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book1-toc [2024/05/24 18:16] – [Game Mechanics] beckerbook1-toc [2024/11/01 17:51] (current) – [How to Bring Joy back to Learning By Making Your Classroom Gameful] becker
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-Note that this book is a work in progress and things may be added (or deleted) as the book takes shape.\ +[[https://www.amazon.ca/dp/1773707744|This Book is now available !!!!!]] 
-It should be available in the fall/winter of 2024.+
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   * A First Look at a Gameful Classroom   * A First Look at a Gameful Classroom
-    * Finding TIme+    * Finding Time
     * Confusion About Requirements     * Confusion About Requirements
     * High Stakes Exams     * High Stakes Exams
     * Compartmentalized Grading     * Compartmentalized Grading
   * An Overview of Reigeluth's New Paradigm   * An Overview of Reigeluth's New Paradigm
-  * A Last Word on Our Challenges+  * A Last Word on Class Perfection
  
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 ===== Chapter 4. Enter: Gamification ===== ===== Chapter 4. Enter: Gamification =====
-{{::gamification-01.png?nolink&400 |}} +{{::fig_400.png?nolink&250 |}} 
-Finally, we get to the heart of the matter. We start by introducing the term, what many (most?) people think about when they hear gamification, and then explaining what gamification ACTUALLY is/should be. We connect the dots between what is needed as we have outlined it in the previous chapter, and how gamification fits the bill. We do that by drawing on Reigeluth’s (a modern giant in educational theory) new paradigm and reframing gamification within that context.+Finally, we get to the heart of the matter. We start by introducing the term gamification, what many (most?) people think about when they hear it, and then explaining what gamification ACTUALLY is/should be. We connect the dots between what is needed as we have outlined it in the previous chapter, and how gamification fits the bill. We do that by drawing on Reigeluth’s New Paradigm and reframing gamification within that context. We will also expand on what we mean by cumulative grading, what we gain by relaxing deadlines, and some ways to encourage creativity by adjusting our assessment practices.
  
   * What is Gamification, Really?   * What is Gamification, Really?
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     * Digital Game-Based Pedagogy (DGP)     * Digital Game-Based Pedagogy (DGP)
   * Good vs Bad Gamification   * Good vs Bad Gamification
-  * Why Gamification is Useful In Learning 
   * Learning Mechanics   * Learning Mechanics
   * Why is Gamification Useful in Learning?   * Why is Gamification Useful in Learning?
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 There are still a bunch of things you can do on a small scale – one at a time if you like, that will send your students the message that you care, and that you respect and support them as individuals. Along the way, there’s a good chance you will create converts among your colleagues, and maybe even an administrator or two. There are still a bunch of things you can do on a small scale – one at a time if you like, that will send your students the message that you care, and that you respect and support them as individuals. Along the way, there’s a good chance you will create converts among your colleagues, and maybe even an administrator or two.
- 
  
   * Five Requirements of a Gameful Classroom   * Five Requirements of a Gameful Classroom
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     * Academic Alignment     * Academic Alignment
   * Beginning at the Beginning   * Beginning at the Beginning
-  * Elements and Strategies for Big and Small +    * Where are Our Risks and How can We Mitigate Them? 
-  * Examples +    * Example 1 – Computer Science Class 
-    * Example ONE – A 1st Year Non-Major’s Introduction to Computing Course +    * Example 2 – English Class (High School) 
-    * Example TWO – Basic English Syllabus +    * Example 3 – Study Skills Class 
-    * Example THREE – Study Skills Syllabus+  * I Hate Rubrics 
 +    * A Simple 5-Point Scale 
 +    * A Simple 10-Point Scale 
 +  * Elements and Strategies for Starting Small 
 +    * Providing Cues and Associations 
 +    * Questions to Ask Ourselves 
 +    * Re-examining Options 
 +    * Simple Bonus 
 +  * Grades as Currency, Generally 
 +  * A Single Quest 
 +  * A Last Word on Starting Small 
  
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   * Always Start at the End   * Always Start at the End
-  * Gamification is NOT PBL and Narratives +  * Recap: Gamification is NOT PBL and Narratives 
-  * Examples +  * A Gamified Instructional Design Model 
-    * Example ONE – A 1st Year Non-Major’s Introduction to Computing Course +    * Needs Analysis 
-    * Example TWO – A 1st Year Nursing Introduction+    * Instructional Objectives 
 +    * Learning Path 
 +    * Mise-en-Scène 
 +    * Narrative 
 +    * Development of Instruction 
 +    * Instructional Strategies 
 +    * Quests 
 +    * Rewards 
 +  * The Original Course Design and Syllabus 
 +    * Basic Design 
 +    * Assessments and Evaluation 
 +    * Schedule 
 +  * Backstory 
 +  * The Redesign of a 1st Year Non-Major’s Computer Literacy Course 
 +    * Iteration One 
 +      *  Needs (Re)Analysis- Why Does This Course Exist? 
 +      * Instructional Objectives - How Will Learners be Different at the End? 
 +      * Original Course Critique 
 +      * Learning Path - How Do We Meet the Objectives? 
 +      * Mise-en-Scéne - What does the Overall Course Look Like? 
 +      * Meat and Potatoes - Instruction, Strategies 
 +      * Quests and Rewards 
 +      * The Final Product 
 +  * The Current State of a Whole Hog Gameful Design 
 +  * A Last Word on The Whole Hog
  
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 ==== Learning Mechanics (A.K.A. Quest List) ==== ==== Learning Mechanics (A.K.A. Quest List) ====
-This a list of over 25 tasks/assignments/tests/projects/etc. that have been described in terms borrowed from multi-player games. While there is nothing magical about these terms, I have found that using quests instead of "learning tasks" has several advantages:+This a list of over 25 tasks/assignments/tests/projects/etc. that have been described in terms borrowed from multi-player games. While there is nothing magical about these terms, I have found that using the word "quest" instead of "learning task" has several advantages:
   - It breaks us out of our usual mindset and allows us to consider the work our students do in a new light. In the end it really doesn't matter if you use the quest names or not. What matters is what your students do to demonstrate competence.   - It breaks us out of our usual mindset and allows us to consider the work our students do in a new light. In the end it really doesn't matter if you use the quest names or not. What matters is what your students do to demonstrate competence.
   - It places the focus for assessment squarely in the arena of what students can DO as opposed to what they can memorize and repeat, and that's a good thing.   - It places the focus for assessment squarely in the arena of what students can DO as opposed to what they can memorize and repeat, and that's a good thing.