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Tag: Instructional Design

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!

IDI Archive – January 19, 2017

2017’s institute focused on a range of issues in higher ed. The institute was made up of four sessions, each of which allowed guests to pick from three workshops. See the schedule here for more detailed session information. Contact CATL to follow-up or learn more about any of the topics covered.

Online Teaching Fellows

The online teaching fellows program revived this Winterim. As in the past there were two tracks: the Starter Online Teaching Fellows Program and the Advanced Online Teaching Fellows Program.The Starters program focused on ways to create a digital environment for learning where instructors can share with students the beauty of their disciplines. The sessions centered on writing objectives, creating ways to measure student learning, developing online activities, and locating the digital tools necessary to making one’s class work. We also discussed the trade-offs of the digital learning environment and developed ways to come to terms with the limits of online education. The Starters – Daniel Alesch, Greg Engle, Mary Gichobi, Lisa Grubisha, Jennifer Ham, Margaret Kubek, Vivek Madupu, Ellen Rosewall, and William Sallak – are beginners no more.

The Advanced Online Teaching Fellows program led experienced online educators through the process to earn Quality Matters certification. Quality Matters is a faculty-directed and peer-reviewed quality assurance program which began and the University of Maryland and has since become a standalone organization. The work of our new Advanced Fellows – Vallari Chandna and Sawa Senzaki – does not end with the closing of the Winterim period. They will continue to work at earning QM certification into the next semester. Yet, the hard work that they have already shown in developing thoughtful and rich digital learning environments will benefit them and their students for years to come. The QM certification that they will earn will ratify that these are already great courses.

The Starter Program will run again in May, after the Spring semester. We will issue the call the call (via this Blog and elsewhere) to apply in March.

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