Andoni Sanz, a computer scientist and education technologist, explores the integration of technology, pedagogy, and gamification in teaching through a fictional narrative. He discusses a curriculum framework that incorporates 21st-century competencies alongside a gamified approach to learning, exemplified through a mathematics lesson on probability. The document emphasizes the benefits of blended learning and the use of gamification elements to enhance student engagement and understanding.

1. HAIDEI

2. About me: Andoni Sanz
I'm a Computer Scientist working as a STEM Teacher
and an Educational Technologist. Google Certified
Educator and Moodle expert.
I’m actively involved in researching and writing
articles about EdTech, pedagogy, gamification and
coding.
@andonisanz

3. Let me tell you a story...

4. Get comfortable

5. Once upon a time, in far away school galaxy there were 4
main planets
Technology Pedagogy LudicCurriculum

6. Each planet had plenty of satellites

7. Basic competencies
Know how to do, be, learn, think,
communicate, coexist.
21st century competencies
Critical thinking, creativity and
innovation, metacognition,
communication, collaboration,
information and ICT literacy,
citizenship, life and career,
personal and social responsibility.
Plus global consciousness,
entrepreneurial, civic, health.
Contents
Curriculum

8. Technology
Blended learning
Flipped classrooms, MOOC,
augmented reality, BYOD, PLE,
PLN...
Digital literacy
Devices and software,
information, digital
citizenship, netiquette,
intellectual property, digital
portfolio...
Computational thinking
Decomposition, pattern
recognition, algorithms,
generalization...

9. Pedagogy
Harvard University’s
Project Zero:
1. Visible thinking
2. Culture of thinking
3. Multiple intelligences
(David Perkins, Ron Ritchhart,
Howard Gardner)
Neuroscience

10. Ludic
Gamification
Game based learning

11. And when I mapped this galaxy, I found that

12. Some of those satellites were common

13. Technology
Pedagogy
Curriculum
Ludic
And I decided to create a colony of students in the most
appropriate satellite

14. I identified 2 subsystems

15. The subsystem KNOWLEDGE,
with a big satellite containing materials from the ones surrounding it
PERFORMANCE OF
UNDERSTANDING
Knowledge
Aim
Method
Communication
ROUTINES
OF
THOUGHT
SKILLS OF
THOUGHT
CURRICULUM
CONTENTS
BLENDED
LEARNING
TOOLS

16. I scanned the satellites one by one
PERFORMANCE OF
UNDERSTANDING
Knowledge
Aim
Method
Communication
ROUTINES
OF
THOUGHT
SKILLS OF
THOUGHT
CURRICULUM
CONTENTS
BLENDED
LEARNING
TOOLS

17. The PERFORMANCE of understanding satellite happened
to be an...
PERFORMANCE OF
UNDERSTANDING
Knowledge
Aim
Method
Communication
INTERESTING
AUTHENTIC TASK
USING REAL LIFE
METHODOLOGIES
BASED ON CASE
SCENARIOS
EXTENDABLE AS A
PROJECT BASED LEARNING

18. The SKILLS of thought satellite, being basic mental
processes (14), like breaking down a whole in its parts
SKILLS
OF
THOUGHT

19. The SKILLS of thought satellite, being basic mental
processes (14), like breaking down a whole in its parts
SKILLS
OF
THOUGHT

20. And the ROUTINES of thought satellite: easy steps to
guide students’ thinking
ROUTINES
OF
THOUGHT
1 2 3

21. Thus, the PERFORMANCE satellite was a kind of a
SUPER EXERCISE
PERFORMANCE EXERCISE

22. Once finished, I headed to the other
subsystem

23. MULTIPLE
INTELLIGENCE
PERFORMANCE
OF
UNDER
STANDING
GAMIFI
CATION
ELEMENTS
STORY
AESTHETICS
Scene1
Scene2
Scene3
Scene4
STORYBOARD
The subsystem GAMIFICATION, with a core satellite called
STORY
Scene5

24. COMPETENCIES MULTIPLE
INTELLIGENCE
PLAYERS
PERFORMANCE
OF
UNDER
STANDING
GAMIFI
CATION
ELEMENTS
STORY
AESTHETICS
Scene1
Scene2
Scene3
Scene4
STORYBOARD
Plenty of elements modeling the STORY
CULTURE OF
THINKING
EXPECTATION
OPPORTUNITY
TIME
THOUGHT MODELING
LANGUAGE
ENVIRONMENT
Scene5

25. CULTURE OF
THINKING
EXPECTATION
OPPORTUNITY
TIME
THOUGHT MODELING
LANGUAGE
ENVIRONMENT
COMPETENCIES MULTIPLE
INTELLIGENCE
PLAYERS
GAMIFI
CATION
ELEMENTS
STORY
AESTHETICS
Scene1
Scene2
Scene3
Scene4
Scene5
GAMIFIED
PERFORMANCE
OF
UNDER
STANDINGSTORYBOARD
PERFORMANCE
OF
UNDER
STANDING
And the PERFORMANCE satellite orbiting
both subsystems

26. The gamified performance satellite scan revealed three
layers
Inner core: contents
Outer core: project zero
Mantle: gamification

27. The 2-layer galaxy structure happened to be
of great importance

28. PERFORMANCE
Because of it, the same performance could be transformed into
multiple gamified performances, passing through different scene
satellites
GAMIFIED
PERFORMANCE
STORYBOARD
SCENE

29. Finally, my ship’s supercomputer was able
to plot the whole map

30. >print HAIDEI_galaxy -w all
>_
CT
Co MI
P
GE
S
E
S1
S2
S4
S3
S5
G
PU5
SB
PU RTC
BL
G
PU4
ST

31. Did you like the metaphor?
You’ll love the real examples!

32. Case study: Maths lesson,
probability (secondary school)

33. Choose a subject and a topic for our lesson
CURRICULUM
MATHS
BASIC
PROBABILITY
DIMENSIONS
Knowledge
Aim
>Method
Communication

34. Create a basic (classic) exercise
CURRICULUM
MATHS
BASIC
PROBABILITY
BASIC PROBABILITY
>Method
Laplace’s formula is:
# favorable outcomes
p = --------------------
# possible outcomes
What’s the probability of getting a
head if you toss a coin?
Answer: p=1/2

35. Choose which skills to work with
MAP OF THOUGHT
1. Observe closely and describe.
2. Build explanations and interpretations.
3. Reason with evidence.
4. Create connections.
5. Take into account diverse points of view and perspectives.
6. Capture the essential and get to conclusions.
7. Question.
8. Discover the complexity and go beyond the superficial.
9. Identify patterns and make generalizations.
10. Generate possibilities and alternatives.
11. Evaluate evidences, arguments and actions.
12. Formulate plans and monitor actions.
13. Identify cognitive biases.
14. Clarify priorities, conditions and previous knowledge.

36. Choose which routines to work with
ROUTINES OF THOUGHT
1. Exploration:
a. See, think, wonder.
b. Chalk talk (similar to a forum).
c. …
2. Synthesis:
a. Headlines.
b. Color, symbol, sketch.
c. …
3. Deepening:
a. Step inside.
b. Tug of war.
c. ...

37. Enrich the exercise with the selected skills and routines
The probability of getting a head when
you toss a coin is ½ or 50%. Then, what
do you think it is for a cross?
Following the same reasoning, what would
the probability be for getting 1 when
rolling a die? And an even number? And a
7?
Write your conclusions and propose a
general formula. Check it with your own
experiments, like those using cards.
Share your work with your classmates.

38. You may add some more information
1. Expectatives.
2. Further instructions.
3. Information organizers.
4. Evaluation rubrics.

39. What is an information organizer or visual organizer?
A sheet designed to guide students
in structuring their information.

40. Provide your students with some complementary digital
resources for their PLE

41. Encourage them to build their own PLN

42. And, finally, set up the LMS and the virtual portfolio

43. Now let’s apply gamification

44. The story: the dawn of the zombies
COMPETENCIES
1. Entrepreneurial
INTELLIGENCES
1. Naturalistic

45. The story
>Add TEAMWORK competence
>Add NATURALISTIC intelligence
Your company has been researching
about immortality, and by accident
has released a microorganism. Now
the deads are raising.
As a scientist you have to go back
to the lab and try to find an
antidote and stop the chaos.

46. The storyboard: chapters
1. Lab: the accident.
2. The raising.
3. Chaos in the city.
4. Back to the lab.
5. The antidote.

47. The storyboard: scenes
Chapter 1: lab, the accident.
Scene 1: manipulating the
microorganism.
You are in the lab, and you
accidentally release a
microorganism.

49. Transform the enriched exercise into a gamified
performance
(STORY - ONBOARDING) You have to
manipulate 2 lab bottles. One of
them contains an unknown
microorganism, and the labels
have been mysteriously removed.
At least 1 must be opened.
There’s a 50% chance of opening
the incorrect bottle. Then, what’
s the probability of using the
correct one?

50. Gamified performance
(SANDBOX) If you have troubles
figuring out the answer check the
lab’s database for more
information (documentation
provided in the form of videos,
infographics, documents, etc).

51. Gamified performance
(FEEDBACK - SANDBOX) Your answer
needs some rethinking. Check the
system’s database for more
information.
What a luck you just used the
simulator…
Try again!

52. Gamified performance
(FEEDBACK) Your answer is
correct. Congrats!
(PBL) You’ve been granted 3
experience points! Now you’re in
the leaderboard!
Ready for the next step?

53. Gamified performance
(STORY) Your previous manipulation
has released an unknown
microorganism by accident.
There’s a chance to stop it. Type a
2 digit number on the console to
seal the lab!
What is the probability to type the
correct number?

54. Gamified performance
(FEEDBACK) Congrats! You managed to
type the correct combination of
digits, but the system has been
previously manipulated.
The microorganism has escaped!

55. Gamified performance
(PBL) You have earned 2 more
experience points.
(LEVEL UP) Wow! Your scientist
knowledge has reached level 2. Take
your SL2 badge.
Your new level has let you escape
uninfected.

56. Gamified performance
(STORY) Before you leave the lab
you have to write down your
conclusions about probability, and
design a general formula.
(SOCIAL) Contact your colleagues
and share with them both the
conclusions and the formula.
(BROTHERHOOD) Choose a scientific
team before continuing.

57. Gamified performance
(RANDOM REWARDS) You’ve found a
mobile device. A message is on the
screen: head to Oak Street. It
seems someone’s helping you. Keep
the mobile! You may find more
items. The more you play, the
bigger the chance.
(CHOICE) There are two possible
ways to get to Oak Street. Decide
which one to take.

58. Gamified performance
(FEEDBACK-PROGRESS)
You’ve just finished stage #1.
Congratulations!
Your inventory so far:
5 points
1 badge
1 mobile device

59. What about a video showing an
implementation using Moodle?

61. Case study: Maths, probability exam
Single scene
The Da Vinci Code book

62. SCENE - Trapped in the library

63. Exam
(STORY) You’ve been trapped in a
sealed library. Your mission is:
1. Find a specific book.
2. Escape before you run out of
oxygen.
For each incorrect answer you’ll
lose oxygen.

64. Exam
(STORY) The library is divided in
two by a central aisle. On the left
hand there are 1000 books. On the
right, there are 500 books.
Which side would you start
searching based on probability?
Does it mean you’ll find it sooner
according to that calculation?

65. Exam
(STORY) You haven’t found it so
far. There are 10 red books, 5 blue
books and 3 yellow books left.
Their covers are similar.
You know the book you are searching
for is blue. Then, what is the
chance to find it?
Are you sure? Remember you can see
the books in front of you.

66. Exam
(STORY) Now you need to get out of
the library.
There are 5 buttons to open the door:
one of them is broken (but you can’t
see which one), another one opens the
door, and the rest activate the
destruction mechanism.
What’s the chance to escape? And to
die? And not to happen anything?

67. Exam
(STORY) Have you managed to escape?
- For each correct answer add 1
unit of oxygen.
- For each incorrect answer
subtract 0.5 units of oxygen.
You need at least 3 units to
survive. Did you make it?

68. We’ve finished! ...honestly!

69. References

70. References
Harvard project zero:
http://www.pz.harvard.edu/
Gamification and Moodle:
http://edtechreview.in/research/2055-guide-gamification-in-education
21st century competencies:
http://www.atc21s.org/
http://www.p21.org/our-work/p21-framework
Some blended learning tools:
https://www.symbaloo.com/home/mix/myownple
A european framework for digital literacy:
https://www.idunn.no/dk/2006/02/a_european_framework_for_digital_literacy

71. Images by

72. Thank you!
@andonisanz
andonisanz.com