CATL Blog

News and More from UWGB's Center for the Advancement of Teaching and Learning

Tag: CoursePrep

Peer Review Workshop

Join us in UU 103 from 2-3PM on April 27. Professor Georjeanna Wilson-Doenges will pair up with the CATL team to facilitate a workshop on integrating peer review in larger courses using the Learning Management System, Canvas!

RSVP for this Workshop

Add this event to your Calendar!

New Issue of Syllabus Journal

Syllabus has just published its latest (Spring 2017) issue at http://www.syllabusjournal.org/syllabus. We invite you to review the Table of Contents here and then visit their website to review articles and items of interest.

The Spring 2017 issue contains exciting and innovative entries for (often interdisciplinary) syllabi and courses in the fields of social sciences, psychology, modern languages, history, women’s studies, and writing & rhetoric.

Thanks for your continuing interest in our work,
Caroline and Katia

Syllabus
Vol 6, No 1 (2017)
Table of Contents
http://www.syllabusjournal.org/syllabus/issue/view/18

Syllabi
——–
‘Going Steady?': Documenting the History of Dating in American Culture, 1940-1990
Jill E. Anderson
Instructional Design and Software Documentation
Carly Finseth
Syllabus: Ignorance and Inquiry
Thomas Daniel Girshin
Writing in the Social Sciences (Online Section)
Erin B Jensen
Basic Research Methods
Michelle Samuel
Judeo-Spanish: A Vital and Living Language
Carlos Yebra Lopez
——–
http://syllabusjournal.org

Reading Group – Gamification

“Gamification” generally refers to the translation of game elements, mechanics, and dynamics for use in other areas—and often with the end goal of increasing engagement. When used in education, gamification takes on a unique form and raises an additional set of questions, which we will explore through these readings and lively discussion. This discussion’s follow-up workshop invites instructors to create a game, develop a badge, or re-consider how they might make their entire course more game-like. We’ll consider: To what degree is a course already a game and in what ways might a “gamified” course increase student engagement? How might a “game,” simulation, or making your coruse a game affect cognitive load? What is the (potential) distinction between extrinsic and intrinsic game content? In what ways might gamification (either explicit or implied) alienate certain students? And more.

Readings 1 & 2: A very short overview of “Gamification” and some of the thinking surrounding it.

Reading 3: A simplified yet thought-provoking how-to for designing your own “educational game.”

Reading 4: A case study in which an American Politics professor modifies the game Battleship to illustrate course content. Feel free to skim!

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