My As to some Qs from my keynote
Posted October 24, 2016on:
I had questions that I could not address in the limited time during my keynote as well as the panel at the end of the conference. These were from the pre-conference poll.
I wish to address these questions, but I will focus only on questions that I understand.
How to tie in GBL with small-wins or short-term rewards?
I have no idea how to do this with GBL because I have not implemented GBL with this design or intent. Nor will I ever. During the keynote I described how games could be integrated to focus on thinking skills, attitudes, values, and intrinsic motivation. These take time to develop and I would rather invest in these.
How would I use this technique if the University has a set of rules I have to follow and present?
The university (or partner university in your case) is unlikely to have rules about pedagogy. If it did, that is not a university that is looking to serve for today and tomorrow.
You know the content, context, and your learners best. The WHAT of a prescribed curriculum might be very full. The HOW is your responsibility and limited by your creativity.
Must it be IT based?
The “it” could be games or gamification. Both could be enabled with current technology or not. I gave examples of both during the keynote, so I have addressed that part of the question.
Here is the other part: ICT is a more current term than IT since the former is often more interactive and multi-way while the latter is more transmissive and about regulations.
What types of subjects are suitable for game based learning?
Any and all of them are suitable, especially if you do not limit yourself to content-based learning and expand the possibilities to include critical and creative thinking, socio-emotional learning, soft skills, attitudes and values, etc.
Can Gamification ideas be implemented not through a game but just mere teaching activity?
Gamification does not employ games; it uses deconstructed elements of games, e.g., points, levelling up, leaderboards.
Your question seems to hint at game-like instruction. There are strategies like putting the problem (assessment) first or early, and focusing on just-in-time learning instead of just-in-case front loading.
I would like to try this approach but I am afraid it might take up a lot of the class time. How do I go about it without sacrificing too much of the contact time?
Can you have a cake and not eat it? 😉
Something has to give and if it comes to that, you might have to use your judgement to see what to push out in order include something else.
How viable would it be to introduce gamification within a primary/secondary school classroom? The aim is to use gaming elements to increase engagement between the students and the teacher.
It is certainly viable, as apparent by the number of vendors and parties outside of schooling and higher education who want to do this.
Unfortunately, these groups sell you on the low-hanging fruit of “increased engagement”. Do not play this game because this is not why any technology-mediated strategy should be used.
Trying to engage is like trying to take control of light switches: You try to flip them on so that your students see the light. But they are just as easy to switch off or learners can move on to something else.
Engagement is something you do to try to help your students; empowerment is something you pass to students so they help everyone. By all means engage, but do not forget to empower. Vendors might tell you how to engage with gamification; I would rather see learners empowered by game-based learning.
how to know which game is appropirate [sic] for teaching when we don’t game?
You do not and cannot know. So play!
My replies to these questions might have a perceived tone. I assure the askers that my replies come from a good place and with good intent: I want us to collectively change and improve our practice.
Participants of the session observed how the panel and I approached the Q&A. The same tone and concern should be applied here.