Learning with Technology, and GamificationWhen we think of gamification, we often think of students “wasting” their time playing video games. Yet, video games, board games, escape rooms, sports games, etc. succeed at engaging students where schools fail. Therefore, educators should try to grasp these strategies in order to apply them and make education a bit more fun. In this week’s class we were introduced to the Octalysis - the complete gamification framework. This complex model can be studied from many different points of view and could even be linked to many major more traditional learning theories. Meanwhile the complexity of this framework can better be understood by taking entire specialized courses (something that I am considering for myself), we can simply say that, by giving meaning, a sense of accomplishment, empowering students, giving them ownership, influence, by piquing their curiosity, providing them with a challenge and feedback we can go along way at motivating them a little more in our class. References: Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Brain, mind, experience and school. Washington, DC: Commission on Behavioral and Social Sciences and Education, National Research Council. Chapter 9 (n.d.). TEDx: Gamification to Change the World - Yu-kai Chou: Gamification .... Retrieved October 29, 2018, from https://yukaichou.com/chou-musings/tedx-gamification-change-world/ (n.d.). Octalysis: Complete Gamification Framework - Yu-kai Chou. Retrieved October 29, 2018, from https://yukaichou.com/gamification-examples/octalysis-complete-gamification-framework/
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NeuroscienceThis week as we studied neuroscience, I was not surprised to read that it is possible to “remember” things that did not happen. For instance, if I think about the pain of burning my hand it can be so vivid that I will try to avoid doing it. Furthermore, I think that other people’s experience can also influence our own perception of an event. Therefore, I think that emotions can also have a significant impact on our recollection of an event. This is in part, why I believe that we should strive to make school a positive experience. References: Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Brain, mind, experience and school. Washington, DC: Commission on Behavioral and Social Sciences and Education, National Research Council. Chapter 5 AndragogyIn the past 2 and a half years, I had the opportunity to work with adults and I loved it. I find that when coaching, adults I had the opportunity to truly interact, communicate, learn and build relationships. But my favourite part is to help them realize their potential. As Couros says, “Leadership’s job is not to control people, but to unleash talent” (Couros, 2015). Adults have their own goals it is important to link these goals to what they are trying to accomplish. “Effective leadership in education is not about moving everyone from one standardized point to the next but moving individuals from their point “A” to their point ”B” (George Couros, 2015). References: Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Brain, mind, experience and school. Washington, DC: Commission on Behavioral and Social Sciences and Education, National Research Council. Chapter 2 and 3 Couros, G. (2015). 5 questions to drive personal-professional learning. [Website]. Retrieved from http://georgecouros.ca/blog/archives/5338 Couros, G. (2015). The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity. Dave Burgess Consulting, Incorporated. Orey, M. (2010). Emerging perspectives on learning, teaching and technology. Global Text. Chapter 12 Early Childhood EducationLast year, I had the opportunity to coach 3 kindergarten teachers with the integration of technological tools. Coming from a high school and adult learning background, I have a lot of respect for what those teachers do and always will. It is no easy task to have 30 children in a classroom. Even with 2 teachers, it takes a lot of energy, patience, and passion to accomplish what seems to me like a mission impossible. Although, each child on their own seems to be adorable it is the large group, and the need for constant divided attention that truly impressed me. While one child block the toilet, one’s nose bled, another cried, another wanted a toy, another wanted to show a drawing, etc. These superhero teachers did it all. By magic, the toilet was fixed, the nose and tears were wiped clean, the kids were smiling and it was the end of the first period. References: Orey, M. (2010). Emerging perspectives on learning, teaching and technology. Global Text. Chapter 4 |
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December 2018
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