So enrollments may grow but does the quality of the education increase or decrease? Is the ease of access balancing out to provide the same quality of instruction, or in some cases better instruction then in a f2f class?
earson, a major textbook publisher, continued its push into digital education on Monday by introducing a service that allows instructors to create e-textbooks using open-access content and Pearson material.
For most of us, our phones are the first things we touch when we wake up in the morning and the last before we go to sleep at night. We know our cell phones inside and out and, whether we will admit to it or not, will jump on any opportunity to use them more. We all used to think of our phones simply as tools for communication, but mLearning is changing the way we think about our mobile devices. So the next time you get lectured at your family get-together about being on your phone too much (and with the holidays coming around, you’ll have a few get-togethers to choose from), try this response: “Sorry guys, I’m learning.” And when they ask you what in the heck you’re talking about and how you could possibly learn anything from that fancy newfangled gadget, hand them your iPad and point them toward our blog.
Ready for a challenge? How much do you know about gamification?Find out by answering the questions below, which are based on Karl Kapp’s new book, The Gamification of Learning and Instruction.
INSTRUCTIONS: Answer each question below. Then read the “Karl Says” explanation to see if you’re right. Give yourself 10 POINTS for correct answers and zero for incorrect. Add up your score and check to see to see if you’re a Gamification Newbie, Apprentice or Wizard at the end. How did you do? Let us know in the Comments section below.
Karl Kapp’s written another book, this time on gamification, and I certainly liked his previous book with Tony O’Driscoll on Virtual Worlds. This one’s got some great stuff in it too, and some other ideas that raise some hackles.
Humans enjoy play, and certain elements that are usually associated with play or games can be used in non-gaming contexts to enhance the user's enjoyment or engagement with a product or service. The technique for ...
Wow, had a great 3 days at DevLearn, met some absolutely wonderful, fascinating and brilliant folks. Saw a bunch colleagues and friends, and had lots of fun in the Gamification Workshop.
So the slides to the Gamification workshop can be found here.
Some one asked me about interactivity in a virtual classroom environment, here are some ideas. In a whitepaper, Making the Most of Virtual Classrooms & Self-Paced Presentations: Guidelines for Rapid eLearning; by Karl Kapp, Tom King, Dr. Mary Nicholson.
Many of us who teach in higher education do not have a teaching background, nor do we have experience in curriculum development. We know our content areas and are experts in our fields, but structuring learning experiences for students may or may not be our strong suit. We’ve written a syllabus (or were handed one to use) and have developed some pretty impressive assessments, projects, and papers in order to evaluate our students’ progress through the content. Sometimes we discover that students either don’t perform well on the learning experiences we’ve designed or they experience a great deal of frustration with what they consider high stakes assignments. Vygotsky’s zone of proximal development (Vygotsky, 1978) proposes that it’s important to determine the area (zone) between what a student can accomplish unaided and what that same student can accomplish with assistance. This provides for consistent structural support, when required (Hogan & Pressley, 1997).
Here are four papers, articles, and/or chapters that discuss various aspects of gamification and what it means to education, learning and the public in general. WARNING–There is not a general consensus among these articles…that’s exactly why I collected these different views.
The current trend towards the increased use of games and game mechanics in instructional situations could probably have been foreseen quite some time ago. Stretching right back to the primitive gaming technology of the ZX Spectrum in the early 80′s, kids were hooked. As a wider variety and higher quality of educational games have been produced, it is really no surprise that educationists have gravitated towards further use of them as tools in the learning environment. Is this necessarily a positive development, however? A recent article on the subject makes for interesting reading.
Online games can help to encourage sustainable behaviour by appealing to people's desire for competition (New term invented to replace the somewhat ugly 'gamification': 'Fudge' - a combination of 'fun' and 'nudge' :-)
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