Most games are naturally social, which means gamification depends on that other
ubiquitous web trend, social networking.
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Gamification of Education | Gamification.org - 0 views
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The first type of games were willing to entertain kids to keep them engaged -- the "just-make-it-fun" school of thought.
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Gamification, by contrast, doesn't rely on internal motivation. Instead, it's using the oldest tricks in the book: providing instantaneous feedback, egging on the competition, and rewarding even tiny steps of progress.
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Section 1: Course Structure and Content - 1 views
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Martinez (2001) has documented some key design considerations for personalized learning on the web. Martinez makes the following suggestions: “For transforming learners, design environments that are sophisticated, discovery-oriented, mentoring environments where learners who want to be assertive, challenged by complex problem solving situations, and able to self-manage learning and self-monitor progress can attain higher standard, long-term goals. For performing learners, design environments that are project- or task-oriented, energizing, competitive, interactive (hands on) environments, which use coaching, practice, and feedback to encourage self-motivation, holistic thinking, problem solving, self-monitoring progress, and task sequencing, while minimizing the need for extra effort and difficult standards. For conforming learners, design environments that are simple, scaffolded, structured, non-risk environments that use explicit, careful guidance. They should help individuals learn comfortably in an easy, step-wise fashion. These environments should also encourage learners to take assertive, challenging steps towards more independent, self-motivated achievement.”
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The Associated Press: House passes major R&D funding bill - 0 views
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The House gave its assent Friday to $84 billion in federal funding to help keep the country competitive in the fields of scientific and technological innovatio
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offers scholarships for K-12 teachers working in science, technology, engineering and math education.
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Managing the Platform: Higher Education and the Logic of Wikinomics (EDUCAUSE Review) |... - 0 views
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Wikipedia and other social networking sites provide a space or platform upon which all kinds of activities can flourish, with the idea of a platform transcending any particular technology or application and referring to either virtual or physical worlds. Collaboration among many users upon such a platform often produces unplanned and emergent
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the logic of commons-based peer production, and the logic of platform management transform the idea of the university and the very activities—teaching and learning, research, and publishing—that lie at the heart of this enterprise
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But at its heart, the university was born to provide a structure to govern the student-teacher relationship.
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development of Wikiversity (http://en.wikiversity.org/wiki/Wikiversity:Main_Page), an initiative from the Wikimedia Foundation
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materials are produced by Wikiversity participants, who are, like their counterparts in Wikipedia, motivated volunteers. In addition, the Wikiversity course materials, unlike those made available by MIT, are editable by users
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. Instead, students are invited to work together, to engage in discussion, to solve problems, and to otherwise “construct their knowledge.”
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Put another way, the role of the teacher in a constructivist setting is like being a “procedural author,” as defined by Janet Murray when discussing virtual reality spaces.9
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transformed into a kind of platform where students were invited to explore/create/construct knowledge. Peer production is very much a part of the constructivist classroom setting.
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are more theme-parks than sandboxes,” meaning that learning is made as uniform and as controlled as possible (under the name of “standardization” and “outcomes-based” assessments).
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In contrast, a sandbox conjures up images of unstructured, unplanned, emergent play that is determined by the players. Imagine a university organized and managed like a sandbox, where teachers and students are invited to play and create in an unstructured environment—or, rather, in an environment structured by their own actions, choices, and decisions.
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Concerns would surely be raised about the quality of these credentials, similar to the debates about the quality of the articles in Wikipedia
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To what degree will such informal learning and “credentialing by reputation” be legitimated and accepted by society?
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emerge from the decisions, the edits, the additions, and the deletions of a number of people, all bound by the rules and protocols of Wikipedia
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The wiki-ized university will probably not displace the traditional university but will likely exist alongside it, albeit in direct competition.
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ThinkQuest : Website Development Tools - 0 views
www.thinkquest.org/...index.html
tools competition projects Project-based learning Thinkquest Oracle Education Foundation pbl collaboration
shared by Joy Quah Yien-ling on 09 Jul 10
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CSU: Institute for Teaching and Learning: Academic Programs - 0 views
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Have students self-assess their products using the grading rubric and hand in the self-assessment with the product
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This is more compatible with cooperative and collaborative learning environments than competitive grading
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using rubrics for program assessment because you want to learn how well students have met your standards.
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Cooperative Learning - Resources (CA Dept of Education) - 0 views
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Individualistic and competitive teaching methods certainly have their place in the instructional program, but they should be balanced with cooperative learning
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Cooperative learning represents a valuable strategy for helping students attain high academic standards
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the theory and philosophy of cooperative learning; (2) demonstrations of cooperative methods; and (3) ongoing coaching and collegial support at the classroom level
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Flipping, Podcasting and Friendly Competition - 0 views
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Flow Theory | Education.com - 0 views
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ygotsky, a Russian psychologist (1896–1934), and Jean Piaget, a Swiss psychologist (1896–1980), contended that learning best occurs when people engage in activities that are at the peak of their abilities, when they have to work to their full potential to accomplish a task. However, the study of the experience of optimally challenging activities and the method of study are unique to flow theory.
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o describe the experiences of intrinsically motivated people, those who were engaged in an activity chosen for its own sake
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One benefit of flow theory is that it presumes that motivation, cognition, and affect are situational
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Flow Theory Print Collect It! var shared = false; if(!window['loadedCollectionJS']) { window['loadedCollectionJS'] = true; Asset.javascript('/js/moo/collections/collections.js'); } var scripts = $$('script'), thisScriptTag = scripts[scripts.length - 1], el = thisScriptTag.getPrevious('.collect-button-wrap'); if(el) { el.store('collectPath', "http://www.education.com/reference/article/flow-theory/") } var switchTo5x=true;stLight.options({publisher:'d0d0d8a8-d1f8-49ff-9318-fed5383cff80',doNotHash:true,NotCopy:true,hashAddressBar:false});Email var sharedemail = false; (function() { stLight.options({ onhover: false, clickCallBack: function(){ if(typeof window.sharedemail != 'undefined') { new Request({ method: 'post', url: '/service/service.'+'php?sn=sharelog&f=ase&url=http%3A%2F%2Fwww.education.com%2Freference%2Farticle%2Fflow-theory%2F&ceid=41882&click=email'}).send(); sharedemail=true; } } }); stWidget.addEntry({ 'service':'email', title:"Flow Theory", summary: "", url: "http://www.ed"+"ucation.com/reference/article/flow-theory/", element: document.getElementById("sharethis-7167") }); })(); if(!window['plusoneloaded']) { new Asset.javascript('https://apis.google.com/js/plusone.js'); window['plusoneloaded'] = true; } function plusone_vote( obj ) { //track in Google Analytics _gaq.push(['_trackEvent','plusone',obj.state]); //track in Omniture if((typeof(window.Omniture) != 'undefined')) { var params = {evars:{5:obj.state}}; if(obj.state == 'on') params.events = [6]; Omniture.fireEvent(params,'Google Plus One Click'); } } By Amy Schweinle | Andrea Bjornestad Updated on Dec 23, 2009 MAJOR RESEARCH METHODS FACTORS INFLUENCING FLOW AND MOTIVATIONAL CONSEQUENCES IMPLICATIONS FOR TEACHERS Flo
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not only do activities with high challenge matched with high skill offer the best opportunities for learning, but they also provide an optimal environment for positive affect and intrinsic motivation.
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(a) provided immediate, constructive feedback, (b) encouraged students to persist, (c) encouraged cooperation rather than competition, (d) supported student autonomy, (e) ensured that new challenges were tempered with support to match students' skill, (f) emphasized the importance of the material, and (g) pressed students to understand the principles rather than memorize algorithms.
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Multitasking: Switching costs - 0 views
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tries to perform two tasks simultaneously, switch . from one task to another, or perform two or more tasks in rapid succession
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There are different "varieties" of multitasking. I have read elsewhere that you can't actually do two things at once, so when you are multitasking, you are, by definition, switching rapidly between two competing tasks. But the question still remains, is it bad to be consistently switching between two tasks?
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switch cost -- one attributable to the time taken to adjust the mental control settings (which can be done in advance it there is time), and another part due to competition due to carry-over of the control settings from the previous trial (apparently immune to preparation).
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often the need to remember where you got to in the task to which you are returning and to decide which task to change to
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Motivation - Emerging Perspectives on Learning, Teaching and Technology - 0 views
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Setting up rigid and realistic goals based on the learner's competence, therefore, is more effective than setting easy goals.
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Mastery goal: Understanding the class materials is more important than earning a high grade, and that's why I work hard to learn. My performance is better than it was at the beginning of the semester.
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Bandura pointed out that negative messages have an even greater effect on lowering efficacy expectations than do positive messages to increase it.
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Successful experience: It is the teachers' responsibility to help learners achieve academic success by providing challenging, yet attainable tasks . Successful experience is the most important source of fostering self-efficacy.
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Challenge: Design challenging activities which convey the message to the learners that they have competitive skills. It is essential to find a balance between learner competence and the difficulty of the goals. Overly difficult goals are unlikely to increase learner motivation to continue the task if the learners perceive they will never reach the goal. Likewise, goals that are too easily attained do not sufficiently challenge learners to encourage skill development.
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