OLTD 508- Mobile Learning & Game Based Learning
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Mar/Apr 2018
Evidence of Learning: Mobile Learning Lesson
Learning Outcomes Demonstrated:
- Be familiar with common terms, definitions and elements related to mobile learning technologies and Game Based Learning/gaming environments.
- Plan learning opportunities most suitable to the strengths and challenges of a variety of mobile learning and gaming environments.
- Develop and design intentional learning activities suitable for the appropriate mobile learning and gaming environments and the learner.
- Critically assess and evaluate resources for best practice in mobile learning and gaming environments.
- Be familiar with common terms, definitions and elements related to mobile learning technologies and Game Based Learning/gaming environments.
- Plan learning opportunities most suitable to the strengths and challenges of a variety of mobile learning and gaming environments.
- Develop and design intentional learning activities suitable for the appropriate mobile learning and gaming environments and the learner.
- Critically assess and evaluate resources for best practice in mobile learning and gaming environments.
Reflection to Support Evidence:
For Assignment #2 in OLTD 508, we were given the task of extending learning outside of the classroom using mobile technology. Our challenge was to take Clark Quinn’s 4Cs of m-learning and apply them to a lesson that we would have taught differently using “traditional” classroom means. As in all of my teaching, I worked hard to make the learning authentic - to avoid creating “chocolate covered broccoli” (Lee & Hammer, 2011). My end product is a Social Studies 10 task that sends students out into the local community to document and “tag” photo examples of human-environment interaction on a shared Google Map. As the task is designed to take place over a number of weeks (or even a whole semester), the students will have the opportunity to recognize and analyse patterns, while using mobile technology to create content in a way that would not be possible otherwise.
I found this design task quite challenging, at least in part because I already teach online (so my students are using technology as one of their “traditional” means), and also because I teach humanities courses - Socials and English - two areas that I consider to be based rather solidly in “traditional” texts. My challenge was to design a task that wasn’t just accessing content on a phone or tablet; I wanted to create something that really needed the mobile technology. My ultimate conclusion was that this needed to involve collection of data in the field.
After deciding on a data collection task, I needed to critically assess the different applications and resources that my students could use. I’m a huge fan of Google Apps. Their interfaces are user friendly, they have a wide variety of educational uses, they’re free, and perhaps most importantly, they’re ubiquitous, meaning that my students are likely to already possess a Google account, and may have even used the applications for fun in their personal lives, developing a kind of intimate knowledge of both the app and their personal device.
Creating this lesson taught me that it is possible to take learning outdoors, even in an asynchronous, DL classroom. Because I teach in a DL program, I have to be creative in the ways that I arrange collaborative learning opportunities. This asynchronous activity allows students to collect data as a group, and to comment and build understanding together, even while being in different places and at different times. In my review of different app options (and options for extension, such as Google Cardboard to create a virtual tour), I realized that I shouldn’t allow my wariness of data storage and transfer legislation dissuade me from using quality products. I really shouldn’t be afraid of consent forms and the work it takes to create them.
As an online educator, I find tremendous value in authentic collaborative learning opportunities that my students do not have to complete synchronously. It means that my students can benefit from the input and learning of their peers in a meaningful way, and I strive for such authenticity in my teaching. I also feel that it’s important to teach students the value of their devices as a tool for learning, rather than solely for communication and entertainment.
I also really enjoyed learning about Quinn’s 4Cs, as this gave me a relevant framework for my design - not just in the context of this assignment, but in all of my courses. His image that elaborates on the interactions between the 4Cs, and how they occur repeatedly during learning, helped me visualize how the mobile device could make access to content, communication, and creation of learning products more timely.
I found this design task quite challenging, at least in part because I already teach online (so my students are using technology as one of their “traditional” means), and also because I teach humanities courses - Socials and English - two areas that I consider to be based rather solidly in “traditional” texts. My challenge was to design a task that wasn’t just accessing content on a phone or tablet; I wanted to create something that really needed the mobile technology. My ultimate conclusion was that this needed to involve collection of data in the field.
After deciding on a data collection task, I needed to critically assess the different applications and resources that my students could use. I’m a huge fan of Google Apps. Their interfaces are user friendly, they have a wide variety of educational uses, they’re free, and perhaps most importantly, they’re ubiquitous, meaning that my students are likely to already possess a Google account, and may have even used the applications for fun in their personal lives, developing a kind of intimate knowledge of both the app and their personal device.
Creating this lesson taught me that it is possible to take learning outdoors, even in an asynchronous, DL classroom. Because I teach in a DL program, I have to be creative in the ways that I arrange collaborative learning opportunities. This asynchronous activity allows students to collect data as a group, and to comment and build understanding together, even while being in different places and at different times. In my review of different app options (and options for extension, such as Google Cardboard to create a virtual tour), I realized that I shouldn’t allow my wariness of data storage and transfer legislation dissuade me from using quality products. I really shouldn’t be afraid of consent forms and the work it takes to create them.
As an online educator, I find tremendous value in authentic collaborative learning opportunities that my students do not have to complete synchronously. It means that my students can benefit from the input and learning of their peers in a meaningful way, and I strive for such authenticity in my teaching. I also feel that it’s important to teach students the value of their devices as a tool for learning, rather than solely for communication and entertainment.
I also really enjoyed learning about Quinn’s 4Cs, as this gave me a relevant framework for my design - not just in the context of this assignment, but in all of my courses. His image that elaborates on the interactions between the 4Cs, and how they occur repeatedly during learning, helped me visualize how the mobile device could make access to content, communication, and creation of learning products more timely.
Evidence of Learning: Gamify Your Existing Moodle Course Inquiry Project & Website
Learning Outcomes Demonstrated:
- Be familiar with common terms, definitions and elements related to mobile learning technologies and Game Based Learning/gaming environments.
- Critically assess and evaluate resources for best practice in mobile learning and gaming environments.
- Create assessment and evaluate methods/tools most suitable to the strengths and challenges of the specific environment.
- Integration of current cognitive learning and educational gaming theory and examination of current research around best and emerging practices.
- Conduct a personalized inquiry into a facet of either mobile technologies or game based learning that addresses an overarching question or concern.
- Develop skills to optimize learning experiences through personalization based on characteristics, needs, stages of development, current personalized learning mandates, and misconceptions.
- Be familiar with common terms, definitions and elements related to mobile learning technologies and Game Based Learning/gaming environments.
- Critically assess and evaluate resources for best practice in mobile learning and gaming environments.
- Create assessment and evaluate methods/tools most suitable to the strengths and challenges of the specific environment.
- Integration of current cognitive learning and educational gaming theory and examination of current research around best and emerging practices.
- Conduct a personalized inquiry into a facet of either mobile technologies or game based learning that addresses an overarching question or concern.
- Develop skills to optimize learning experiences through personalization based on characteristics, needs, stages of development, current personalized learning mandates, and misconceptions.
Reflection to Support Evidence:
For the OLTD 508 Inquiry Project, I chose to investigate whether I could create a framework using Microsoft Office 365 to gamify my existing Moodle courses. I teach Social Studies 8-12 (all sorts of groovy electives) and English 8-12, and the idea of recreating all of this content in a gamified environment was too overwhelming to want to bother. The thing is, I really do want to bother because I’m convinced that adding game elements to my online courses will solve one of the issues that has been plaguing my practice for the past few years: how do I engage students more in their learning? I firmly believe that making changes to my course delivery using game design principles aligns with best practice and will serve to improve student engagement while also affording more opportunity for personalization and choice.
The product for my inquiry project is a website, which offers a rationale for my choices, resources for download, and a thorough research report outlining the reasons my choices are sound. I love the practicality of this project because I can immediately start using the Office 365 framework with own classes, which I have started with English 12, and plan to roll out with my other classes in the fall. I also like that it leaves the Moodle courses intact, adding another layer of choice for my students who may not wish to engage in the gamified environment.
Throughout the process of exploring answers to my critical question, I realized that I don’t really care for inquiry projects. Yes, I know they offer a lot in terms of personal choice and opportunity to explore personal interest areas. I also appreciate that they allow me to complete an assignment in a way that is applicable to my teaching practice. In spite of this logical understanding and appreciation, I really struggled with the open-ended nature of the assignment, and not feeling like I knew when to be “done”.
In terms of the OLTD program learning outcomes, this artifact was incredibly valuable. I determined, after much contemplation, that I wanted to use our district’s Office 365 account rather than another product, such as a Google App, since I would not need to obtain consent from families, meaning that I don’t have to worry about anyone refusing consent. This would allow me to ensure all of my students have access to the same learning community (or “affinity space”). I was also able to stretch my technical skills to a new product, and solve the problem of how to house a variety of resources in a central location.
I relished the chance to work through the challenge of outlining something the could link to research, especially concerning which game elements are shown to be useful, and what tips I can use to make sure I’m designing my framework well in order to optimize the experience. I was also able to incorporate elements I enjoyed when I was a student in a gamified course (Avi Luxenburg’s OLTD 509), and use my experience as a learner to inform my practice as an educator.
Being able to competently design educational resources that are based in sound research and can be used with my students in a variety of courses gives me a powerful tool in my teaching arsenal. It adds one more way I can offer a personalized experience, which values individual differences, a central tenet of my teaching credo. Perhaps most importantly, it gives me a chance to support my learners in a way that is shown to increase learner engagement, which is further shown to improve both motivation and achievement.
The product for my inquiry project is a website, which offers a rationale for my choices, resources for download, and a thorough research report outlining the reasons my choices are sound. I love the practicality of this project because I can immediately start using the Office 365 framework with own classes, which I have started with English 12, and plan to roll out with my other classes in the fall. I also like that it leaves the Moodle courses intact, adding another layer of choice for my students who may not wish to engage in the gamified environment.
Throughout the process of exploring answers to my critical question, I realized that I don’t really care for inquiry projects. Yes, I know they offer a lot in terms of personal choice and opportunity to explore personal interest areas. I also appreciate that they allow me to complete an assignment in a way that is applicable to my teaching practice. In spite of this logical understanding and appreciation, I really struggled with the open-ended nature of the assignment, and not feeling like I knew when to be “done”.
In terms of the OLTD program learning outcomes, this artifact was incredibly valuable. I determined, after much contemplation, that I wanted to use our district’s Office 365 account rather than another product, such as a Google App, since I would not need to obtain consent from families, meaning that I don’t have to worry about anyone refusing consent. This would allow me to ensure all of my students have access to the same learning community (or “affinity space”). I was also able to stretch my technical skills to a new product, and solve the problem of how to house a variety of resources in a central location.
I relished the chance to work through the challenge of outlining something the could link to research, especially concerning which game elements are shown to be useful, and what tips I can use to make sure I’m designing my framework well in order to optimize the experience. I was also able to incorporate elements I enjoyed when I was a student in a gamified course (Avi Luxenburg’s OLTD 509), and use my experience as a learner to inform my practice as an educator.
Being able to competently design educational resources that are based in sound research and can be used with my students in a variety of courses gives me a powerful tool in my teaching arsenal. It adds one more way I can offer a personalized experience, which values individual differences, a central tenet of my teaching credo. Perhaps most importantly, it gives me a chance to support my learners in a way that is shown to increase learner engagement, which is further shown to improve both motivation and achievement.
Photo: Weebly Stock