LMS affordances in remote teaching and online learning

avoid creating systemic inequalities that affect individual students’ experiences.

problematic

manyuniversityfacultymembersarenotformallyoradequatelytrainedasinstructionaldesigners

collaborationwithfaculty—aprimarymodeofchangemanagementforonlinelearninginitiatives—asthegreatestbarriertotheirworkinhighereducation

academicinitiatives,studentsuccessinitiatives,enrollmenttargets,financialstability,andcontributingtothestrategicgoalsoftheuniversity

thought he understood how the university worked

the production quality

fractional credit

emphasized online classes

globbed-together existing units

results of repeated testing

it requires a“paradigmshift”for faculty development practitioners who are used to designing single pathwaylearning experiences that align objectives and content to particular, pre-set outcomes,to find ways to respect multiple learner epistemologies

But here I was talking tosomebody influential in the field, asking some basic questions and getting answers.

it is a good example of self-determination inthat the learner decides their own path:

Participants reflect on how they choose what gets said in thepublic and what stays in-group in the backchannel.

The tools chosen, together

Public interactions are promoted by the facilitator oftenwith the facilitator engaging their own network to converse in community with the co-hort.

staff

But how are faculty ever to create networkedlearning experiencesin open online spacesfor students if they have never experienced learning for themselves in these spaces?

education is always political,

finding mentors and collaborators whohave no hierarchical relationship with them internally

ifferentiate between different ages of fac-ulty developmen

Thank you

technical

highly and diversely educated.

32% have doctoral degrees

49% train someone in the use of online pedagogy at least once a day

Does a network of instructional designers exist?

Instructional Design

Palloff & Pratt

and

too little time

so little public awareness

instructional designers have positioned themselves as pivotal players in the design and delivery of learning experiences

Personas

there is no structure to weight their commentary more heavily than that of other participants

When the discussion takes place alongside the text, it offers opportunity for students to easily contextualize their thoughts, questions, and curiosities.

without being tied to other activities

However, using the right digital tools will make the process easier, and may even strengthen the quality of discussion.

immense and can create decision paralysis for students.

quality of our change processes.

Stories help people understand the problem and indicate the kinds of solutions that are needed. Data then provides credibility for believing what the stories establish.

connecting disciplinary inquiry across multiple school, community, cultural, and online settings

across settings

However, other mathematics concepts and practices were either seldom investigated, only vaguely described, or not representative of K-12 students’ interests and cultures

nterest-driven and peer-supported

potential linkages with a wider variety of academic mathematics, such as the use of real world data, or their practicum teaching experiences

everyday activity of purchasing groceries

ranscended (what are often perceived as) the rigid boundaries

were not as immediately familiar to their daily experiences.

M3 connection chart

ound the price of a 12-pack of soda and compared it to the price of the same item at Fresh Market

ate, cost, and time

concepts (like inequality) and practices (such as operations) situated among everyday mathematics in activity

on top of the physical reality by drawing shapes

When mobile learning traverses space, time, and tradition, it has been perceived to threaten the current order of schooling

mobile learning is not synonymous with activity that occurs outside a traditional classroom and across settings

don’t exist

What does it mean to be an insider? How do you know? And how would you describe this space to an outsider?

What does your peer perceive to be the limitations of this space?

How did your peer first begin contributing to the affinity space?

all this sand, all these possibilities! They navigate among shifting social relations – first we’re builders, now we’re enemies, now it’s time for tag – all while pursuing emergent goals, from castle construction, to destructive battle, to collaborative artistic expression

beasts

I suspect that the ethical microtransactions played a significant role in fostering this atmosphere.

“ethical microtransactions,”

This has an effect of increasing players’ sense of agency and intrinsic motivation to play the game (Deci and Ryan, 1985).

When they create their own games, children learn to see the game world as an environment full of fabricated artifacts that beg for intentional interpretation and mindful analysis

Game design achieves a pedagogical trifecta.

They will be held in 20 different U.S. cities.

STEM skills

it is more like an app or a platform. Using Super Mario Maker, players build their own levels of the iconic Super Mario Bros. game. Then, they share those levels publicly for others to play.

The game implicitly tells kids that they might one day create their own digital media franchises

They perceive their digital media to be fabricated artifacts requiring interpretation and analysis.

Gaming is getting “meta.”

importance of learning by doing.

as students, teachers, and community members deliberated, worked to under-stand conflicting perspectives, and made shared (albeit not always equal) decisions.

For a student whose family worried about the impact of proposed budget legislation, design work during the Capitol Protest project became an opportunity to share her family’s story.

Perhaps most importantly, through all of this, the students engaged in and developed the literacy practices required to interact and learn in a participatory design community.

gns. In particular, the more social the jobs were, the more effective they seemed to be in promoting student engagement with the game, as well as reflection on thei

es. Its possible that this was due to the fact that up to this point the game simulation had not tied the jobs in the game to the overall narrative,and thus writing was not seen as something valuable by the

78) including (but not limited to) activity theory (Emgestrom, Miettinen and Punamaki, 1999), situated learning (Lave, 1993; Lave and Wenger, 1991), mediated action (Werstch, 1991), connectionism (Bechtel and Abrahamsen, 1990), socially embodied cognition (Barsalou, Niendenthal, Barbey and Rupert, 2003), distributed cognition (Hutchins, 1995), ecological psychology (Gibson, 1977), Discourse theory (Gee, 1992; 1996; 2005), and sociocultural theories of literacy (New London Group, 1996).

students. While skeptics might claim that such interventions “taint’ the research context and diminish

s well. With the interactive design interview format, we took the first step into identifying better and more effective ways to assess the understandings of children in these contexts, an area of research that will play a key role in determining the effectiveness of 21st century curricula.

ers. At the same time, these findings have suggested to us a diverse number of directions where future iterations could go, since questions such as how to best integrate writing into the game, or what the best way to structure its community components remain largely unansw

ations. In some of these cases, the verbal explanation, even using the specialist terms of game design, would have proven insufficient to communicate the designer’s point.

w ones. Some of the participants were able to develop more sophisticated views of the game design activity, as well as of the systemic relationships between its sub act

Individual participants tended to specialize on specific game designs, preferring to perfect those designs than start completely n

they tended to produce a lot more in the context of the collaborative exercises, an encouraging observation in light of the concerns about writing we had in previous tests.

ame. In this way, as the assessment was ongoing in Madison, so was the feedback we provided Gamelab with being incorporated into the next implementation of the game: the alpha build.

guage. This suggested that a future iteration of the game should integrate the writing components more closely into the game if it was to promote 21st century literacy practices on children.

By the end of the workshop, more sophisticated responses such as “a game designer plays games, he learns about other games, and he designs games” were more common among participants, reflecting the activities that they would participate in with Gamestar Mechainc. However, these observations also suggested that the speed with which a player would increase in sophistication with their designs would have as a factor the previous gaming experience of the playe

ren. For the girls, this was characterized by intense spans of collaborative design and discussion. This provided an opportunity for Barbara to participate by making suggestions to the other girls as they designed. With the boys, these jobs were marked by a mood of competition with comments such as “check my game out, I bet you can’t win it!” typifying their exchanges during these j

As before, the social jobs were the ones that seemed to generate most enthusiasm among the chil

vel. In the interest of assessing participant progress, at some points in the workshop I decided to use this framework in the context of an individual interactive interview, a method I designed where the participant would explain out loud their design process as they tried to tackle a job in the toolk

ers. Given our interest in collecting in-depth data on their enactment of the game designer Discourse, we chose methods that would capture as fully as possible the interactions between the participants, the toolbox and the job context.

a) play jobs–where players needed to win a game previously designed, b) repair jobs –where they had to identify and fix a problem with a dysfunctional game-, and c) design jobs– where they had to design a game from scratch within constraints specific to the Disc

ing, the question still remained regarding whether they would sustain engagement with it over an extended period. We also wanted to know whether such engagement would lead to students appropriating more of the practices of the Discourse of game design, and whether the curriculum designed for the game would facilitate this appropriation.

observe the way in which players could work around the limitations of the game to make their design intentions happen, as instead of creating a single game with multiple levels, they created multiple games representing different levels of difficulty of the same concept using the name of the game, and presented them to their peers this way

the majority of them would take at least 15 minutes designing a game before testing it even the first time, leaving questions open as to what degree of understanding of individual components of their games they could get from the game

t about half the students preferred designing games on their own, while the other half preferred to do it socially hinting at the possibility that we would have to implement multiple paths to advance in the game to keep players engaged.

the boys tended to enjoy first designing complete games to share with friends more rapidly than girls. The designs themselves however would commonly use a shooting the enemy mechanic and tended to be more

implistic. Girls in contrast tended to design in groups, with one girl controlling the mouse while others commented and made suggestions to her. The designs took longer to make, but were more complex in their use of space and used a variety of mechanics such as collecting coins or navigating a maze.

I gave them the rules for a job that required making games for others to play test, and fix them using any feedback obtained from their peers.

This protocol asked players to tackle both structured and open-ended design jobs

We also had questions regarding the steepness of the learning curve that children would experience trying to play the game, especially given that some of the prototype’s functions had not been thoroughly tested yet

writing. Being a product of design research, Gamestar Mechanic is not only meant to inform learning theory development, but also to be a reification of such theory at different sta

At this point in the research one of our core questions was whether the game would be interesting and engaging to th

tween them. The data sources for this study were collected by members of Gamestar Mechanic research team during the two years of research, and included transcripts of interviews with players and members of the Gamestar Mechanic team, naturalistic and participant observations, field notes, audio and video recordings, as well as digital and paper-based documents.

) “In epistemic games, learners do things that have meaning to them and to society. Such games are knowledge games. They are meant to teach learners both how to navigate complex linguistic, cognitive, and symbolic domains and to innovate”.

social constructivist perspectives of learn

vide instructional designers contemplating the development of videogames for learning with useful insights for their own designs.

. When a published games is played, a rating scale and a form to provide comments are associated to it on the websit

e. It also provides others with a place to identify a specific mechanic’s game design interests and preferences through a character profile, as well as his/her relative status in the community in the form of an experience level and the ratings for the games he/she has creat

A fundamental aspect that the game exploits in order to foster the appropriation of a game designer Discourse by learners is framing these jobs in the conte

The Gamestar Mechanic project is a collaborative research and development effort between the Games, Learning and Society Group at the University of Wisconsin-Madison and Gamelab, a professional game design studio based in New York

d. Some have argued that the widespread dissemination and lowering cost of information and communications technologies have made it possible for new literacies to emerge, characterized by thinking and meaning production practices more attuned to the needs of an increasingly global society

One consistent message coming from those warning us of these issues however is that in order to tackle them we will need new ways of thinking, a new mindset that can harness our curiosity and imagination today so that we can find solutions tomorrow.

In the end, it’s just a game. ♦

According to the SuperBetter method, you should turn your regret into a bad guy, do your power-ups, tell trustworthy people that you need their gameful help to lick the grief and move on with your life.

McGonigal points out implications for P.T.S.D. treatment: offering victims a Tetris console in the chopper as they leave the battlefield could spare them a great deal of suffering.

Really?

“Work ethic is not a moral virtue,” she writes. “It’s actually a biological condition that can be fostered, purposefully, through activity that increases dopamine.”

Having friends—or allies—around can cause cortisol levels to drop, indicating a decrease in stress.

in a world of knowledge and technology, the only obstacle to happiness is your own state of mind.

Institute for the Future, a nonprofit think tank in Palo Alto, designing video games for the cause of human progress.

“You will hear stories from people who have adopted a gameful mindset to find a better job, have a more satisfying love life, run a marathon, start their own company, and simply enjoy life more.”

Now it’s Friday, and you’re due to give a terrifying presentation in three hours.

when a jumbo bottle of shampoo fell on your foot

gamification is marketing bullshit

The rhetorical power of the word "gamification" is enormous

For those whose goal is to clock out at 5pm having matched the strategy and performance of your competitors

Game developers and players have critiqued gamification on the grounds that it gets games wrong, mistaking incidental properties like points and levels for primary features like interactions with behavioral complexity.

Gamification is reassuring.

Gamification is bullshit.

bullshit is used to conceal, to impress or to coerce.

beginners; indeed, anyone can begin at any time.

ensuring the survival and flourishing of the passion and the affinity space, requires accommodating new members and encouraging committed members.

This is the way in which many games today stress the role of players as designers