This document discusses gamifying an online class by applying game elements and mechanics. It provides 9 steps to gamifying a class, which include deciding on class objectives, creating level-based module objectives, designing level content and activities, incorporating a narrative backstory, encouraging student interaction, and motivating students. Examples are given of level progression tied to grades, badges awarded for achievements, and leaderboards. The benefits of gamification for student engagement and motivation are highlighted, along with some potential challenges around student pacing and frustration. Resources on gamification concepts and tools for implementing gamified elements in Canvas courses are also provided.
Using Educational Games and GamificationAndy Petroski
Motivation, clear objectives, critical thinking about consequences, and instant and abundant feedback are all elements of the best learning experiences. These are also elements of the best games. There is momentum behind games in education, including a large number of teachers who are using games like Minecraft and Civilizaton or gamifying their classroom to teach core concepts and develop 21st century skills. Attend this webinar to learn more about games and game techniques can be used in education.
-Explore the elements that make games good learning experiences
-Look at how off-the-shelf educational games can be used in the curriculum
-Learn how teachers are turning their classroom into a Multiplayer Classroom with storytelling and gamification
From a 5-20-13 webinar
Learning Solutions - Interactive Film: Immersion in LearningBrightwave Group
Learning Solutions 2016 took place in Orlando, Florida 16th-18th March. The event explored "proven methods for leveraging technology in ways that enhance learning and performance in your organisation".
Brightwave's Head of Learning Design Caroline Freeman returned to the US and delivered a conference seminar on interactive film at the eLearning Guild's Learning Solutions Conference and Expo 2016.
Interactive Film: Immersion in Learning
There is plenty of research about the increasing use of video to engage learners and drive performance. The thirst for video content is effectively shown in some startling stats: YouTube is the second-most used search engine with over 1 billion-plus unique users every month; and online video is forecast to account for 60 percent of all web data by 2020.
When video is the most popular, shareable form of media content, how can you explore the learning opportunities the technology affords?
Find out more about the presentation and event here:
http://www.brightwavegroup.com/past-events/learning-solutions-interactive-film-immersion-in-learning/index.html
Using Educational Games and GamificationAndy Petroski
Motivation, clear objectives, critical thinking about consequences, and instant and abundant feedback are all elements of the best learning experiences. These are also elements of the best games. There is momentum behind games in education, including a large number of teachers who are using games like Minecraft and Civilizaton or gamifying their classroom to teach core concepts and develop 21st century skills. Attend this webinar to learn more about games and game techniques can be used in education.
-Explore the elements that make games good learning experiences
-Look at how off-the-shelf educational games can be used in the curriculum
-Learn how teachers are turning their classroom into a Multiplayer Classroom with storytelling and gamification
From a 5-20-13 webinar
Learning Solutions - Interactive Film: Immersion in LearningBrightwave Group
Learning Solutions 2016 took place in Orlando, Florida 16th-18th March. The event explored "proven methods for leveraging technology in ways that enhance learning and performance in your organisation".
Brightwave's Head of Learning Design Caroline Freeman returned to the US and delivered a conference seminar on interactive film at the eLearning Guild's Learning Solutions Conference and Expo 2016.
Interactive Film: Immersion in Learning
There is plenty of research about the increasing use of video to engage learners and drive performance. The thirst for video content is effectively shown in some startling stats: YouTube is the second-most used search engine with over 1 billion-plus unique users every month; and online video is forecast to account for 60 percent of all web data by 2020.
When video is the most popular, shareable form of media content, how can you explore the learning opportunities the technology affords?
Find out more about the presentation and event here:
http://www.brightwavegroup.com/past-events/learning-solutions-interactive-film-immersion-in-learning/index.html
Presentation delivered by Daisy Abbott, Glasgow School of Art at the Still Game to Learn event organised by College Development Network, 9th December, 2016.
CU Berkeley Workshop #1: Writing Great Clicker QuestionsStephanie Chasteen
How does a teacher use questioning effectively? This workshop will focus on writing those questions that engage students, spark their curiosity, help recap material, give you insight into their thinking, or help them learn critical ideas in your discipline. We will focus on the use of clickers with "peer instruction" -- a research-tested method of requiring students to discuss challenging questions with one another. We will discuss how clickers can help facilitate this teaching strategy, investigate the surprising power of multiple-choice questions to achieve critical thinking skills, plus spend time discussing the elements of effective questions and practicing writing and improving questions for our classes.
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
Science is Awesome: Scoring & Teaching GED Science Short Answer ResponsesMeagen Farrell
Workshop delivered on May 5 in Independence, Ohio using prompts and samples from GED Testing Service and incorporating lesson activities from "Teaching Adults: A 2014 GED Test Resource Book" from New Readers Press.
Ashley tackled the Epic! children’s reading app in her submission. This app encourages children age 12 and under to read more books and allows teachers to track activity of pupils.
This presentation will be of interest to Moodle Course Creators and educators interested in gamification. The Moodle Gradebook is a very powerful, and often neglected, gamification element.
Interactive computer games stimulate the hippocampus part of our brain, which is essential for learning new information, and invoke positive emotions. The same cannot be said for exams! People generally find the learning and assessment process daunting. A well configured gradebook can provide essential feedback to keep students motivated and positive.
Becoming an e-Learner shouldn't require having a combination of Einstein intelligence and Steve Irwin bravery. If you have been an online Student you probably were thinking ... What do I have to do? Did I pass that assignment? Have I finished yet? It's been months since I have been here .. I can't remember where I was up to.
Full presentation with voice-over: http://bit.ly/18hwzPP . This presentation demonstrates the flexibility of the Moodle LMS gradebook to be configured for all scenarios .. even the Vocational Education (VET) sector! Sample courses will be shown for competency based assessment (graded and ungraded). Rubrics, outcomes, custom scales and progress bars are all Gamification elements that can provide learners with rewards, feedback, levels, progression loops, boss fights, leader boards and achievement badges.
Presentation delivered by Daisy Abbott, Glasgow School of Art at the Still Game to Learn event organised by College Development Network, 9th December, 2016.
CU Berkeley Workshop #1: Writing Great Clicker QuestionsStephanie Chasteen
How does a teacher use questioning effectively? This workshop will focus on writing those questions that engage students, spark their curiosity, help recap material, give you insight into their thinking, or help them learn critical ideas in your discipline. We will focus on the use of clickers with "peer instruction" -- a research-tested method of requiring students to discuss challenging questions with one another. We will discuss how clickers can help facilitate this teaching strategy, investigate the surprising power of multiple-choice questions to achieve critical thinking skills, plus spend time discussing the elements of effective questions and practicing writing and improving questions for our classes.
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
Science is Awesome: Scoring & Teaching GED Science Short Answer ResponsesMeagen Farrell
Workshop delivered on May 5 in Independence, Ohio using prompts and samples from GED Testing Service and incorporating lesson activities from "Teaching Adults: A 2014 GED Test Resource Book" from New Readers Press.
Ashley tackled the Epic! children’s reading app in her submission. This app encourages children age 12 and under to read more books and allows teachers to track activity of pupils.
This presentation will be of interest to Moodle Course Creators and educators interested in gamification. The Moodle Gradebook is a very powerful, and often neglected, gamification element.
Interactive computer games stimulate the hippocampus part of our brain, which is essential for learning new information, and invoke positive emotions. The same cannot be said for exams! People generally find the learning and assessment process daunting. A well configured gradebook can provide essential feedback to keep students motivated and positive.
Becoming an e-Learner shouldn't require having a combination of Einstein intelligence and Steve Irwin bravery. If you have been an online Student you probably were thinking ... What do I have to do? Did I pass that assignment? Have I finished yet? It's been months since I have been here .. I can't remember where I was up to.
Full presentation with voice-over: http://bit.ly/18hwzPP . This presentation demonstrates the flexibility of the Moodle LMS gradebook to be configured for all scenarios .. even the Vocational Education (VET) sector! Sample courses will be shown for competency based assessment (graded and ungraded). Rubrics, outcomes, custom scales and progress bars are all Gamification elements that can provide learners with rewards, feedback, levels, progression loops, boss fights, leader boards and achievement badges.
Some notes on how to be successful in a job interview. I used this presentation with my students from the business school who had to look for an internship at the end of the master
A Strategic Approach: GenAI in EducationPeter 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.
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
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
7. Gamification
“The craft of deriving all the fun
and addicting elements found in
games and applying them to real-
world or productive activities.”
It has the power to transform a
user experience by surrounding
users with a ramified system that
both stimulates and entertains
them.
Yu-kai Chou
8. Gamification
Gamification is the application of game
elements and digital game design
techniques to non-game problems, such
as business and social impact challenges
and education.
Gamification leverages people's natural
tendencies for competition, achievement, and
collaboration.
Tools employed in game design such as rewarding
users for achievements, "leveling-up," and earning
badges help motivate individuals achieve their goals or
boost performance.
15. Competency Based Grading
The student is evaluated on the individual competency
and can only move on to other competencies after they
have mastered the current skill being learned.
Unit outcomes emphasize competencies that include application and
creation of knowledge, along with the development of important
skills and dispositions.
Every individual skill or learning objective (known as a competency) is
one single unit.
Learners work on one competency at a time, which is
likely a small component of a larger learning goal.
Students advance upon demonstrated mastery.
Students receive timely, differentiated support
based on their individual learning needs.
20. 1. Start With Your Class Goal
Students will be able to:
Develop the skills of argumentation
including supporting, attacking and
defending.
Communication Studies 104
Student Learning Outcome
21. 2. Create Unit Objectives
Your New Skills
Communication Studies 104 Unit Objectives
1. Recognize your personal conflict style
2. Identify your personal communication style
3. Be able to create and identify the Claim of an argument
4. Be able to analyze an argument using the Toulmin Model
5. Demonstrate the ability to write specific, unbiased single
subject issues (questions)
6. Demonstrate the ability to distinguish between high
quality and low quality sources of evidence
7. Identify common fallacies
Steps needed to reach class goal
22. Level 1: Recognize your personal conflict style
Level 2: Identify your personal communication style
Level 3: Be able to create and identify the Claim of an argument
Level 4: Be able to analyze an argument using the Toulmin Model
Level 5: Demonstrate the ability to write specific single subject issues (questions)
Level 6: Determine the quality of evidence. “D” grade for achieving this level
Level 7: Identify common fallacies
Level 8: Define Critical Thinking Truth and validity. “C” grade for achieving this level
Level 9: Apply beliefs to behavior to maintain stasis, make decisions and persuade others
Level 10: Identify personal decision making style with its strengths and challenges
Level 11: Describe arguing of different realities instead of environments. “B” grade
Level 12: Explain your intelligence style and level of emotional intelligence
Level 13: Final project of writing a complete argument
Level 14 “A” grade for achieving this level
The Overall Class Design
23. Each Level
Knowledge
A repeatable quiz. Need
to reach a certain score
to pass
Canvas now allows for
time between tests, but
wanted to encourage
studying
If falls short, must write a
question to have it
reopened.
24. Skill
Must earn a certain
number of points to pass
the skill level
An exercise or task that
demonstrates they have
reached the unit
objective
If they don’t score
enough points they use
my feedback to redo the
task.
Each Level
25. Examples of Skill Tasks
Create a Toulmin Analysis
Identify and Explain Personal Conflict Style
Identify and Explain Personal Decision Making Style
Demonstrate ability to ask Effective Questions
Identify Fallacies
Analyze the Bias and Accuracy of Websites
26. Wisdom
They passed this task by
just contributing.
Received points for their
contribution, but what if they
had poor contributions?
A discussion where
students share their
insights on the unit topic.
Created Class Divisions
Each Level
27. Needed Certain Number of Points
The reward is a New Office
Class Divisions
4 Times during the class
28. 3. Create Engaging Module Activities
Activities that enhance student mastery
A writing assignment
Peer review
Individual or group
projects like powerpoint or
videos
Leading a discussion
Interactive activities Danny
Create content, like an
individual page
29. 4. Decide on the Content for Each Level
“I just throw ideas at the wall
and see if anything sticks.”
No
30. Beginnin
g
Middle
End
Tell them what you are going to tell them
Tell them.
Tell them what you told them.
A quality module needs structure
4. Decide on the Content for Each Level
31. Tie content to your unit objectives
What will your students need to
know to pass your level?
A quality module
needs
quality content
4. Decide on the Content for Each Level
36. Level 1: Recognize your personal conflict style
Level 2: Identify your personal communication style
Level 3: Be able to create and identify the Claim of an argument
Level 4: Be able to analyze an argument using the Toulmin Model
Level 5: Demonstrate the ability to write specific single subject issues (questions)
Level 6: Determine the quality of evidence. “D” grade for achieving this level
Level 7: Identify common fallacies
Level 8: Define Critical Thinking Truth and validity. “C” grade for achieving this level
Level 9: Apply beliefs to behavior to maintain stasis, make decisions and persuade others
Level 10: Identify personal decision making style with its strengths and challenges
Level 11: Describe arguing of different realities instead of environments. “B” grade
Level 12: Explain your intelligence style and level of emotional intelligence
Level 13: Final project of writing a complete argument
Level 14 “A” grade for achieving this level
The Overall Class Design
Objectives
37. The Overall Class Design
Level 1: Intern
Level 2: White House Researcher
Level 3: Director of the Office of Liaison
Level 4: Director of the Economic Counsel
Level 5: White House Press Secretary
Level 6: White House Communications Director - D grade for achieving this level
Level 7: White House Lead Policy Analyst
Level 8: White House Lead Political Analyst - C grade for achieving this level
Level 9: White House Director of Legislative Affairs
Level 10: Director of the Office of Intergovernmental Affairs
Level 11: White House Counsel - B grade for achieving this level
Level 12: National Security Advisor
Level 13: Deputy White House Chief of Staff
Level 14: White House Chief of Staff - A grade for achieving this level
You begin the class as a Visitor
38. Report for College Language Code
The White House has been asked to weigh in on a national debate on Freedom of
Speech that is occurring on our college campuses. Since you are now the White House
Researcher, your opinion is wanted on this topic.
We have all heard the term, politically correct language. Some argue that it is an evil,
politically motivated movement to limit our rights to free speech. Others argue that
politically correct language merely ask us to be more civil and less offensive when we
argue with others?
The question arises, "Are there words so offensive that they should be banned
from public colleges?"
Key Gaming Ideas
5. Invent a Back Story
48. 1. Preview the class and your Expectations
3. Give students positive feedback
4. Send class encouragements
2. Eliminate De-Motivators
5. Peer Pressure
8. Motivate Students
Think, what would make me want to
come and succeed in this class
49.
50. First Level Reactions
I made it! The modules are fun to read like
professor said it’s more of a game. Adds a
little twist to the work and makes me look
forward to it .
I just told my husband I am so glad that I took
this class very interactive and fun! All while
learning something. The best of both worlds
51. First Level Reactions
I made it. This class is very interesting
and exciting. Not only I am learning but I
feel like I am playing a game as well .
This is the best unpaid internship ever!
I MADE IT! This definitely the most
interesting and active I've been for an
online class. I'm really enjoying it!
52. First Level Reactions
I made it! This class is more like a game. I have
had many other online classes and this one is
very different. It's fun and makes me want to
keep going with the class.
I Made It! I love this class! I have 2 other
classes and I just leave the other ones halfway
come back to this class :)
LEVEL UP! I CAN FEEL THE POWER!
54. 9 Steps to Gaming Your Class
1. Decide On Your Class Objective
2. Create Module Objectives
3. Create Module Skills
4. Decide Content for Each Level
8. Motivate Students
5. Invent a Back Story
6. Put Yourself in the Story
7. Encourage Student Interaction
9. Have Fun Teaching
56. 0 15 30 45 60 75 90 105
Flexible Dates
Hard Dates
90%
10%
54 Responses
Would You Rather Have Flexible or Hard Due Dates?
57. 0 16 32 48 64 80
Helpful
Not Helpful
71%
29%
54 Responses
Does Using Badges Help You Move Along in the Class?
58. Love Class 10
9
Enjoyable 8
7
6
Class is OK 5
25
4
15
1
3
4
53 Responses
What Is Your Feeling About This Class?
59. Textbook
OER Textbook for Class
https://asccc-oeri.org/wp-
content/uploads/2020/06/Arguing-
Using-Critical-Thinking-PDF.pdf
60. Form Teams
Group students at same level
Increase Assessment Variety
Use variety to stimulate interest
61. Gaming Your Class
Pros and Cons
Pros Cons
Need to Check Daily
Students Procrastinate
Students at different points in class
Students move at their own pace
Fun to teach, can really
see student progress
Increases student engagement
Students experience immediate
signs of achievement and
progress
Uses both intrinsic and
extrinsic motivation
Can lead to student frustration
when making repeated
attempts to complete level
Students negative reaction
to competition
63. Resources
Game Definition Investopedia:
https://www.investopedia.com/terms/g/gamification.asp
Gamification Course:
https://www.coursera.org/lecture/gamification/1-1-
introduction-4h5k1
Google: Coursera and gamification
Badger Setup in a Canvas Course:
https://support.badgr.io/pages/viewpage.action?pageId=32777
0
Canvas Gaming Group:
https://community.canvaslms.com/groups/gamification
OER Textbook for Class
https://asccc-oeri.org/wp-content/uploads/2020/06/Arguing-
Using-Critical-Thinking-PDF.pdf