Differences

This shows you the differences between two versions of the page.

Link to this comparison view

Both sides previous revisionPrevious revision
Next revision		Previous revision
book1-toc [2024/06/13 23:28] – [Chapter 5.Starting Small] beckerbook1-toc [2024/11/01 17:51] (current) – [How to Bring Joy back to Learning By Making Your Classroom Gameful] becker
Line 10: Line 10:
  
 <WRAP round center safety 50%> <WRAP round center safety 50%>
-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. 
 </WRAP> </WRAP>
  
Line 99: Line 98:
  
 ===== 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 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. 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.
  
Line 153: Line 152:
     * Providing Cues and Associations     * Providing Cues and Associations
     * Questions to Ask Ourselves     * Questions to Ask Ourselves
-    * Simple Bonus - My First Attempt+    * Re-examining Options 
 +    * Simple Bonus
   * Grades as Currency, Generally   * Grades as Currency, Generally
   * A Single Quest   * A Single Quest
Line 168: Line 168:
  
   * 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
  
 <WRAP clear /> <WRAP clear />