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more_information [2024/01/06 23:27] – beckermore_information [2024/01/07 00:01] (current) – becker
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 The following are slides from some of the talks I have given that relate to gameful learning (i.e. practical gamification). The following are slides from some of the talks I have given that relate to gameful learning (i.e. practical gamification).
 +If nothing else, this speaks to how long I have been concerned with the design and delivery of meaningful learning experiences for my students.
  
 ==== The Cases For/Against Re-Submission ==== ==== The Cases For/Against Re-Submission ====
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 Becker, K. (2018) Misguided Illusions of Understanding and Getting Creative with Grading,  ACCP-CAID Canadian Association of Instructional Designers, February 20, 2018 Becker, K. (2018) Misguided Illusions of Understanding and Getting Creative with Grading,  ACCP-CAID Canadian Association of Instructional Designers, February 20, 2018
 Invited Workshop Invited Workshop
-{{url>https://docs.google.com/presentation/d/1dVBaE_8AyQzLgvtOujA-6YvujiLX9X8wYFQiabyr93A/embed?start=false&loop=false&delayms=5000    400,260 noborder}}+ 
 +{{url>https://docs.google.com/presentation/d/1dVBaE_8AyQzLgvtOujA-6YvujiLX9X8wYFQiabyr93A/embed?start=false&loop=false&delayms=5000    400,340 noborder}}
  
  
 ==== Gamification how to gamify learning and instruction Part 1 (of 3) ==== ==== Gamification how to gamify learning and instruction Part 1 (of 3) ====
  
-{{url>//www.slideshare.net/slideshow/embed_code/key/PMfyQkdrogBJ3  400,260 noborder}} +{{url>https://docs.google.com/presentation/d/1Fgc4q-v40tloOEBXBefb0Hb3FpbeF75E/embed?start=false&loop=false&delayms=5000    400,340 noborder}}
-{{url>www.slideshare.net/becker/gamification-how-to-gamify-learning-and-instruction-part-1-of-3 400,260 noborder}}+
  
 ==== Gamification how to gamify learning and instruction Part 2 (of 3) ==== ==== Gamification how to gamify learning and instruction Part 2 (of 3) ====
  
-{{url>//www.slideshare.net/slideshow/embed_code/key/4w93XDBASxmEj1 400,260 noborder}} +{{url>https://docs.google.com/presentation/d/18GyhAb08S8xk9gmwPVQ1uo6jqAr9Nrvj/embed?start=false&loop=false&delayms=5000    400,340 noborder}}
-{{url>href="//www.slideshare.net/becker/gamification-how-to-gamify-learning-and-instruction-part-2 400,260 noborder}}+
  
 ==== Gamification how to gamify learning and instruction Part 3 (of 3) ==== ==== Gamification how to gamify learning and instruction Part 3 (of 3) ====
  
-<html> +{{url>https://docs.google.com/presentation/d/1BB0BN2D6gHWI1lv0wdrtFWh19GEgekXg/embed?start=false&loop=false&delayms=5000    400,340 noborder}} 
-<iframe src="//www.slideshare.net/slideshow/embed_code/key/yvpBo7jWrxPhNb" width="595" height="485" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC; border-width:1px; margin-bottom:5px; max-width: 100%;" allowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="//www.slideshare.net/becker/gamification-how-to-gamify-learning-and-instruction" title="Gamification how to gamify learning and instruction, Part 3 (of 3)" target="_blank">Gamification how to gamify learning and instruction, Part 3 (of 3)</a> </strong> from <strong><a href="https://www.slideshare.net/becker" target="_blank">Katrin Becker</a></strong> </div> + 
-</html>+==== Death to Deadlines ==== 
 + 
 +2016 
 + 
 +Various approaches to allowing flexibility for students in computer science (CS) assignments (deadlines, choices, graduated requirements, etc.) have been used in CS classes and this presentation reviews some of the results. 
 + 
 +Becker, K. (2016). Death to Deadlines 2.0 presented at: Mount Royal University Centennial Symposium on Scholarship of Teaching and Learning Banff, Alberta, November 10-12, 2016. 
 + 
 +{{url>https://docs.google.com/presentation/d/1edvnQGHmU9_5LViP-oHv0tyLrCK-yc9KivLVtPLoqFs/embed?start=false&loop=false&delayms=5000    400,340 noborder}} 
  
  
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 Becker, K., Patrick Perri (2013). Is Gamification a Game-Changer? Comparing Gamified and Non-Gamified Approaches presented at: Mount Royal University Centennial Symposium on Scholarship of Teaching and Learning Banff, Alberta, November 7 - 9, 2013. Becker, K., Patrick Perri (2013). Is Gamification a Game-Changer? Comparing Gamified and Non-Gamified Approaches presented at: Mount Royal University Centennial Symposium on Scholarship of Teaching and Learning Banff, Alberta, November 7 - 9, 2013.
  
-<html> +{{url>https://docs.google.com/presentation/d/15MuAKMNhK9fSf-wnF70UiDgKoI6b8euOP9glc6137Wo/embed?start=false&loop=false&delayms=5000    400,340 noborder}}
-<iframe src="//www.slideshare.net/slideshow/embed_code/key/cLNUjUzuKEcbff" width="595" height="485" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC; border-width:1px; margin-bottom:5px; max-width: 100%;" allowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="//www.slideshare.net/becker/is-gamification-a-game-changer" title="Is gamification a game changer" target="_blank">Is gamification a game changer</a> </strong> from <strong><a href="https://www.slideshare.net/becker" target="_blank">Katrin Becker</a></strong> </div> +
-</html>+
  
 ==== How Much Choice is Too Much? ==== ==== How Much Choice is Too Much? ====
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 Providing a learner-centered perspective is in keeping with modern constructivist approaches to learning, and this means that courses must be designed with learner attributes and choice in mind. Concerns over accreditation and the need for accountability at the post-secondary level seem to contradict freedom of choice and flexibility of term work, but this need not be the case. This paper outlines numerous strategies for offering choice and flexibility to students in a freshman programming course. Approaches include flexible deadlines, the ability to re-submit work that has already been assessed, writing tasks, contributing to course content, bonuses for embellishments and extra work, and choices about which problems to solve. All of the strategies have been employed in classes, and students’ reactions as well as effects on student engagement and quality of work are described. Providing a learner-centered perspective is in keeping with modern constructivist approaches to learning, and this means that courses must be designed with learner attributes and choice in mind. Concerns over accreditation and the need for accountability at the post-secondary level seem to contradict freedom of choice and flexibility of term work, but this need not be the case. This paper outlines numerous strategies for offering choice and flexibility to students in a freshman programming course. Approaches include flexible deadlines, the ability to re-submit work that has already been assessed, writing tasks, contributing to course content, bonuses for embellishments and extra work, and choices about which problems to solve. All of the strategies have been employed in classes, and students’ reactions as well as effects on student engagement and quality of work are described.
  
-<html> +{{url>https://docs.google.com/presentation/d/10zHQkWqlxgXXQQE-L8-KjiOQC-AfJIAqPLfhukU5c_Q/embed?start=false&loop=false&delayms=5000    400,340 noborder}}
-<iframe src="//www.slideshare.net/slideshow/embed_code/key/pvvMO4q5Y19nHM" width="595" height="485" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC; border-width:1px; margin-bottom:5px; max-width: 100%;" allowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="//www.slideshare.net/becker/too-much-choice-presentation" title="How Much Choice is Too Much Choice " target="_blank">How Much Choice is Too Much Choice </a> </strong> from <strong><a href="https://www.slideshare.net/becker" target="_blank">Katrin Becker</a></strong> </div> +
-</html>+
  
 ==== Reconciling a Traditional Syllabus with an Inquiry-Based Introductory Course ==== ==== Reconciling a Traditional Syllabus with an Inquiry-Based Introductory Course ====
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 Becker, K. (2004) Reconciling a Traditional Syllabus with an Inquiry-Based Introductory Course The Journal of Computing Science in Colleges Volume 20, Number 2, December 2004, pp 28-37 Consortium for Computing Science in Colleges Northwest Conference, October 8-9 2004, Salem, Oregon  Becker, K. (2004) Reconciling a Traditional Syllabus with an Inquiry-Based Introductory Course The Journal of Computing Science in Colleges Volume 20, Number 2, December 2004, pp 28-37 Consortium for Computing Science in Colleges Northwest Conference, October 8-9 2004, Salem, Oregon 
  
-<html> +{{url>https://docs.google.com/presentation/d/14XP96V-uxTup0SOiBEOeL0hxdBGMAxfQpYoKeeCRhQk/embed?start=false&loop=false&delayms=5000    400,340 noborder}}
-<iframe src="//www.slideshare.net/slideshow/embed_code/key/2zT2Mkg97lBCam" width="595" height="485" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC; border-width:1px; margin-bottom:5px; max-width: 100%;" allowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="//www.slideshare.net/becker/reconciling-a-traditional-syllabus-with-an-inquirybased-introductory-course" title="Reconciling a Traditional Syllabus with an Inquiry-Based Introductory Course" target="_blank">Reconciling a Traditional Syllabus with an Inquiry-Based Introductory Course</a> </strong> from <strong><a href="https://www.slideshare.net/becker" target="_blank">Katrin Becker</a></strong> </div> +
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- +
-==== Death to Deadlines ==== +
- +
-2007 +
- +
-Various approaches to allowing flexibility for students in computer science (CS) assignments (deadlines, choices, graduated requirements, etc.) have been used in CS classes and this presentation reviews some of the results. +
- +
-Becker, K. (2006) Death to Deadlines: A 21st Century Look at the Use of Deadlines and Late Penalties in Programming Assignments presented at WCCCE 2006 - The Western Canadian Conference on Computing Education, Calgary, Alberta, May 4-6, 2006 +
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-<html> +
-<iframe src="//www.slideshare.net/slideshow/embed_code/key/1sHv1ARxmCnDhZ" width="595" height="485" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC; border-width:1px; margin-bottom:5px; max-width: 100%;" allowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="//www.slideshare.net/becker/death-to-deadlines" title="Death To Deadlines" target="_blank">Death To Deadlines</a> </strong> from <strong><a href="https://www.slideshare.net/becker" target="_blank">Katrin Becker</a></strong> </div> +
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