SBO Opleiding Onderwijskundig e-Learning Ontwerper - dag 4

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Opleiding Onderwijskundig e-Learning Ontwerper

Dag 4 - 25 november 2014

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!Jullie zijn

Ontwerpers,

Kunstenaars,

Makers,

met eenmissie & verantwoordelijkheid

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Jackson Pollock

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12 februari 2009

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Didactische werkvormen

Didactisch experiment

Pecha Kucha

Digital storytelling

Gamebased Learning

www.leerbeleving.nlTerugblik dag 3

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Joseph Swan1860

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?opdracht

multimedialeinstructie

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Jan Nieuweboer

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Pecha Kucha

Gamebased Learning

www.leerbeleving.nlHoe kies je welke e-Learning

werkvormen

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www.leerbeleving.nlmensen presteren niet goed

kunnen ze het? (leven ervan af hangt)

probleem = skill/kennis

trainen/leren

probleem = motivatie

probleem = omgeving

www.leerbeleving.nlWelk doel bereik je?

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Content covered isNOT

content Learned

Dr. Ruth Clark

”“

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www.leerbeleving.nlindividueel groep

F2F afstand

asynchroon synchroon

vrij gestuurd

formeel informeel

actief passief

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Scenario-based e-Learning is a preplanned guided inductive learning environment designed to accelerate expertise in which the learner assumes the role of an actor responding to a work-realistic assignment or challende, which in turn responds to reflect the learners’s choices.

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• Werk met buurman/buurvrouw samen • Beschrijf 2 of 3 digitale werkvormen • Naam • Omschrijving • Soort leerdoel (kennis, attitude, vaardigheden) • Link naar extra uitleg en/of voorbeeld

Opdracht

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Pecha Kucha

Gamebased Learning

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Pecha Kucha

Gamebased Learning

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Jouw naam !

Learning Experience Designer

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Hoe heet een werknemervan DISNEY?

CAST member

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It is not about bringing e-Learning to a small screen but

it’s about performance!

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Ho wacht, denk vanuit proces!1. welke vragen spelen er rondom mobiel

leren? 2. Hoe kunnen we die beantwoorden? 3. Waar werken we naar toe? 4. Hoe leggen we resultaat vast? 5. Aan de slag!

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Pecha Kucha

Gamebased Learning

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• Deel PK’s aan tafel • Welke wordt gepresenteerd?

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Pecha Kucha

Gamebased Learning

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Verpleegkundigen hebben een groot empatisch

vermogen en een grote betrokkenheid bij

patiënten

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“Nou, ik hoor nog wel eens andere…”

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Verpleegkundigen hebben een groot empatisch vermogen en een grote

betrokkenheid bij patiënten

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Grotten van Lascaux>17.000 jaar geleden>2000 afbeeldingen

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www.leerbeleving.nlwww.leerbeleving.nl

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“Tell me a fact and I’ll remember it.

!!Tell the truth and I’ll believe it.

Tell me a story and I’ll put it in my heart forever.”

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Stories create emotions

Emotions create motivation

Motivation create action

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P.I. Lelystad

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Pecha Kucha

Gamebased Learning

www.leerbeleving.nlDigitale bibliotheek voor de Nederlandse letteren !1938

http://www.newsgaming.com/games/index12.htm

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Games SimulatiesKan fantasie zijn Nabootsing werkelijkheid

Regels Regels

Einddoel Kan zonder einddoel

Spelen is doel Model is doel

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Mihaly Csikszentmihalyi

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Leerelementen !1. Context 2. Duidelijk doel 3. Juiste uitdaging 4. Ingebed 5. Relevant 6. Ontdekkend 7. Activerend 8. Passende

feedback 9. Betrokkenheid

Spelelementen !Thema 1. Duidelijk doel 2. Balanceerde uitdaging 3. Actie binnen domein 4. Probleem vanuit speler 5. Actief kiezen 6. Directe kiezen 7. Passende feedback 8. Verhalend

Edugame !1. Thema 2. Doel 3. Uitdaging 4. Actie-domein link 5. Probleem-lerende link 6. Actief 7. Direct 8. Feedback 9. Affectief

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Gebruiker maakt Designer maakt

Digitaal

Analoog

Digitaal

Analoog

http://www.peacemakergame.com/

Digitaal

Analoog

• 40 masterstudenten • 3-daagse simulatie

Digitaal

Analoog

• Recruteringstool • buitenwereld & interne trainingen

Digitaal

Analoog

Digitaal

Analoog

http://www.leerbeleving.nl/2008/10/02/maak-gamebased-learning-20-mee/

Digitaal

Analoog

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Wat is een goede definitie van GAMIFICATION?

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From Game Design Elements to Gamefulness: Defining “Gamification” (2011, Deterding et al.)

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www.leerbeleving.nlLeeromgeving

Content

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Content Activiteiten

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Ease of use How easy can this be set up by you?

Great fit

Can work w/ some learning design

Not best tool for the job

Which player type will this motivate?

Tricky & takes time. Set up quiz, then questions. Consider your categories.

Quiz can be timed & secure. Has essay, mc, true/ false, matching, & other questions.

No. Too linear. You could use Q & A forums instead.

No. Quizzes do not involve any interaction. Follow up with a forum discussion if used

OK. They will be motivated to beat other people.

Quiz Use to assess learning, formative or summative.

It can be tricky to set up, make sure you plan the lesson first. Worth the effort.

Great to present information with inbuilt activities, progress bars and time limits.

Yes. Use as branched quiz, scenario, case study, role play.

No. Lessons are solo activities.

Must include activities to earn highest score, also use timer to see who can finish 1st.

Lesson Use for presenting branched info, includes activities

Easy. Both online & offline are possible, also group assignments

Yes. Set clear guidelines . Use Rubrics and marking guides. and deadlines

OK. Assignments should encourage exploration of topics. Eg Web quests

OK. Use Group Assignments to collaborate

No. Killers would like it if you used rank column in the gradebook as a leaderboard

Assignment Use to collect, assess & provide feedback on assignments

Easy. Forum has usable default settings. A name & description is enough.

Forum participation must be rated by teacher and /or peers. Upload files

Set up a series of formative assessment activities that involve discovery.

Yes. Learners can debate, rate and comment . You & peers interact asynchronously.

Yes. By meeting criteria you earn status. Group icons for expert novice etc.

Forum Discussions , upload docs or media

Easy to set up, requires some effort to manage. You can save chat logs

Chat Hold real-time text chat discussions with class

No. There are no points to be earned. Too unstructured

OK. Chat is versatile. Can be used as a formative assessment task

Yes. collaborate & explore topics, online debates, or work small groups

OK. Provide clear task to be completed using the chat tool. and agreed ettiquette

OK. The choice is good for self –assessment on knowledge of a topic

Place in groups based on choice then unhide new topics based on group s

Vote and Survey. Socialisers will enjoy seeing responses from others

OK. If there are no winners or right answers then it’s not much fun. Set limits..first in wins

Choice Use for Learner decision making, voting and topic selection.

Easy. Define the options and whether you want to limit numbers per choice or not.

Achievers “ I will search for treasure/reward”

Explorers “I will dig around for information”

Socialisers “I will empathise

with others”

Killers “I want to beat other people”

Tricky to set up. Can be used for teacher to present info, better with Learner entries

Can be used for teacher to present info, but better to let the Learners add to database.

Database is versatile & allows research to be presented in flexible ways.

Learners can read other entries & comment or rate. (Change permissions)

Learners can rate entries , and comment, can be simple peer assessment.

Database Allow Learners to collect, share & search created artifacts

Moodle for Motivating Learners

Easy. Default settings are good. Set it so the author’s name is shown.

Learners add entries to the glossary to define terms or present information.

You need to design learning that allows for exploration and autonomy

Learners can read other entries & comment or rate. A very social tool.

Glossary Use for learning activities that gather resources or present info

Learners can read other entries & comment or rate. Interaction is asynchronous.

Explorers

Players like interacting with the environment. They try to find out as much as they can about the world around them.

Socialisers Players like interacting. They use communicative facilities as a context in which to interact with their fellow players.

Killers

Players like acting on other players. They are Politicians. They Kill with kindness: Mother Hen or unkindness : tease, heckle. They like to dominate.

Achievers Players like acting in the environment to be successful. They give themselves game-related goals, and vigorously set out to achieve them.

Learners are motivated in different ways. This guide uses gamification to map elements from games to eLearning. The goal is higher engagement, increased productivity and completion of Moodle courses. What player type am I? You will play multiple roles and will change the role you play in a group over time, but will have a dominant method of interacting. Based on Bartle’s Player Types.

Easy. A few things to learn about. Decide on individual or collaborative

Yes. Provide structure for collecting information.

Wiki is versatile & can be used to present independent research.

Yes. Use in brainstorming, planning, collabo-rative writing.

Yes. Learners can debate facts & ideas. Allow editing by any participant.

Wiki Use to enable collaborative page creation.

Allows for peer assessing and teacher assessing.

Learners can explore other contributions and collect information.

Yes. Allows for peer assessing, nurturing and interaction.

Yes. Learners are in a position of competing and judging.

Workshop Use to collect, assess & generate peer review of Learner work

Tricky. Decide on individual & group settings. Can be hard to master. Get some training.

Original Moodle Tool Guide Joyce Seitzinger @catspyjamasnz

Moodle for Motivation Guide V.09 adapted by Natalie Denmeade @moodlemuse

Moodle 2 Tool Guide Gavin Henrick @ghenrick

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Gamification Design Framework

1.Define business objectives 2.Delineate target behaviors 3.Describe your players 4.Devise your activity loops 5.Don't forget the fun 6.Deploy the appropriate tools

Kevin Werbach

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Pecha Kucha

Gamebased Learning

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Bedankt!

Marcel de Leeuwe www.leerbeleving.nl marcel@leerbeleving.nl

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SBO Opleiding Onderwijskundig e-Learning Ontwerper - dag 4

Education

Transcript of SBO Opleiding Onderwijskundig e-Learning Ontwerper - dag 4

Onderwijskundig Expertise Centrum Rotterdam

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