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livvyfox

Meaningful Play: Getting Gamification Right - YouTube - 0 views

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    Use principles from video games in non-entertainment ways to make activities more motivating and engaging. Popular in the health and fitness world. You have an activity that you want your users to do more often and you have leaderboards for sense of competition and something to recognise achievement currently three missing ingredients. 1. Need to create meaning. Need to get benefit. Stack overflow valuable to user, foursquare no benefit but only achievements so people leave. Try to offer the user to bring their personal goals to the platform - mint.com or at least have customisable goals. At very least has to connect to interest or curiosity of user. Ensure you are connecting to a meaningful community of interest. Need to have bragging rights with your friends. Focused community boardgamegeek.com. So perhaps you can have community-generated goals. Video games have an overarching narrative and all your micro-goals feed into an overall goal. Missile command. only you can defend your city from nuclear bombs. Crowd sourcing to present political transperancy. Narratively frame this as discover corruption in your area, it becomes meaningful to you. You need to have supporting visuals and copy that cue you into the fictional world around you. The visual carries the story. with meaning there is a danger involved - aloha tries to encourage random acts of kindness. Degrading for the person you treat to act of kindness as they realise you are only doing it for points. Test your environment with non-geeky friends to make sure it doesn't seem awkward. Beware of social context meanings. 2. How to craft an experience so user can gain mastery Achievement is like a skinner box in games world. Progress wars - hit button to gain points, but is not motivating and engaging. fun is just another word for learning Koster, 2005. Fun in learning is the fun of mastering something, the act of solving puzzles and understanding something. why is school (solving maths) not fun and games invol
livvyfox

Course design: planning a flipped class | Centre for Teaching Excellence - 1 views

  • Often when instructors are planning to flip a class they focus all their attention on planning the activities that the students will do in class and on what the students will do online to prepare for that active learning in class. However, there are two other aspects of the flipped-class design that require planning; how the activities will be introduced to the students and how the instructor and the students will know that they have adequately prepared for the in-class experience.
livvyfox

Michelle Moore - Teaching with Moodle: Best Practices in Course Design - YouTube - 0 views

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    Don't use more than 3 font styles per page - this includes colour and size. More than 3 fonts increases cognitive load for your students. Don't use course page to deliver your content. Use it as a launch page You should be able to see at least one topic without having to scroll. Don't be the one doing all the work - get students to design the practice quizzes. (Question creator role) Do let students participate and collaborate. Use forums, wikis Don't make users scroll side to side (centre banners makes it difficult to see outer blocks) Do make sure your content fits (on the course page irrespective of browser) Don't forget the value of the logs. (When a link is done from a label or assignment or HTML page you lose the logging capability you would get if you added it as a resource) Don't overdo the activity names - causes breadcrumb to wrap (use a label to provide the explanation) Do use labels to guide students Don't be afraid of white space (use indent and labels) Keep topic summary succint Don't force users to scroll and scroll (Avoid lots of images and content in topic 0_ Do use images Do simplify delivery (build it all in Moodle - lessons, book and pages) Don't be afraid to branch out (try something new!) Think about how you can use completion tracking effectively
livvyfox

SEDA - Blog Post Integrated course design - 0 views

  • In contrast, in terms of how much time students spend actually going about some kind of learning activity, it is nearly always time out of class that makes most demands, and yet what that learning is intended to consist of, or what it is for, may receive least attention of all from their teachers. As they design a course, or as they think about how well it is going, teachers tend to look at some components but not others. Their course evaluation questionnaire may list all the classroom teaching sessions, and perhaps students’ attendance at them, but none of the things students were supposed to have done out of class, or how much effort they put in.
  • Without clear goals, it is argued, it is impossible to design a coherent course. But my experience is that nearly all courses nowadays have stated learning outcomes and they are still often incoherent in terms of the educational processes involved.
  • But I believe that you need a sense of what students are supposed to be doing, not just where they are heading. In an integrated course what students do, and what they are learning to do, are often the same thing.
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    A great case for cohesive design of the entirety of a course.
A ED

JOLT - Blended Learning: An Institutional Approach for Enhancing Students' Learning E... - 0 views

  • The first suggestion for institutions that intend to implement blended learning is that they must be realistic about the investment of time, effort, and resources that are required for development and implementation. Institutions must create the necessary policy, planning, resources, scheduling, and support systems to ensure that blended learning initiatives are successful.
  • nstitutional factors. The first institutional factor required for successful blended learning is the allocation of dedicated services to support and assist learners and facilitators throughout the development and use of modules. This includes spending resources on communication to encourage instructors and prospective end-users to become actively involved and fully aware of blended learning initiatives (Garrison & Kanuka, 2004; Harris et al., 2009). The emphasis in this communication should focus on the learning and the associated outcomes rather than on the use of technology only. It should aim to encourage communication between users and developers, and help those involved to take full advantage of the resources available.
  • nstitutional factors. The first institutional factor required for successful blended learning is the allocation of dedicated services to support and assist learners and facilitators throughout the development and use of modules. This includes spending resources on communication to encourage instructors and prospective end-users to become actively involved and fully aware of blended learning initiatives (Garrison & Kanuka, 2004; Harris et al., 2009). The emphasis in this communication should focus on the learning and the associated outcomes rather than on the use of technology only. It should aim to encourage communication between users and developers, and help those involved to take full advantage of the resources available.
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  • Institutional factors. The first institutional factor required for successful blended learning is the allocation of dedicated services to support and assist learners and facilitators throughout the development and use of modules. This includes spending resources on communication to encourage instructors and prospective end-users to become actively involved and fully aware of blended learning initiatives (Garrison & Kanuka, 2004; Harris et al., 2009). The emphasis in this communication should focus on the learning and the associated outcomes rather than on the use of technology only. It should aim to encourage communication between users and developers, and help those involved to take full advantage of the resources available.
  • The final challenge for universities implementing blended learning is the difficulty in acquiring new learning technology skills, such as how to foster online learning communities, facilitate online discussion forums, and manage students (Dziuban & Moskal, 2013; Voos, 2003). As for students, technology can also be a challenge for universities implementing blended learning.
  • The other challenge for universities is the lack of support for course design. In order to ensure a successful blended learning experience for students, there must be university support for course redesign, which may involve deciding what course objectives can best be achieved through online learning activities, what can best be accomplished in the classroom, and how to integrate these two learning environments (Dziuban et al., 2006).
  • st as time concerns are a challenge for students, the first challenge for implementation of blended learning for universities is time commitment. Johnson (2002) estimates that planning and developing a large-enrollment, blended learning course usually takes two to three times the amount of time required to develop a similar course in a traditional format.
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    "Garrison and Vaughan (2008) describe best practices for blended learning implementation in higher education. They underscore the need for a seamless connection between the face-to-face and online components in order to ensure a truly blended learning environment. Moreover, they advocate the superimposition of various other pedagogies, as appropriate - lecture, problem-based learning, just-in-time teaching, cooperative learning, and others - on the blended framework."
livvyfox

Add a Scoreboard and gamify your Moodle course with the Ranking Block | Moodl... - 0 views

  • The Ranking Block is a new addon at Moodle.org that is designed to enhance the gamification of your course through completion and grades. Developed/maintained by William Mano the block uses course completion activities and grades to aggregate a formal ranking of students and puts that information on display. Point defaults can be customized as can which activities and resources help to contribute to the ranking points accumulated. This is all collected up to a course ranking block (similar to a quiz ranking block) within the course.
livvyfox

Int Learning Design Challenge - Wk 3 - Thoughts | Andy's Blog - 1 views

  • Firstly, the use of a peer group discussion pyramid. This tries to overcome people who may lurk within discussions, ensuring they all contribute, but does acknowledge an individual’s participation is influenced by a number of factors. The use of a pyramid model, involves, stage 1 – personal reflection on the question stage 2 – create a group, with two people, they discuss the question stage 3 – create a group by combing two stage 2 groups, and they discuss the question stage 4 – create a group by combining two stage 3 groups, and they discuss the question
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    online pyramid model for online activities
livvyfox

Challenging or conforming: the art of blended learning - 0 views

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    Presentation by Allison LittleJohn. Slide 35 has a useful template for planning and sequencing a learning activity
livvyfox

Free Logo Design & Logo Maker By DesignMantic.com - 0 views

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    Useful tool for generating logos which might be useful with scenario and role play activities. However doesn't see to be free seems to cost $29 to download the logo
livvyfox

Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classr... - 1 views

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    Evaluation of student experience online and face-to-face. Student preference for face to face discussion activities.
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