Boyd's Introduction
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Gamification and Instructional Design

Gamification and Instructional Design | Boyd's Introduction | Scoop.it
When I sit down and think about designing a new class, Gamification comes to mind. It really is a combination of lots of learning theories delivered a little differently. This is where my mind goes...

Via Beth Dichter
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Gamification

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Beth Dichter's curator insight, May 31, 2013 9:59 PM

Are you considering re-writing some curriculum and incorporating gaming? This infographic provides a great template to help guide you through the process. The six steps are shown in the image above and clicking through to the post will provide additional information on each step. And for those that may be viewing with seeing the image the six steps are below:

* Learning Outcomes

* Big Idea

* Storyboard the Game

* Learning Activities

* Build the Team

* Add Game Dynamics

Ryan Cheek's curator insight, August 7, 2013 12:38 PM

I thought that this was a classroom? 

Mina Valai's curator insight, September 15, 2014 2:54 PM

6 easy steps to follow when designing a new class.

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Tuscaloosa Tornado - Unedited Raw Version - 4/27/11

This is an unedited video of the horrible Tuscaloosa Tornado of 4/27/11. We were just east of the McFarland Boulevard Exit on I 20-59. Not to be used for com...
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This was an awful day!

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3 Chunking Strategies That Every Instructional Designer Should Know

3 Chunking Strategies That Every Instructional Designer Should Know | Boyd's Introduction | Scoop.it
One of the main concepts that leads to successful e-Learning course design is Information Chunking. But what is chunking? Why is it embedded in the world of instructional design?

Via EDTECH@UTRGV
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Great tip!

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Karen Bruce's curator insight, February 23, 2017 8:51 AM

One of the interesting elements about this article is that in step 1 of their chunking method the concept of "less is more" is highlighted. The textbook (Writing Training Materials That Work by Foshay, Silber & Stelnicki) focuses chunking on short-term memory storage but does not elaborate on how to get the important information presented. It is important to be thinking about people's capabilities when considering content. The textbook (Writing Training Materials That Work by Foshay, Silber & Stelnicki) points out that people generally remember 7 things at a time. The article also discusses organizing the information into modules and tying them together appropriately. I think this will help with getting only important information into the content too, because if something is missing or unnecessary it may become apparent when the instructional designer (ID) is creating the layout and ensuring the chunks are appropriately related and enough information is present. When keeping these concepts in mind along with this articles suggestions of boiling down the information to what is most important an ID can create successful learning material. counts

 

Karen's Response:

 

Hi, Anna!

 

Thanks for sharing such a useful resource. I appreciated the practical strategies for establishing a hierarchy, removing any redundant or unnecessary information, and organizing the material in a logical fashion. I was interested in how much information would constitute the "right amount of information," but I suspect that's a question that doesn't have a generalizable answer, since it would depend on the content and learners.

Cara North's comment, February 24, 2017 8:45 AM
This is a popular scoop. You have good taste Anna!
Nathan Hawk's comment, February 26, 2017 7:29 AM
Very interesting read, and highly useful strategies for chunking. The second strategy (to create subgroups within groups) I think mirrors very well suggestions with our reading material due to limitations in short term memory. This is probably good design regardless of benefits to reducing cognitive overload.