Video Presentation for Professional Conference: Gamification & Jane McGonigal

Module 5 - Moving Toward Dynamic Technology

Tell me and I forget.  Teach me and I remember.  Involve me and I learn. ~ Benjamin Franklin

My concept map is meant to show how technology ranges from being completely static to completely dynamic.  For example, I placed books and peer-to-peer sharing at the static end; however, technologies such as blogs, wikis and discussion boards have static and dynamic characteristics (Moller, L., 2008).  Finally, activities such as virtual simulation, gaming, and multi-user environments are dynamic (Moller, L., 2008) and can be used to provide content, communication, or collaboration.

If I had to place myself on the "static-dynamic continuum" I would be in the middle.  I am relatively new to educational technology.  I tend to gravitate towards static technologies because that is what I have always used to learn.   I love reading, watching videos and listening to audio books.  All these activities are on the static end; however, as I take more classes at Walden University and learn about educational technology I am slowing moving to the dynamic end.

To become more comfortable with dynamic technologies, I plan to continue to learn and keep up-to-date with current trends in technology.   I think being knowledgeable about the technology that is available for learners is the most important measure I can take to incorporating dynamic technology into my classroom.  Furthermore, I plan to write my dissertation on the gamification of learning.   Gaming is considered a dynamic technology, so I am certain that by the time I earn my Ph.D., I will be just as comfortable with dynamic technology.

References:

Moller, L.  (2008).  Static and dynamic technological tools [Unpublished paper].  Retrieved from https://www.class.waldenu.edu

Module 4 - Engaging Learners with New Strategies and Tools

Unity is strength… when there is teamwork and collaboration, wonderful things can be achieved. ~ Mattie Stepanek

Reflection

Content

Books, websites, YouTube or Webinars, and blogs provide students with the knowledge to decipher their learning material.  For example, YouTube and websites allow students to learn how to use computer programs, how to solve problems, or do anything that they desire.  Although books are "old-fashioned," students can explore the content to highlight pertinent facts or write ideas in the margins or bookmark with sticky notes.  There are also eBooks that give students the opportunity to listen to an audio version of a book.  Finally, blogs provide students with another person's views of issues and concepts.

Communication

Email, phones, online chats, and Facebook are ways for students and instructors to communicate.  For instance, students can email documents to share or write correspondence to arrange an online meeting.  While, a synchronous online chat or phone call gives students an opportunity to ask the instructor questions and clarify information about the course content.  Meetings with others are especially important since online learners do not get many opportunities to connect with students or instructors.  In other words, it helps the student feel connected to the school and their peers.  Finally, a group Facebook page is another way for the instructor to help students feel part of their online community.  Also, since many people check Facebook daily, students can get answers to questions relatively quickly.

Collaboration

Email, wikis, Google Docs, and Skype offer students the means for collaboration.  Students can email documents to each other for editing or advice.  While wikis and Google docs allow students or instructors to share their work with others who can insert comments into documents.  Finally, Skype gives students a chance to meet a live person to collaborate.  It is a way for students to see facial expressions and hand gestures and develop an academic relationship with their peers.

Forums

The discussion forum is the virtual classroom.  It is where students share their ideas, personal experiences and work with their classmates and instructor.  Students develop relationships in these forums and communicate with each other.  They learn to view the content from a different perspective, which may alter the way they perceive the world.  Finally, the forums are where students learn how to collaborate to understand the material.  Therefore, the forum is the most important engagement tool that the instructor can provide the student!

Module 3 - Assessing Collaborative Efforts

Talent wins games, but teamwork and intelligence win championships. ~ Michael Jordan

Collaborative learning is the key to a successful distance education course.  Today’s world is dominated by cooperative efforts; therefore, students must acquire collaborative skills to be successful in life (Laureate Education, 2008b).  For that reason, many courses require group work as part of the curriculum.  This blog examines how to assess collaborative assignments and deal with reluctant group members.

Assessment of Participation

According to Siemens, the biggest challenge for an instructor is switching assessments created to test individuals to ones geared for groups and collaboration (Laureate Education, Inc, 2008a).   Siemens recommended four ways for teachers to assess group work.   The first way is through peer assessment where students rate aspects of the course (Laureate Education, Inc., 2008a).  The second method entails reviewing comments from peers and discussion forums (Laureate Education, Inc., 2008a).  Next, the third recommendation is based on the students’ input to the discussion and coursework (Laureate Education, Inc. 2008a).  Finally, Siemens suggests looking at learning analytical data to gauge the amount of time spent in the online classroom and the number of posts contributed by each student (Laureate Education, Inc., 2008a). 

Of the four methods, I think that reviewing the students’ comments in the forums is the best way to measure students’ understanding.  This method allows the instructor to see students’ ideas and perceptions.  Instructors must also look at whether students’ comments are clear and insightful.  For example, as a geology instructor, I found that some students often spew information on essay questions hoping to find the right response.  Therefore, considering how the student answered the discussion prompts and questions is also important to test understanding. 

Conversely, of the four methods, I think that instructors should be skeptical of peer assessment.  For example, some students, when asked to rate a course will put all threes or ones.  Maybe even not judge a course fairly because of a problem with an instructor.  I have personally witnessed students do this on course assessments as a student and as an instructor.  How accurate and fair is this type of assessment?   I am not saying that students’ opinions are not enlightening and useful; however, I think that instructors should cautiously consider students' viewpoints as part of an assessment. 

The goal of assessment is determining how well an individual learned and understood the coursework.  Therefore, the assessment must be fair and based on the amount of work a student put into learning the course objectives (Laureate Education, Inc., 2008a).  Unfortunately, not all students test well, so this endeavor can be challenging.  Siemens also suggests considering the amount of knowledge a student gained throughout the course (Laureate Education, Inc., 2008a).  Some students may start out knowing more and may not be challenged by the coursework.  While, other students may need to put in extra time to reach the same level as the student that knew more resulting in not performing as well on a test.  In this case, who deserves a better grade the person with little gained new knowledge or the person that gained lots of new knowledge?  As Siemens points out, this is an issue that will need to be addressed in the future as society changes the education system (Laureate Education, Inc., 2008a).

Dealing with a Reluctant Group Member

According to Siemens, there are several reasons for a reluctant group member.   One reason is due to inexperience with the online format (Laureate Education, Inc., 2008b).  The student may be unfamiliar with the computer programs required to complete assignments.  Having students take a familiarization seminar either online or in-person can alleviate fears and give them the confidence to complete the course (Laureate Education, Inc., 2008b).  Secondly, often the smartest students are hesitant to share their ideas (Laureate Education, Inc., 2008b).  Perhaps, they do not want to rely on others for a grade or do not want to have others criticize their ideas.  Finally, sometimes life gets in the way of online learning.  A child or family member gets sick, and the student has to shift the focus of their attention away from their studies.

There are several methods to encourage online collaboration and the reluctant group member.   One way is to have assessments that are both group and individual based (Laureate Education, Inc., 2008b).   This technique forces students to collaborate to earn a good grade.  Furthermore, students need to feel safe to express their ideas and not feel isolated (Laureate Education, Inc., 2008b).  Nobody wants their ideas or something they write ridiculed by their instructor or peers. Therefore, students must respect others' discussion posts and words.  Finally, It is easy for students to feel isolated in an online environment (Laureate Education, Inc. 2008b).  If instructors offer synchronous chat opportunities and places for students to discuss content asynchronously, it helps students to feel connected to their distance classroom.

Resource

Cornell University Center for Teaching Excellence (2014) offers ideas for collaborative learning assignments.  Check out their website!

References:

Cornell University Center for Teaching Excellence (2014).  Collaborative learning:  Group work.  Retrieved from http://www.cte.cornell.edu/teaching-ideas/engaging-students/collaborative-learning.html

Laureate Education, Inc.  (Producer).  (2008a).  Principles of distance education:  Assessment of collaborative learning.  Baltimore, MD:  Author.

Laureate Education, Inc. (Producer).  (2008b).  Principles of distance education:  Learning communities.  Baltimore, MD:  Author.