PLN Network Meeting Slides - Gamification
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This document discusses the use of gamification in the classroom to motivate students with dyslexia. It examines two special education teachers' (T1 and T2) use of gamification and their badge systems. T1 aligned badges with literacy activities and the teacher defined and awarded badges. T2 co-created badges with students for challenges in different areas and students awarded themselves badges. Effective principles included making learning public and focusing on student challenges, while limitations included not supporting working toward finer goals or linking interventions to classroom behavior. Gamification shows potential but should inform rather than limit innovation or individual student needs.
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Recent years have seen a growth in the learning games market, projected to reach $4.8M within the next two years. The inclusion of games within formal education is becoming commonplace, with many games prioritising the teaching of curriculum subjects such as literacy and numeracy.
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The Navi Go game forms part of the iRead Project which is focused on developing personalised learning technologies for young novice readers across four languages as well as older readers with dyslexia or learning English as a foreign language.
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To face this challenge, we need our students and graduates to be enterprising: able to spot and respond to opportunities by having ideas, and the skills and confidence to do something about them. Enterprise education develops your students’ capability to succeed in being enquiring, deep learners, and contributes to making them successful graduates, equipped to face the challenges of their future careers.
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Also described are plans to accredit student digital leadership achievement; in an exciting SSAT/DigitalMe/Makewaves partnership, there are plans to offer Mozilla Open Badges accreditation from April 2013.
The presentation was given by Glyn Barritt, Learning Technologies Manager at SSAT - she describes SSAT's support for teacher groups already heavily engaged in operating SDLs in school and sharing best practice via social media means.
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More info:
https://www.eden-online.org/student-evaluation-during-and-after-covid-19/
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The document outlines a rubric for evaluating project plans with categories for pedagogical innovation, curricular integration, communication and information exchange, collaboration among schools, use of technology, and results, impact and documentation. Each category is scored on a scale from 0-4, with higher scores indicating more developed plans that foster pupil initiative, relate to curricula, incorporate varied communication tools and international collaboration, make tailored use of technology, and clearly define objectives and evaluation mechanisms.
Project-Based Instruction
Project-based learning (PBL) is a unique approach to learning that provides pupils with the opportunity to experience working collaboratively. It also helps students use critical thinking skills to solve real-world problems. This presentation aims at demonstrating how projects can help EFL students improve their language skills by developing a series of outside-the-classroom assignments designed to reach a desire collaborative environment where students can interweave speaking, reading, listening and writing in a fun but constructive manner. By working together students can also recycle, review and retain new information given in class.
Transforming the Learning Space - Can Principles & Criteria Help?
The document discusses transforming learning spaces through evaluating them based on principles and criteria. It addresses the complexity of getting different stakeholders on the same page to have productive conversations about learning spaces. It proposes developing principles to provide a common language and ensure investments in learning spaces positively impact student learning. The principles outlined include fostering belonging, promoting good teaching and learning, supporting time on task, accommodating flexibility, promoting peer cooperation and independent learning, and more. Developing principles could help frame conversations, guide design and evaluation of spaces, and ensure consistency across projects.
Fail Forward Fast and Other Tips for Teaching with Technology
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Project based-learning by Liliana Nederita
Project-based learning involves students investigating and responding to an engaging question, problem or challenge over an extended period of time. It is student-centered and results in a tangible product or presentation. Key characteristics include being problem-focused, inquiry-based and self-directed. The teacher acts as a guide, while students work individually or collaboratively to conduct research, find sources, and take responsibility for their own learning. Project-based learning develops important skills for students' future like problem solving, collaboration, and lifelong learning. It also makes teaching more authentic and accommodates different learning styles.
ESCOLA Module 2 Innovative Teaching
This module is an introduction into Innovative Teaching methods and their new technologies which are developing in the world of learning.
Intergrated-Lesson-and-Pedagogy-tot.pdf
This document provides an overview of integrated lesson plans and pedagogy in the CBC curriculum. It defines an integrated lesson plan as one that brings together aspects from two or more subjects relating to a single learning outcome. The document discusses several learning theories that inform CBC teaching approaches, including constructivism and multiple intelligences. It also outlines some pedagogical approaches used in junior secondary, such as brainstorming, audio/visual tools, outdoor learning, role plays and group work, with the goal of developing skills like critical thinking and collaboration.
Project based learning jerome
The document discusses project-based learning and its benefits when integrated with technology. It defines project-based learning as an instructional strategy where students work cooperatively over time to create a product addressing an engaging question. When using technology, projects become interdisciplinary, encourage collaboration and inquiry, support self-directed learning, are motivating, and target different learning styles. However, implementing project-based learning poses challenges for students around initiating inquiry, defining projects, directing investigations, managing time and collaboration.
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- 1. This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 731724. W H AT I S T H E R O L E O F T H E T E A C H E R ? GAMIFICATION IN THE CLASSROOM
- 2. http://iread-project.eu iRead Project @iread_project This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 731724. 4 Year Innovation Action Project led by UCL Knowledge Lab • 17 partners from industry and education • Beginner readers; struggling readers; EFL Aim – to develop personalised learning technologies to support reading skills
- 4. WHAT IS GAMIFICATION? • The use of game elements in non-game contexts • Points: rewards for achievements • Badges: unlocking tangible reward achievements • Challenges: setting of specific tasks • Leaderboards: scoring in relation to others
- 6. GAMIFICATION - OBJECTIVES Look at: D. Gooch, A. Vasalou, L. Benton, and R. Khaled. 2016. Using Gamification to Motivate Students with Dyslexia. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (CHI '16). ACM, New York, NY, USA, 969-980. • What are the pedagogical differences between the two SEN teachers? • Which principles are most useful and why?
- 7. IDENTIFY DIFFERENCES BETWEEN THE TWO SEN TEACHERS (5 MINS) • What are the different categories of achievements represented in the design of their badges? Can you group the badges? • Who created the badges? Teacher or student? • Who awarded the badges? Teacher or student?
- 9. DIFFERENCES T1 • Aligned badges with literacy activities e.g. spelling pack, high frequency words • The teacher defined the badges – there was not discussion on what they meant • Teacher gave a reward when a child did well T2 • Created badges for areas of student challenge e.g. behavioural, literacy, motivation, soft skills • Children and teacher co- created badges • Children awarded badges to themselves • Used the badges to extrinsically motivate one student
- 10. DISCUSSION (5 MINS) • What in your opinion was effective or ineffective use of technology and why? • Focusing on effectiveness, what are the main principles and how do they reflect theories of learning? • Can these principles apply to all students? Are there exceptions? • Bring your own experiences with Class Dojo or specific students into this discussion
- 11. • What does technology have to offer above and beyond current practice? Efficiency, not changing practice • Making it public? Positives or negatives? Embarrassment. You can compare yourself to the average • Focus of the badges – behavioural or learning? • What are its limitations? E.g. building on errors and working toward finer goals. Does the system support this? • What are the potential for linkages between class and intervention? E.g. class behavioural is negative, versus our study where it was an area to work toward • Links with theory – informing interventions but not limiting innovation or needs of specific children MAIN POINTS 18/07/2017 11
- 12. http://iread-project.eu iRead Project @iread_project This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 731724.
Editor's Notes
- What is the role of the teacher in the process?
- Khan academy 5 minutes
- Introduce CD
- 10 minutes (5 group, 5 dicsussion)
- 10 minutes (5 group and 5 discussion)