In a previous post, I wrote about creating a simple e-learning module with Google Forms. Then I discussed sending students an immediate response when they completed that module, which is very helpful for record-keeping and for worried students who believe their responses are floating somewhere in cyberspace. To continue this line of thinking, what happens if students are required to demonstrate a certain level of competency in order to get credit for the learning module? Is there a way to automatically grade student responses and give them different feedback depending on whether or not they pass? Well of course there is! Keep reading …
If you have been a college instructor for any length of time, you have most certainly gotten this question from students: “Why did you take points off for _____?” This question is based on their assumption that they start at 100 rather than zero, which is where I believe they start before an assignment has been graded. If they fail to turn in an assignment, they are given the current point value, which is zero. I do not, in fact, take away all of their points as a fiery demonstration of my absolute authority in the classroom.
One of the main responsibilities I have in my profession is to keep inquiry, knowledge, and skills moving forward. My particular slice of inquiry, knowledge, and skills that I am committed to moving forward is the use of technology in higher ed teaching and learning. One channel for doing this academic and professional development conferences. I had the opportunity to speak at one such conference this week in Boston. The conference is Campus Technology Summer Conference 2015. I gave a talk about using technology effectively in large lecture classes where students bring their own devices (bring your own device, or BYOD). Here are the slides to my presentation, and here is a recording of the presentation (slide capture only). Overall, it was a good conference, and I made some great contacts. I look forward to returning to CT Summer Conference in the future.
I think a lot about gamification. Not because I consider myself an expert, or even particularly good at it. I am obsessed with this concept because I think it actually works. This morning as I drove to work, I was thinking about why a person would want to spend time and energy learning about, developing, implementing, and improving gamification techniques in the classroom. After some thought, and skimming a few blog posts later in the day, I think I know what attracts me to gamification:
This past year I decided to use some gamification strategies with one of my classes. I had been exposed to this idea through several articles and conference presentations, and I knew it was something that would help my teaching. After getting a handle on the course design and technical issues associated with gamification strategies, I started to see the benefits for me and my students.
This guest post is written by TeacherJ. She is a blogger and edtech enthusiast, and in this post she explores the similarities and differences between gamification and game-based learning. Watch out for her blog!
What is More Effective Gamification or Game-Based Learning?
The increase in ownership and usage of mobile devices by students led to a change in the way educators deliver their learning materials and handle their classes. Research from McGraw-Hill Education and Hanover revealed that smartphones and tablets usage in 2014 skyrocketed among college students, where more than 80% were said to be using mobile technology to study. The number has jumped by 40% in total since 2013.
Of the many ways ITC has changed (and is changing) education, none seem more obvious than e-mail and learning management systems. It seems students these days expect ubiquitous, continuous access to course content and their teachers. How do I know this? Well, for one, I commonly get e-mails from students in the middle of the night. I am no longer surprised when I wake up in the morning to e-mails from students, most of them sent well past midnight. I do not think they expect an immediate response, but it reveals a student’s mindset when you see he has sent a message in the middle of the night the instant he had a question about an assignment or grade. Second, my students are quick to let me know if they cannot access a course document or cannot see their grade. If the gradebook in my LMS were a section of the Oregon Trail, it would look like this.
As a teacher, professor, or instructor at any level, one of the keys to survival is knowing how to continually learn and grow. Personal learning is one of the characteristics of teaching effectiveness. It is easy to get stuck in a rut in any profession, but teaching is especially vulnerable to this tendency because teachers are continually having to adapt to new students, new materials, new mandates, and new approaches to learning. It’s surprisingly easy to just find a comfortable middle ground and float along, usually at the students’ expense.
My reasons for wanting to use gamification strategies in my large Intro to Education course were obvious: student accountability, timely and continuous feedback, and better motivation to do otherwise rudimentary activities. I learned pretty quickly that implementing gamification strategies was more difficult than I initially thought. First, I had to figure out the instructional design aspects of gamification. How many points are different experiences worth? What do I count and what do I leave out? Second, I had to figure out how to keep track of all of this and communicate it back to the students. As I have written about before, I used Google Sheets to do this.
Student participation typically falls into two extreme ends of the class discussion continuum. Some students raise their hand every time I ask a question. These students have an opinion on just about everything, and if I’m not careful they will dominate class discussion. I have had experiences where the same 2-3 students will talk so much during discussions that the other students will stop raising their hands. As a teacher, this is definitely a scenario you want to avoid. The end of the spectrum is characterized by a roomful of students who are so disengaged they will barely make eye contact. Maybe they didn’t do the class reading, or perhaps they think that avoiding discussion will shorten class time and end in an early dismissal. Perhaps the class is large and students are intimidated speaking in front of the group. Either way, it makes for a very awkward and aggravating situation.