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RE: [SACC-L] Fw: Video about how "gamifying" education and the classroom

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  • Deborah Shepherd
    I enjoyed the video, too. It suggests some potentially good ways to re-think teaching. Our online teaching platform seems to incorporate motivational aspects
    Message 1 of 3 , May 13, 2011
      I enjoyed the video, too. It suggests some potentially good ways to re-think teaching. Our online teaching platform seems to incorporate motivational aspects by giving us means to make students' progress from one assignment to the next based on completing specified criteria. That way, both scores and progress throughout the course are part of the end grade result. Unfortunately, without deadlines, many students can't finish assignments. Plus, unless I taught only online, I'd never have the time to devote to devising such a complex project, at least on the college level. I don't grasp how it adapts to the classroom where I always have to teach simultaneously. In the classroom, students need to progress at the same rate.

      I also don't believe that giving all students a bonus when one student solves the problem to be useful at any educational level. Not only do many students then sit back waiting for the solution to appear, but the ones who are most competitive will often become happy to gain the fame and prestige given to the problem solver. The entire student group needs to be competitive, and in gaming communities, that's undoubtedly true. Gamers who join communities are serious about what they are doing and will compete or join forces for a collaborative solution as they see fit. In classrooms, this behavior is not universal.

      If anyone can see how to get around those problems, I'd like to know. Perhaps it is best if students are set up to "compete" with themselves. In some math classes (where the supply of number problems for testing is nearly unlimited), students are told to keep taking a chapter quiz (which changes everytime they take it) until they get a score that is at least 90% or whatever the instructor demands. Once they've achieved that, they can move on to the next quiz, i.e., level.
      From: SACC-L@yahoogroups.com [SACC-L@yahoogroups.com] on behalf of Bob Muckle [bmuckle@...]
      Sent: Friday, May 13, 2011 10:19 AM
      To: SACC-L@yahoogroups.com
      Subject: Re: [SACC-L] Fw: Video about how "gamifying" education and the classroom


      Thanks for sharing. I was initially a bit hesitant to view the video since I really am not into gaming, and never have been, but really there is a quite of bit of useful things to consider in this video. A very worthwhile use of nine minutes I think. I will recommend it to others. While I am not into gaming, I do like to follow educational theory a bit, so it got my interest. I evidently did not understand 'gaming theory.'

      I agree somewhat about the how education often fails as a motivational structure and am always looking for new ideas about how to get students more engaged and take responsibility for their own learning. I was quite impressed with what appears to be a more theoretical approach adapted from gaming, involving concepts of 'progression', sharing, 'agency', 'self-motivation', and more. I have dabbled a bit in some of the idea in the past, not even realizing that it was related to gaming theory.


      >>> "Mark Lewine" <mlewine@...<mailto:mlewine%40wowway.com>> 05/12/11 8:26 PM >>>
      I am sharing this with you from my son, Eli, who has maintained for some time that educators should utilize video game structure, culture and dialect in new learning modes to be effective with new generations of learners. I am not sure that I understand this as well as Bob, Laura and others might, so I am sharing and asking what you think of this.
      ----- Original Message -----
      From: Eli Lewine
      To: Mark Lewine
      Sent: Thursday, May 12, 2011 3:43 PM
      Subject: Video about how "gamifying" education and the classroom

      This is easily one of the most clear explanations I have seen regarding how education fails as a motivational structure and as an entity for meeting its goals. I know you have thought long and hard about how to approach the classroom experience and have likely taken many different approaches to reach all types of students, and so you will likely appreciate the thought that went into this.



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