future of #gamification: a new job called CGO - Chief Gamification Officer - will be the hottest seat in the office.LEARNING OBJECTS FOR CRITICAL THINKING AND WRITING
- Learning objects can be used in face-to-face or online classrooms. Due to their growing popularity, especially among college and university level courses, there are learning objects designed for teaching concepts from every discipline. See below for some fun examples:
- The Scale of the Universe 2Zoom from the edge of the universe to the quantum foam of spacetime and learn about everything in between.
International Exchange Rates
Wisc-Online learning objects are built in Adobe Flash. The Apple iPod, iPad, and iPhone will not play Flash content.- Wisc-Online learning objects are built in Adobe Flash. The Apple iPod, iPad, and iPhone will not play Flash content.
American Poets in the 21st CenturyTracie Morrishas worked in multiple media: printed text, theater, dance, music and film. She has toured extensively throughout the United...WORKSHOP TIME! = YOUR TURN!
1. Search in "Learning Object Studio" or "Wisc-Online" websites (see below) for learning objects relevant to your discipline, and curate those learning objects on your Storify page.2. On your Storify page, type 1 question regarding 1 learning object to serve as an in-class discussion or writing activity.- Learning Objects Studio Home Learn more about Learning Objects, LOLA, and the Academic Commons in this video presented at the NMC 2005 Co...
Welcome to Wisc-Online.comHeat Transfer: Conduction, Convection, Radiation In this animated activity, learners explore three major methods o... A Typical Animal Ce...GAMES FOR CRITICAL THINKING AND WRITING
- Below are group activities that I have developed with online games for "gamifying" my college English Composition courses. The idea is to make learning fun (i.e. less boring) and meaningful for students, who will be more willing to engage with the "fun" course material. See below for my example activities that incorporate games for face-to-face and online classrooms:
PROCESS ANALYSIS VIA ROLE-PLAYING GAMES (RPG)
- EXAMPLE FACE-TO-FACE CLASS ACTIVITY - PROCESS ANALYSIS OF THE CLIMATE CHALLENGE GAME
STEP 1 - Ask one student to be the game pilot who will control the main game character's actions based on classmates' requests.STEP 2 - Ask other students to form groups of 3-4 people. Make sure to form odd number of groups for voting purpose. The number of votes will determine how the entire class will progress through the game.
STEP 3 - Ask groups to record every game decision we make as a class. The sequence of events that transpire in the game, depending on class choices, will affect the game outcome.STEP 4 - After the game is over, ask all students to write a Process Analysis Essay that traces the game steps, in order to understand why the game ending turns out to be positive or negative. Students will reflect on and mention the negations, or what not to do, in their papers, so that repeated gaming will ensure positive game outcome. CLASSIFICATION/DIVISION, DESCRIPTION AND COMPARISON VIA ADVENTURE GAMES
- EXAMPLE FACE-TO-FACE CLASS ACTIVITY - CLASSIFICATION/DIVISION OF MONSTERS IN BIOSHOCK
STEP 1 - Ask one student to be the game pilot who will control the main game character's actions based on classmates' requests.
STEP 2 - Ask rest of the class to form groups of 3-4 people. Make sure to form odd number of groups for voting purpose. The number of votes will determine how the entire class will progress through the game.
STEP 3 - Ask groups to discuss and vote on the next game action the game pilot should take. Then, ask groups to record game information (such as a monster's name and characteristics). Allow groups to ask the game pilot to pause, repeat, or retake certain steps.
STEP 4 - After completing the game, ask all students to write a Classification/Division Essay that classifies the various types of monsters in Bioshock based on the monsters' characteristics, describes the appearance and capabilities of each type of monster, and compares the monsters in terms of characteristics and capabilities. LOGIC + PROBLEM SOLVING VIA ADVENTURE GAMES
GAMIFYING THE CLASSROOM
This story addresses the pedagogical methods for using interactive learning objects and games in the classroom. These activities, which can be assigned in face-to-face or online classrooms, can increase the rigor of higher-ed courses.
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