Group items tagged university - COETAIL@YIS

The University of Wherever - NYTimes.com - 0 views

www.nytimes.com/...he-university-of-wherever.html

NYTimes.com article future university openeducation coetail4 coetail2

shared by Kim Cofino on 09 Oct 11 - No Cached

http://scottnicholson.com/pubs/meaningfulframework.pdf - 0 views

scottnicholson.com/...meaningfulframework.pdf

Gamification research user-centric coetail4

shared by Rebekah Madrid on 15 Nov 13 - No Cached

Rebekah Madrid on 15 Nov 13

Gamification is the "use of game design elements in non-game contexts" (Deterding et al, 2011, p.1). A frequently used model for gamification is to equate an activity in the non-game context with points and have external rewards for reaching specified point thresholds. One significant problem with this model of gamification is that it can reduce the internal motivation that the user has for the activity, as it replaces internal motivation with external motivation. If, however, the game design elements can be made meaningful to the user through information, then internal motivation can be improved as there is less need to emphasize external rewards. This paper introduces the concept of meaningful gamification through a user-centered exploration of theories behind organismic integration theory, situational relevance, situated motivational affordance, universal design for learning, and player-generated content.

<div class="cArrow"> </div><div class="cContentInner">Gamification is the "use of game design elements in non-game contexts" (Deterding et al, 2011, p.1). A frequently used model for gamification is to equate an activity in the non-game context with points and have external rewards for reaching specified point thresholds. One significant problem with this model of gamification is that it can reduce the internal motivation that the user has for the activity, as it replaces internal motivation with external motivation. If, however, the game design elements can be made meaningful to the user through information, then internal motivation can be improved as there is less need to emphasize external rewards. This paper introduces the concept of meaningful gamification through a user-centered exploration of theories behind organismic integration theory, situational relevance, situated motivational affordance, universal design for learning, and player-generated content. </div>

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hatbooks: COETAIL--Challenges of Technology Adoption in the Japanese University - 1 views

hatbooks.blogspot.jp/...-challenges-of-technology.html

shared by Adam Clark on 01 Mar 13 - No Cached

this approach is fraught with many hiccups.
- Adam Clark on 01 Mar 13
  
  I can appreciate this and at the same time can see that free applications like the google suite offer some potential solutions for frontrunners like you in the system.
  
  <div class="cArrow"> </div><div class="cContentInner">I can appreciate this and at the same time can see that free applications like the google suite offer some potential solutions for frontrunners like you in the system. </div>
  
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Students seem less likely to engage in independent learning related to a course outside of class and spend a very limited amount of time in preparation for classes.
- Adam Clark on 01 Mar 13
  
  Occasionally I see the same pattern in even younger (middle school aged) students who come from the Japanese schools to international school. They can find a student centered approach quite inaccessible due to their limited skills as learners.
  
  <div class="cArrow"> </div><div class="cContentInner">Occasionally I see the same pattern in even younger (middle school aged) students who come from the Japanese schools to international school. They can find a student centered approach quite inaccessible due to their limited skills as learners. </div>
  
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no wireless,
- Adam Clark on 01 Mar 13
  
  Ouch!! Even for teachers!!
  
  <div class="cArrow"> </div><div class="cContentInner">Ouch!! Even for teachers!!</div>
  
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A Year of Breadlike Syllabus Making for ds106 - CogDogBlog - 0 views

cogdogblog.com/...breadlike-syllabus-making

connectivist media course design MOOC reflection

shared by Ted O'Neill on 11 May 13 - No Cached

Somewhat later (like yesterday while sitting on a beach) it struck me that it’s another case of Korzybski’s line of the map not being the territory – the syllabus is not the class, the experience, but some representation of it.
- Ted O'Neill on 11 May 13
  
  Very apt. I often find that syllabi I write are for external consumption. The students don't read them; they very much rely on the teacher for direction. The syllabus is a map for armchair travelers who will never visit the landscape and buildings in my courses.
  
  <div class="cArrow"> </div><div class="cContentInner">Very apt. I often find that syllabi I write are for external consumption. The students don't read them; they very much rely on the teacher for direction. The syllabus is a map for armchair travelers who will never visit the landscape and buildings in my courses.</div>
  
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I remain astounded that anyone with a fully functioning neocortex is talking seriously about MOOCs being some model of saving education when the word is each course rings up a tab of $250k (edx) or even more. What does an institution get for dropping a quarter of a million per course?
- Ted O'Neill on 11 May 13
  
  There is no way that is sustainable. Edtech bubble.
  
  <div class="cArrow"> </div><div class="cContentInner">There is no way that is sustainable. Edtech bubble.</div>
  
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Learning should never be an end game of an answer, but the quest, right?
- Ted O'Neill on 11 May 13
  
  It's that word again: inquiry.
  
  <div class="cArrow"> </div><div class="cContentInner">It's that word again: inquiry.</div>
  
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...1 more annotation...
A cornerstone of the students work is a weekly summary of their work as a blog post on their blog. It was Martha’s idea that we require them to enter that as a URL in Canvas to document their assignment work for the week. I still am in favor of this approach- I get a snapshot of their blog at the time of submission, I can review and give some grade, and students get a better measure of where they stand. I can comment there on things might not do on their blog, and it makes the final grading really straight forward. The downside is I have a glut of work, since 90% of their blogging happens in the last 2 days of the week. I read easily over 1200 student blog posts this semester.
- Ted O'Neill on 11 May 13
  
  People still forget that teaching online is often more work, not less. There is no magic efficiency or productivity gain that makes it easier.
  
  <div class="cArrow"> </div><div class="cContentInner">People still forget that teaching online is often more work, not less. There is no magic efficiency or productivity gain that makes it easier.</div>
  
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