Gamification is the process by which teachers use video game design principals in learning environments. The effects are increased student engagement, class wide enjoyment of academic lessons, and high levels of buy-in, even from your most reluctant learners.
When gamifying a classroom there are several things you’ll need to consider. The first is content, as in what are you trying to teach? Like any lesson or unit plan, you’ll need to figure out how to organize and assess new material. You’ll also need to consider your students. What kind of learners are they? What information do they already know? You’ll need to have a basic understanding of your students’ technology skills and how much support each student may need. You’ll want to consider putting together a training manual or some other support system for students who may need extra help. You’ll also need to consider your own comfort level with technology and the actual technology available to you. These considerations may lead you to designing your own game, or relying one a template or already built quest.
Lawhead et al (2003) stated that robots “…provide entry level programming students with a physical model to visually demonstrate concepts” and “the most important benefit of using robots in teaching introductory courses is the focus provided on learning language independent, persistent truths about programming and programming techniques. Robots readily illustrate the idea of computation as interaction”. Synergies can be made with our work and those one on pre-object programming and simulation of robots for teaching programming as a visual approach to the teaching of the widely used programming language Java.
A complicated role-immersion game has a few college professors handing over control of the classroom to students who are suddenly showing more passion and interest than ever before. [[ This is a content summary only.
"This fall there will be teachers trying the flipped classroom approach to lessons for the first time. In the right setting the flipped classroom model can work well. My favorite tools for creating flipped lessons include the option to insert questions for students to answer while watching the video instead of waiting until the end to answer a series of questions. I also like tools that provide students with the opportunity to submit questions to their teachers while they are watching videos. These tools offer those options."
designed to improve the academic skills and confidence of students new to, or preparing for, Higher Education. The course is eight weeks long and requires approximately three study hours per week. The course is run by The Centre for Achievement and Performance at The University of Northampton.
t id"Even more than other types of education, eLearning must struggle to attract learners' attention: the Internet is full of distractions, and adult learners are both busier and more free to indulge in distractions. Helping students to pay attention is a primary concern of training professionals, so here are some optimal methods to win the attention game in eLearning."
We're at BETT 2015 this week chairing the Technology in Higher Education Summit - a space for higher education professionals to share ideas, future-gaze and streamline technology decision-making. In this podcast, Jisc's Sarah Davies discusses the findings from a day of sessions on the topic of 'Developing pedagogy', and Esther Barrett tells us what caught her eye around the exhibition.
edX recently commissioned a study of nearly 1,000 videos, segmenting them out by by video type and production style, and discovered this among their other findings:
Shorter videos are more engaging. Engagement drops after 6 minutes.Videos with a more personal feeling are more effective than high-fidelity studio recordings. Videos in which the instructor speaks quickly and with high enthusiasm are more engaging.Khan-style tablet drawings are more engaging than power point slides.
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