module. The mean scores and rates of attendance were compared with the same module in previous years. it was found that for the main population the assessment scores did not change,. however the scores for students whose first language was not English did improve. Attenndance was unaffected.
Keynote presentationgiven at the Trail and Error: Journalism and Media Education TWG European Communications Research Association Conference, University of Minho, Braga, Portugal
A lecture on how to do a literature review. Covers what a literature is, journal hierachies, H index, I index, types of lit review - narrative, meta and systematic, search startegies, forest, filtering literature, using databases to search and making a search string
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Â
Andreas Schleicher presents at the OECD webinar âDigital devices in schools: detrimental distraction or secret to success?â on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus âManaging screen time: How to protect and equip students against distractionâ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective âStudents, digital devices and successâ can be found here - https://oe.cd/il/5yV
Model Attribute Check Company Auto PropertyCeline George
Â
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
Â
It is possible to hide or invisible some fields in odoo. Commonly using âinvisibleâ attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
Â
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
Â
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 wasnât 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.
1.4 modern child centered education - mahatma gandhi-2.pptx
Â
Gamifying the teaching of theory
1. GAMIFYING THE TEACHING
OF THEORY TO
UNDERGRADUATE MEDIA
STUDENTS.
DR MARCUS LEANING
SCHOOL OF MEDIA AND FILM
UNIVERSITY OF WINCHESTER
2. INTRODUCTION
This paper details research into the use of games to aid in
student learning of theory for undergraduate students on the
BA Media Studies programme at the University of
Winchester.
3. WHAT TO DO WITH A
PROBLEM LIKE THEORY?
Critical and social theory often presents significant problem
for students and lecturers.
⢠Difficulty in grasping the relevance of the subject :
i. To studentâs preferred activities â making things;
ii. Expectation of subject â âI didnât know I had to do thisâ.
⢠Difficulty with the complexity or level of abstraction of the
subject matter.
⢠Difficulty with pedagogic practices of extensive and tricky
reading and summative assessment performance.
This causes two problems - engaging the student in the material
and the studentsâ performance.
4. TEACHING THEORY
Campbell (1997) identifies two distinct strategies for teaching
theory both with advantages, disadvantages and
peculiarities:
⢠Nominalization â theory is taught in discreet courses identified
primarily as theory.
⢠Problematization â theory is integrated into the teaching of
other aspects.
5. Nominalization Problematization
Programme Theory in discrete modules /
courses.
Theory integrated into topic
modules
Focus Often âSurveyâ in style Applied theory â focus is
upon texts or practices
rather than theory
Handling of theory Contextualise theoretical
developments historically,
culturally and socially.
Theory limited to text or
practices â not require
students to go beyond
superficial application.
Method Lecture and seminar,
reading.
Practice based
Advantage / rationale Students need to be
introduced directly
to theory otherwise
they will never develop
confidence to read it for
themselves
Students need theory
contextualised through
application to help them see
its use
Disadvantages A gap between theory and
its application.
Never a full engagement
with theory
Adaptation of Campbellâs (1997) models of theory teaching.
6. PERSPECTIVES ON TEACHING
THEORY CONTEMPORARY(ISH)
BRITISH MEDIA(ISH) EDUCATION
1. Constructivist / Progressive: âMake it ârealâ /
relevantâ â take it to them - âMake theory real,
using examples that mean something to your
students.â
2. Productive: âPut theory in practiceâ Integrate
theory into practical modules.
3. Technological: âUse tablets and social media!â
Ipads and Twitter solve everything.
4. Nostalgic: âMake them workâ - I had to do it and
so should they.
7. TEACHING PROBLEM
⢠It is hard stuff - students may find it very difficult
and do not do well.
⢠Seen as irrelevant and student interest is often
low.
I wanted to explore classroom activities that make
it more interesting, foster engagement and may
enhance performance (but not my only goal).
My interest is in actual activities and teaching
practices rather than a new perspective or
changing what is taught.
8. EXPLORING MEDIA THEORY
/ ADVANCED TOPICS IN
MEDIA STUDIES
Two 2nd year (level 5) courses to get students theoretically
engaged.
Primarily normalization model - lecture / seminar, survey of
key theories / topics, summative assessment at end.
After a year I wanted to find a way to raise student
engagement with the material â both encourage participation
and engagement (with the breadth of material covered on the
course) and deepen understanding
I sought to âgamifyâ learning activities in seminars on one
module.
9. GAMIFICATION
NOTHING THAT IS LEARNED UNDER COMPULSION STAYS WITHTHE MIND - DO NOT, THEN, MY
FRIEND, KEEP CHILDREN TO THEIR STUDIES BY COMPULSION BUT BY PLAY.
PLATO,THE REPUBLIC.
Gamification is the use of game mechanics / activities in
non-game environments â âThe application of gaming
metaphors to real life tasks to influence behaviour,
improve motivation and enhance engagementâ
(Marczewski, 2013).
Gamification involves adding a new layer to an existing
process that incorporates a new symbolic or ludic
meaning above and beyond the merely instrumental
activity of the task.
Piano Staircase at the Odenplan
http://www.youtube.com/watch?v=ipMib6ejGuo
10. GAMIFYING THE TEACHING
OF THEORY
I did two things:
⢠Introduced an aspect of gamification to existing formative
exercises;
⢠Actually made games to get them to engage.
11. LUDIFYING OR
GAMIFYING EXISTING
SEMINAR ACTIVITIES
Each week had a set reading.
Groups of two to three students had to make a two minute
video on the reading and upload it to youtube.
This was shown in the seminar.
Gamified bit:
Each student in the seminar could award up to 10 marks and
a league table was made of the videos with a prize awarded
for the highest scoring.
Formative â light hearted competition.
http://www.youtube.com/wa
tch?v=HYSktbpDHME&feat
ure=youtu.be
12. Position Team Video Score
1 Joseph, Rachel and Katie Postmodernism 7.8
2 Zoe and Beth Feminism 7.4
3 Joseph, Rachel and Katie Marx 7.3
4 Shelby and Lucy Feminism 6.8
5 Harrison and Daryl Class Q and A 6.4
6 Julia, Jamie and Louise
Strinarti mass
culture
5.5
7 Julia, Jamie and Louise
Symbolic
anihilation
5.5
13. GAMES IN SEMINARS
Each seminar incorporated a âgameâ aspect that would
require the students to engage in the reading to a quite
extensive degree.
Games were different each week:
⢠McLuhan cryptic crossword;
⢠Postmodern âChoose your own adventureâ;
⢠The Amazing Mechanical Baudrillard Pub Quiz Machine
⢠Synoptic âUniversity Challengeâ.
14.
15.
16.
17. RESEARCH QUESTION
Big question: did the activities work?
Did adding the âgamificationâ element to the module improve
student engagement and performance?
18. RESEARCH DESIGN
Compared âexperimental groupâ with three control groups.
Experimental group = Exploring media theory in 12/13
Control group 1 = Exploring media theory in 11/12
Control Group 2 = Advanced topics in media studies in 11/12 (same
cohort as control group 1 but S2 module)
Control Group 3 = Advanced topics in media studies in 12/13 (same
cohort as experimental group 1 but S2 module)
11/12 12/13
Exploring
Media Theory
Control group 1 (N=35) Experimental group (N=27)
Advanced
Topics in Media
Studies
Control group 2 (N=37) Control group 3 (N=26)
19. INSTRUMENTS
4 instruments used:
1. Comparison of grades.
2. Focus groups on student engagement (part of a
University / HEA funded project (FASTEC) conducted by
LTDU).
3. Analysis of anonymous module feedback forms.
4. Frequency of essay question selection.
20. 1. RESULTS:
Comparison of arithmetic mean grades:
Experimental group average score is slightly
higher than control groups.
11/12 12/13
Exploring
Media Theory
57.06% 59.43% +2.37%
Advanced
Topics in
Media Studies
58.65% 57.29%
+2.14%
21. 2. FOCUS GROUPS:
Conducted as part of a larger University wide project on the
relationship between student assessment and engagement in
seminar and online activity.
I parasitically secured the transcripts of the focus groups
with each group.
Very revealing (and quite bruising!) about what they thought
of the class.
No real criticism of the games and lots of positive comment.
22. EXPERIMENTAL GROUP -
COMMENTS EXPLICITLY
RELATED TO THE GAMES:
⢠âIt makes you actually do the work and we
always get to use our notes but then you
actually review what youâve learnt last week.â
⢠âItâs good fun because itâs different to the
normal academic way of doing things. You
spend so much time in the library reading, to
come in and have a bit of fun itâs like âOh yes,
letâs do thatâ.â
⢠âItâs always a little bit competitive but in a fun
way.â
23. CONTROL GROUP 3
⢠âIt helped the information sort of stick in your head a bit more.
Whereas now weâre just left to our own devices to discuss the
topic for like half an hour. We sometimes get a bit off track.â
⢠âLast year [semester 1, 2012] I would actually go through my
notes before class, because I knew we would play a game
and it would get a bit competitive. This time itâs just discussion
in a little groupâŚ.most of the times the topic swayed off into
anything but what we were supposed to talk about.â
24. 3. MODULE FEEDBACK
FORMS
Very positive about the games from control group:
⢠âLove the games, makes me do the readingâ
⢠âThe seminar activities are very entertaining, fun and we end up
learning + recappingâ
⢠âThe games are great and not what I was expectingâ
⢠âThe games helped make me do the readingâ
⢠âseminars a good reflection on the lecture especially the quizâ
⢠âThe choose your own adventure game was hard and I had to go
back over my notes a lot but it was brilliantâ
⢠âpost modernism story sheet was coolâ
⢠âHa ha university challenge was excellentâ
⢠âfun seminarsâ
No negative comments on the games (though lots on other
issues).
25. 4. FREQUENCY OF ESSAY
QUESTION SELECTION
EMT 9 QS, ATMS 10 QS
2.9
17.1
8.6
57.1
14.3
Exploring Media Theory 11-12
7.4
14.8
11.1
7.4
14.8
11.1
22.2
11.1
Exploring Media Theory 12-13
2.7
10.8
43.218.9
2.7
8.1
13.5
Advanced Topics in
Media Studies 11-12
3.8
7.7
50.0
19.2
7.7
3.8
7.7
Advanced Topics in
Media Studies 12-13
Students in the
experimental
group answered a
wider and more
evenly distributed
variety of
questions than in
other groups take
26. SUMMARY
Using games did result in:
⢠Slightly higher average scores -
⢠A lot of enjoyment of the games and reported
deeper engagement with reading material â a
factor to explain the higher grades?
⢠Wider selection of questions answered could
indicate a broader engagement.
⢠Lot of work to develop the games howeverâŚ
27. REFERENCES
Campbell, A. (1997) Teaching Literary Theory to
Undergraduates: What Have We Learned? English, 46 (185):
131-159.
Marczewski, A. (2013) Gamification: A Simple Introduction
and a bit more, Amazon Digital Services, Inc. Seattle: WA..