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livvyfox

Meaningful Play: Getting Gamification Right - YouTube - 0 views

www.youtube.com/watch

gamification

shared by livvyfox on 10 Mar 15 - No Cached
  • livvyfox on 10 Mar 15
     
    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
A ED

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

jolt.merlot.org/...poon_0613.htm

learning blended blended learning resources edtech

shared by A ED on 24 Feb 14 - No Cached
  • 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.
  • ...4 more annotations...
  • 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.
  • livvyfox on 24 Feb 14
     
    "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

Using Technology in Teaching | UNSW Teaching Staff Gateway - 1 views

teaching.unsw.edu.au/elearning-use-in-teaching

blended learning challenges benefits

shared by livvyfox on 30 Oct 14 - No Cached
  • livvyfox on 30 Oct 14
     
    Challenges and benefits of blended and online learning
livvyfox

Social Media in Higher Education | Open Learning Network - 0 views

www.olnet.org/567

social media web 2 social media in HE

shared by livvyfox on 08 Apr 14 - No Cached
  • livvyfox on 08 Apr 14
     
    "approaches, the challenge of translating this across the higher education sector remains. The reasons are complex and multifold: educational rules and restrictions in different countries, access, technical resources, ICT literacy, teaching capacity, and teaching cultures are widely cited. One key issue is concerned with cultural issues, teachers' belief systems and their day to day practice. Teacher practice is still predominately built around a notion of teacher as expert and student as recipient. Despite the shift in educational thinking towards more constructivist "
livvyfox

Day One Workshops: Gamification - Google Docs - 0 views

docs.google.com/...edit

gamification moodle creativity

shared by livvyfox on 23 Apr 14 - No Cached
  • livvyfox on 23 Apr 14
     
    Characteristics of Creativity and Play Challenge -  Opportunity to operate within but at outer edge of resources Freedom - Personally navigating obstacles Trust and safety - Explore hypotheses and fail safely Humour and playfulness - Sustaining game mechanisms, enhancing communication Persistence -  Remembers where you were, the assets created, achievements
livvyfox

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

andyramsden.wordpress.com/...design-challenge-wk-3-thoughts

discussions engagement movtivation reflection curriculum redesign

shared by livvyfox on 16 Dec 14 - No Cached
  • 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
  • livvyfox on 16 Dec 14
     
    online pyramid model for online activities
livvyfox

Challenges & Strategies | DeafTEC - 0 views

www.deaftec.org/...challenges

curriculum design inclusive design

shared by livvyfox on 28 Jul 14 - No Cached
  • livvyfox on 28 Jul 14
     
    Resources to support teaching hard of hearing students
livvyfox

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

www.leeds.ac.uk/...ded_elearning_presentation.pdf

e-learning teaching blended learning learning design

shared by livvyfox on 28 Jan 14 - No Cached
  • livvyfox on 28 Jan 14
     
    Presentation by Allison LittleJohn. Slide 35 has a useful template for planning and sequencing a learning activity
livvyfox

Student satisfaction with a web-based dissertation course: Findings from an internation... - 0 views

www.irrodl.org/...2765

dissertation dissertation support curriculum design cass shs

shared by livvyfox on 17 Oct 14 - No Cached
  • Key factors known to influence student satisfaction on e-learning courses include the relevance of the course materials, the learner’s autonomy, and their competence with technology
  • The supervisor-student relationship is another important factor in the students’ performance and their levels of satisfaction
  • Finally, we found no studies examining student satisfaction with their dissertation unit as part of an e-distance learning programme
  • ...57 more annotations...
  • The aim of the study was to assess student satisfaction with key elements of a dissertation course, including but not limited to supervision
  • he wide range of resources available to all students are designed to help prepare them for the dissertation unit and to provide further support and direction over the 12-month writing period.
  • Giving access to the resources as soon as students register for the MPH gives an opportunity for students to familiarise themselves with the material and to help them think about ideas for their dissertation earlier in the course.
  • The dissertation handbook
  • “What is the role of a supervisor?” and “What students can realistically expect”
  • self-directed learning unit which covers the following key topics: “What is a dissertation?”; “How to select and write a suitable proposal”; “How to write a critical literature review”; and “How to present your work”.
  • Supervisors can seek additional support at an individual level from the course dissertation lead (RAH). As a guide, supervisors are expected to provide around 16-20 hours of supervisory support in total, over the academic year.
  • PowerPoint presentations.
  • nline access to copies of previous dissertations t
  • nks to writing and study guides.
  • Students submit a dissertation proposal using a structured application form to frame their ideas and methodology. They then receive written feedback from three dissertation tutors.
  • short video presentations from dissertation tutors
  • self-selected
  • All supervisors are invited to training sessions and/or are sent written guidance
  • hey are put in touch with a supervisor to support the remainder of their work
  • At least 71% (24) of students were satisfied or very satisfied with each of these five areas (Table 4).
  • students are encouraged to introduce themselves to their supervisor and to identify any immediate or potential future learning needs
  • only part time students expressing a less than positive experience
  • These differences were not statistically significant (Fishers Exact test = 0.830, p = 1.000).
  • , ‘preparedness’ and ‘self development’.
  • amount of information available about the different aspects of the dissertation process
  • easy to access
  • d any questions sent to members of staff, including the administrative team, were quickly answered
  • “discussion with experienced supervisors for how to go about choosing a dissertation topic right at the beginning of the dissertation” [respondent 27].
  • Whilst writing a dissertation was challenging, they had adequate support.
  • to agree mutually acceptable methods for communication (e.g., email, telephone, Skype, Google+).
  • ‘developing the dissertation proposal’, ‘time planning’, ‘peer support’, and ‘location of information’.
  • This included sending a timeline of key dates and stages for the dissertation unit to all students at an early stage.
  • to discuss their ideas with a tutor during office hours and more examples of previous dissertations which included the marker’s critique
  • “more video content on how to go about doing the dissertation, to choose the topic and type of work, emphasise the number of hours needed to complete...”
  • Several students had found difficulties in accessing information, and that whilst the “information was adequate
  • Others suggested an email to “prompt what stage students should be at with their dissertation”
  • One student thought that it would have helped to have seen “hints and tips” [respondent 7] from previous students who had completed the dissertation unit. Another thought it would be a good idea to regularly summarize individual questions from students and produce a ‘live’ updated Frequently Asked Questions [respondent 14] section as an addendum to the handbook.
  • “live chat forum”
  • could expect around 16 hours of support from their supervisor over the academic year, and that they should allow up to 10 working days to receive feedback on written work.
  • ‘writing and structure’ and ‘assessment’.
  • “the dissertation course had several good ideas and provided guidance but for students who had never written a dissertation, more help on the actual writing process would have been helpful”
  • including a video from the tutor and from past students, to talk about some of the more practical aspects of writing a dissertation: “even a video of a past student(s) indicating what they did and what they would do differently”
  • “it would have been helpful to learn different practical approaches that work well for others such as outlining the chapters and then starting a file for each chapter”
  • ust over half the students, 19 (56%), stated that they initiated contact with their supervisor at least once a month, 9 (26%) about once every three months, and 5 (15%) less than three times over the dissertation year.
  • he majority of students were satisfied or very satisfied with guidance on completing the dissertation proposal form (91%), the content in the self-directed teaching unit (91%), and the amount of general information on writing a dissertation (86%). But at least 26% (9) were less than satisfied with four of the other seven items examining this area (Table 5).
  • The results suggest that students who initiated contact at least once a month were more likely to have had a positive experience of the course. However these findings were not statistically significant (Fishers exact test = 2.423, p = 0.694).
  • “how supervision could be improved”.
  • ‘methods of communication’, how to use a supervisor’, and ‘availability’.
  • Several students identified a need for them to be encouraged to make contact with their supervisor initially, and then during the supervisory period
  • Similarly, we would need to consider the role (or not) of supervisors in social learning communities (Zhang, Perris, & Yeung, 2005).
  • “the dissertation process is difficult, and supervisors can be over-critical sometimes even contradicting earlier directives given, which can be frustrating”
  • Some students were clearly frustrated at the apparent lack of availability of their supervisor, and sometimes there were “long gaps in communication such as my supervisor being away for extended periods of time that I was not aware of”
  • Several students praised their own supervisor
  • However, our evidence suggests that providing student-orientated resources and support, informed with relevant pedagogical evidence, can provide clarity and transparency to the requirements of the final product.
  • The survey highlights the need to provide better personal communication with our students before and after their dissertation proposal has been approved.
  • students can use the discussion board in Blackboard to raise ideas and queries about their dissertation, and to receive feedback from other students, respond to other students, and with further postings from the dissertation tutor (RAH). Discussion boards have been found to be a valuable tool to support students in healthcare environments
  • Having been allocated a supervisor, a number of students went on to report dissatisfaction with the amount, timing, and purpose of the supervisor-student contact
  • Our study suggests that some supervisors need to be more proactive in communicating with their supervisees, and to provide better timely and constructive support. This includes providing students with relevant educational ‘scaffolding’ that encourages them to reflect on their ideas and to use this as part of the learning process (Quan-Baffour & Vambe, 2008). Supervisors also need to be encouraged to use their own and other real life examples, to support the students’ understanding and self-reflection (Sahin & Shelley, 2008).
  • communication was a key theme in the literature exploring e-learning for adult learners who work
  • but making a compulsory initial Skype or telephone call with the supervisor would be helpful, as “that way, the relationship will kick off immediately without delay”
  • Yet higher levels of interaction can occur between student and tutor in an e-learning environment compared with face-to-face courses (Swan, 2006).
  • livvyfox on 17 Oct 14
     
    Yellow highlights: resources blue highlights: supervision
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