The document discusses technology integration and game-based learning. It introduces the TPACK framework for the knowledge teachers need to effectively teach with technology, including technological pedagogical content knowledge. It also discusses surveys that found teachers agree games have a valuable role in education and can enhance problem solving, but lack of teacher knowledge is a barrier. The LoTi framework and HEAT framework are introduced for measuring technology integration. Benefits of game-based learning are listed such as motivation and developing skills. The document then discusses designing games using storyboards and the visual programming tool Kodu.
Personalisation starts with the learner. Teachers can easily support students to select appropriate eLearning tools to strengthen and demonstrate their learning within a VELS/AusVELS framework? Why would/should we personalise learning? What are the benefits for Teaching and Learning?
National Goal 2 - Capacity To Improve Student OutcomesCORE Education
A presentation looking at National Goal 2 using points from the self-review rubric as well as survey responses from the ICT PD Annual Survey 09. Discussion questions are included.
Personalisation starts with the learner. Teachers can easily support students to select appropriate eLearning tools to strengthen and demonstrate their learning within a VELS/AusVELS framework? Why would/should we personalise learning? What are the benefits for Teaching and Learning?
National Goal 2 - Capacity To Improve Student OutcomesCORE Education
A presentation looking at National Goal 2 using points from the self-review rubric as well as survey responses from the ICT PD Annual Survey 09. Discussion questions are included.
Fingers on the Screen: Game-Based Learning for Students with Intellectual Dis...eLearning Papers
Author(s): Maria Saridaki, Costas Mourlas.
Game-Based Learning in the special education classroom is still regarded with skepticism by educators, or has been used mainly as an extrinsic reinforcement.
Effectiveness and Acceptability of Instructional Materials in the Enhancement...IJAEMSJORNAL
The study examined the effectiveness and acceptability of the instructional materials developed by the faculty of the College of Management and Business Technology (CMBT) of the Nueva Ecija University of Science and Technology (NEUST). The sample consisted of selected instructional materials developed by the said Department. This included the instructional materials being used by the Master of Business Administration and Doctor of Philosophy in Business Administration of the Graduate School. The research employed the descriptive design where eighty-eight respondents were purposively selected. The parameters in the instrument used were the instructional content, procedure, relevance, knowledge and practical applications, clarity, development of higher thinking skills, and alignment with the thrusts and goals and objectives of the University. The following findings were made: the total weighted mean got 3.55 with verbal description of “Very Satisfactory” indicated that the instructional materials developed by CMBT faculty were acceptable, except for the item friendliness of figures which got a “Needs Improvement” rating. Recommendations for the enhancement and continuous development of instructional materials were also made.
Portfolio in Educational Technology 2 By: Ronalyn Dalojo and Roxan LagrosaXanne Lagrosa
This portfolio shows our learning in educational technology. Also, it contains our opinions about the use of technology in education which makes the teaching-learning process more effective.
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
For this Learning Object of Unit 2, I decided to explore what are the Online Teaching Techniques used by the teachers at NKI and how they interact with their students throw the NKI's LMS - SESAM.
Fingers on the Screen: Game-Based Learning for Students with Intellectual Dis...eLearning Papers
Author(s): Maria Saridaki, Costas Mourlas.
Game-Based Learning in the special education classroom is still regarded with skepticism by educators, or has been used mainly as an extrinsic reinforcement.
Effectiveness and Acceptability of Instructional Materials in the Enhancement...IJAEMSJORNAL
The study examined the effectiveness and acceptability of the instructional materials developed by the faculty of the College of Management and Business Technology (CMBT) of the Nueva Ecija University of Science and Technology (NEUST). The sample consisted of selected instructional materials developed by the said Department. This included the instructional materials being used by the Master of Business Administration and Doctor of Philosophy in Business Administration of the Graduate School. The research employed the descriptive design where eighty-eight respondents were purposively selected. The parameters in the instrument used were the instructional content, procedure, relevance, knowledge and practical applications, clarity, development of higher thinking skills, and alignment with the thrusts and goals and objectives of the University. The following findings were made: the total weighted mean got 3.55 with verbal description of “Very Satisfactory” indicated that the instructional materials developed by CMBT faculty were acceptable, except for the item friendliness of figures which got a “Needs Improvement” rating. Recommendations for the enhancement and continuous development of instructional materials were also made.
Portfolio in Educational Technology 2 By: Ronalyn Dalojo and Roxan LagrosaXanne Lagrosa
This portfolio shows our learning in educational technology. Also, it contains our opinions about the use of technology in education which makes the teaching-learning process more effective.
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
For this Learning Object of Unit 2, I decided to explore what are the Online Teaching Techniques used by the teachers at NKI and how they interact with their students throw the NKI's LMS - SESAM.
Dive into the bowels of Zope and Plone and discover all the answers to the developer questions you have ever had. See how all the pieces of the software stack interact with one another. What is the CMF and the ZODB? Understand how each of the deployed pieces impact one another. Learn about some APIs that you can count on and re-use instead of coding common functionality from scratch each time.
This was a presentation used in a session at ULearn11. For more information on the framework/consultation process, please go to: http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
Science, Technology & Society (STS) is an interdisciplinary field of study that seeks to explore and understand the many ways that modern science and technology shape modern culture, values, and institutions, and how modern values shape science and technology.
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...Andrea Bohn
MEAS was asked to provide a presenter for the Sasakawa Fund for African Extension (SAFE) Technical Workshop in Porto Novo, Benin. The meeting was a combination of university reports on extension education initiative, elearning training and training on creating gender friendly initiatives. There were 50 participants. A total of 26 participants were from universities.The material prepared for this training can be downloaded further below (or click on numbered items - file will download automatically).
The e-learning workshop training occurred on the last two days of the conference. The e-learning workshop goals for the participants included:
Understand the differences and opportunities to use online learning, blended learning and web enhanced learning
Understand the differences in asynchronous and synchronous delivery
Understand effective teaching practices for online learning especially in formal environments
Understand open education resources (OER), where to find them, how to create them and encouraging creation of student OERs
Find free and open source tools
Upload a lecture, notes, assignments and finding other appropriate tools for interaction
The participants received four Power point files, entitled
Introduction and Overview: Online Learning, Blended Learning and Open Educational Resources
Designing Online Instruction Based on Student Needs
Effective Online Teaching Strategies
The Online Environment Within the University and Openly Available
Planning for Scalable Operations and Costs of E-Learning
MEAS Course on E-Learning: 1. Introduction and overview online learning, bl...MEAS
MEAS was asked to provide a presenter for the Sasakawa Fund for African Extension (SAFE) Technical Workshop in Porto Novo, Benin. The meeting was a combination of university reports on extension education initiative, elearning training and training on creating gender friendly initiatives. There were 50 participants. A total of 26 participants were from universities.The material prepared for this training can be downloaded further below (or click on numbered items - file will download automatically).
The e-learning workshop training occurred on the last two days of the conference. The e-learning workshop goals for the participants included:
Understand the differences and opportunities to use online learning, blended learning and web enhanced learning
Understand the differences in asynchronous and synchronous delivery
Understand effective teaching practices for online learning especially in formal environments
Understand open education resources (OER), where to find them, how to create them and encouraging creation of student OERs
Find free and open source tools
Upload a lecture, notes, assignments and finding other appropriate tools for interaction
The participants received four Power point files, entitled
Introduction and Overview: Online Learning, Blended Learning and Open Educational Resources
Designing Online Instruction Based on Student Needs
Effective Online Teaching Strategies
The Online Environment Within the University and Openly Available
Planning for Scalable Operations and Costs of E-Learning
How can an Instructional Designer help?Inge de Waard
The purpose of this presentation is to give an easy overview of what an Instructional Designer can add to transform courses given by Higher Ed teachers. This presentation was given in Stockholm, Sweden as part of the SELECT 2017 InnoEnergy meeting. This meeting brought all the SELECT partners together to see which educational elements could be transformed into online nuggets, modules or courses.
An OER by nefg which summarises the Digital Practitioner Research commissioned by LSIS; teachers are now confidently curious in using a range of new digital technologies and their personal use is now informing their professional practice. We provide research information and some context and ask how people might intend to improve their digital practice professionally
4. What is TPACK?
• Technological Pedagogical Content
Knowledge (TPACK) is a framework that
identifies the knowledge teachers need to
teach effectively with technology.
• The TPACK framework extends Shulman’s
idea of Pedagogical Content Knowledge.
5. The three primary forms of knowledge
1 Content (CK)
2 Pedagogy (PK)
3 Technology (TK)
The TPACK approach goes beyond seeing these three
knowledge bases in isolation. The TPACK model shows the
inter-relationship of these 3 forms of knowledge.
6. •Teachers’ knowledge about the subject matter to be learned or
Content Knowledge (CK) taught.
•Teachers’ deep knowledge about the processes and practices or
Pedagogical Knowledge (PK) methods of teaching and learning
•Knowledge about certain ways of thinking about, and working with
Technology Knowledge (TK) technology, tools and resources
•Knowledge of pedagogy that is applicable to the teaching of
Pedagogical Content specific content - covers the core business of
Knowledge (PCK) teaching, learning, curriculum, assessment and reporting
Technological Content •An understanding of the manner in which technology and content
Knowledge (TCK) influence and constrain one another
Technological Pedagogical •An understanding of how teaching and learning can change
Knowledge (TPK) when particular technologies are used in particular ways.
Technological Pedagogical •Underlying truly meaningful and deeply skilled teaching with
Content Knowledge (TPACK) technology – using all forms of knowledge.
http://www.tpck.org/
7. Survey - Summary
• 53% rarely play computer games for enjoyment
• 60% use other handheld devices e.g. ipods, smartphones, tablets for
games
• 47% use games in teaching weekly
• Most commonly used game types with 73% are on-line games and drill
and practice games
• 92% use PCs or Macs for classroom games
• 93% agree or strongly agree that games have a valuable role
educational settings
• 100% believe that games based learning enhances problem solving skills
• 86% saw lack of teacher knowledge as the main barrier to increased
used of game based learning in the classroom
8.
9.
10.
11.
12.
13.
14.
15.
16. The LoTi Framework
• The Levels of Teaching Innovation (LoTi) Framework is
a conceptual model to measure classroom teachers
implementation of digital-age literacy .
• The LoTi Framework focuses on the balance
between instruction, assessment, and the effective
use of digital tools and resources to promote higher
order thinking, engaged student learning, and
authentic assessment practices in the classroom -all
characteristics of 21st Century teaching and
learning.
17. Where are you at now? The LoTi Levels
Level 0 Level 1 Level 2 Level 3 Level 4 (A) Level 4 (B) Level 5 Level 6
• Non-use • Awareness • Exploration • Infusion • Integration: • Integration: Routine • Expansion • Refinement
• Use of digital tools • Digital tools and • Digital tools and • Digital tools and Mechanical • The teacher is within • More complex and • Collaborations
and resources in the resources used for resources are used resources are used • Digital tools and his/her comfort level sophisticated use of extend beyond the
classroom is non- classroom and/or by students for by students to carry resource use is with promoting an digital resources classroom that
existent curriculum extension out teacher- inherent and inquiry-based model and collaboration promote authentic
management, to activities, enrichmen directed tasks that motivated by the of teaching that tools in the learning student problem-
embellish or t exercises, or emphasize higher drive to answer involves students environment solving, no longer a
enhance teacher information levels of student student-generated applying their division between
lectures or gathering cognitive processing questions that learning to the real instruction and
presentations, used assignments relating to the dictate the content, world digital
by students as a content under process, and tools/resources in
reward for prior work investigation. products the learning
completed in class embedded in the environment
learning experience
http://www.loticonnection.com/index.php/more/frameworks/20-loti-framework
18.
19. How To Vote via PollEv.com
TIP Capitalization doesn’t matter, but spaces and spelling do
20. H.E.A.T
Higher Order Thinking
Engaged Learning
Authentic Connections
Technology Use
http://loticonnection.cachefly.net/global_documents/HEAT_Framework_Poster.pdf
21. Why games for learning?
From your readings why do you think that
game based learning has a place in your
teaching program?
http://popplet.com/app/#/830128
22. Why games for learning?
Research suggests that computer games can
help stimulate a successful learning
environment and provide motivational
learning contexts that suit many learners. They
also provide an opportunity to develop
communities in which learners have a sense
of ownership over what they do.
23. Benefits of using game based learning
• motivating learners to succeed and to continually improve
• fostering self-esteem, self-determination and enhancing self-
image
• facilitating collaborative learning
• implicitly developing learners ability to observe, question,
hypothesise and test
• facilitating metacognitive reflection
• developing complex problem-solving skills
• making school an exciting place to be
• offering inroads into other curricular areas
• sharing practice features that show how games have
enhanced learning in the classroom.
24. Why game based learning in education?
• Games are interactive and fun - doing
• Games have outcomes and feedback-learning
• Games are adaptive - flow
• Games have conflict , competition challenge and
opposition - adrenaline
• Games have problem solving - creativity
• Games have interaction - social groups
• Games have a narrative- emotion
• Games engage the student
• Games provide an immersive environment
25. Students as game designers
• The aim is move students from playing to
building transforming students from consuming
to creating digital content.
• The process of understanding and applying the
principles of good game design to student
created games improves literacy, collaboration
and higher order thinking skills, and can lay the
foundations for deep learning, innovation and
change in the 21st century classroom.
26. 21st Century Skills
Collaboration
Multimodal literacy
Personalised
Multitasking
Interactive and networked
Creative and adaptive
Reflective and critical
28. Brainstorm…
1. Make a list of possible plots (storyline) for your game
2. Make a list of possible settings for your game
3. Make a list of possible characters for your game.
• Give your characters descriptions
(characteristics)
Pick one idea from each list above to create a game
Plot Setting Characters
29. Getting started with game design
1. Use a storyboard to plot your game
2. Start with the primary gameplay mode
Ask “What is the player going to do?”
3. Define that mode, then move on to others
• Player’s role
• Interaction model
• Perspective
• Setting
• Challenges the player confronts
• Mechanics that create those challenges
• Actions the player takes to overcome them
32. Good game design
Game Rules
•Rules of a game depend on the game genre. These rules define what actions or moves a
player can and cannot make; where they can and cannot go, and how they will win the
game. Players do not get most of the games rules from the game’s instructions. They are
inherent to the game and govern the playing process
Goals/Objectives
•The goals and objective of a game establish the game’s rules of play and the criteria for
winning
Challenge
•Games can be competitive in different ways. Some games have clearly defined competition,
one player wins, and the other loses. In other games, contestants compete to achieve the
highest score. The competition can be with another player, non-player, or the players
themselves.
Engagement
•Interactivity is how the player interacts or acts within the game world. The way the player jumps,
shoots, or dunks; how they interact with their competition or enemies; what motions, and
actions they can make. Another term for the way a player operates in the game world is the
game’s interaction model. Video games require players to be part of the learning environment.
34. What is Kodu?
• Kodu is a visual programming language
made specifically for creating games. It is
designed to be accessible for children and
enjoyable for anyone.
• It can be downloaded for free from the
Microsoft website
• Kodu can be programed for use with a
keyboard and mouse or a game controller
35. Why KoDU?
• Kodu provides a creative environment for designing,
building, and playing games.
• Teach programming, problem-solving, and more
with a creative environment.
• Students can create a range of terrains, worlds and
characters, controlling the characters’ movement,
sound and vision using an icon-based language.
• Games can be shared and accessed by others.
36. KoDU allows
• Students to learn programming and other skills in a fun
way
• “Behind the scenes” of game development to be
explored
• Learning to be demonstrated through creating a
game
• Concepts taught in various learning areas to be revised
• For the improvement of critical thinking and problem
solving skills
• For improved student collaboration and cooperation
• Inspired confidence in programming skills
47. Your turn…
Complete the first activity by placing the
program next to the correct description.
48. Your turn….
Open the practice world from the wiki:
• Add an apple or other object to the world
• Add a background sound to one of the objects
• Add or change some terrain
• Add some water to the pond
• Modify code for Cycle to have him earn a point
for each apple he eats
• Modify code for fish to allow him to move
50. Questions? Need More Information?
Lena Arena
ICT Consultant K-12, Sydney Region
Phone: 9582 2851
Email: carmelina.arena@det.nsw.edu.au
Editor's Notes
This slide is for display to the audience to show them how they will vote on your polls in your presentation. You can remove this slide if you like or if the audience is already comfortable with texting and/or voting with Poll Everywhere.Sample Oral Instructions:Ladies and gentlemen, throughout today’s meeting we’re going to engage in some audience polling to find out what you’re thinking, what you’re up to and what you know. Now I’m going to ask for your opinion. We’re going to use your phones or laptops to do some audience voting just like on American Idol.So please take out your mobilephones or laptops, but remember to leave them on silent. You can participate by submitting an answer atPollEv.com on your laptop or a mobile phone.The service we are using is serious about privacy. I cannot see who you are or who voted.