Quest-Based Professional Development
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Describes how QBL can be applied to professional development.
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Quest-Based Professional Development
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- 20. Leaderboards in the White House
- 28. 100% (starting point) - A 0% - F 5000 points (for an A) Life-long Learning 0 points TraditionalGradingQuest-BasedGrading
Editor's Notes
- Thank the session organizer, the chair, and the audience.
- The Why
- Indicate blended environment.
- The Who! NM Science, Social Science, Math, etc. teachers
- Basically a subset of game-based learning but adaptable to any course content.
- So what are the carrots?
- Why? Next slide.
- Teachers are often more afraid than students.
- Also want them to do self-reflection on this type of teaching.
- Quest based learning also rewards experience (experience points) and also rewards us by learning from our mistakes.
- Offers learners choice.
- We all like choice. Otherwise we’d still have only one kind of blue jean.
- Offers rewards.
- And don’t we all like to get the card that gives us “rewards” for using the card to shop?
- Offers badges.
- And you’re asking … who cares about badges? Hello, do you wear this when you vote? Or a button that says “I gave blood today”?
- Another reward structure for questing is leveling up. Leveling up means you get more perks, more quests, more opportunities to keep …… questing (learning).
- And, yes again you know you do this already.
- Classic game-based leaderboard
- It’s easy to assume that we don’t deal with leaderboards, but think about this March Madness example.
- The mechanics.
- As you have seen in previous slides, the platform I use is the 3D GameLab. One of very few game-base learning management systems.
- Environment for creating content (quests).
- Display of what a quest might look like to the learner.
- Offers choice of quests yet still constrains them as one quest may open another… just like a game.
- To win a quest you must get more than 85%. Less and you try again.
- Win and get ALL THE POINTS
- The difference between Quest-based assessment and the gradebook is that the quest-based approach is additive, always moving toward the A, with the gradebook is subtractive, always leading to the F. Which do you think provides more incentive to learn?
- Offers badges
- Linked to Mozilla Open Badges
- Here are the levels one can get in the workshop.
- Achievements (sort of additional points for leveling up).
- Awards… special incentives for select experiences.
- Leaderboards can be viewed by educator and fellow learners. Yet learners can opt out of public view so only they and the instructor can view.
- Mapping the course.
- Here is the final map of the workshop. Notice the Online (left) and f-2-f (right) components
- 3DGamelab will also be used to schedule follow up site-visit and for continued learning.
- So what do I expect will be the final result of this work? Well I am hoping it will be a much more engaging environment than the original course. I’m hoping to implement this in the Fall of 2015. Perhaps the results of that work will be ready to report next year. Thank you for your attention.
- Questions?