gamiﬁcation: it’s not all fun and games!beyondthetools.com/example/gamification_avi_sp... ·...

Gamification: It’s not all fun and games!LCEEQ 2014 Annual Conference

Avi Spector RECIT/RSB

Image by Flickr user RJ Ruppenthal, CC attribution license

Avi Spector - Contact Info

• I’m a pedagogical consultant with the RECIT FGA and the Riverside School Board. I have a provincial mandate to support General Adult Education teachers from the nine English School Boards.

• I have a strong belief that pedagogy should always drive technology use in the classroom. Technology is a tool, not a learning outcome!

• Any questions from today? Please feel free to contact me!

e-mail: [email protected]

Twitter: a_spector

Pinterest: www.pinterest.com/avimspector

ICT Blog: avispector.wordpress.com

Don’t scramble to take notes! This presentation is available at:

www.pinterest.com/avimspector

http://www.pinterest.com/avimspector

http://www.pinterest.com/avimspector

Section 1What is Gamification?

Gamifying Education: Video overview

Source: Penny Arcade’s video “Gamifying Education” (www.tinyurl.com/gamifypenny)

http://www.tinyurl.com/gamifypenny


Gamification

Gamification is about applying game based strategies and techniques into a traditional curriculum.

Game Based Learning (GBL) vs. Gamification

Source: Penny Arcade, YouTube

Game Based Learning (GBL)

Used under a CC Attribution License by Flickr user Flickerbrad

Game based learning (GBL) is about using games for learning.

Gamification: Key Points

Grading

Choice

“Failing Forward”

Feedback

Differentiation

Incremental challenges

gain, rather than lose points

agency, more student centered

allowed to learn from mistakes

“just in time” feedback

support differentiated learning (i.e. process, ICT use, etc..)

progression based on mastery, not because the class is ready to move on

Section 2Two essential conditions for

a gamified classroom

Two essential conditions for a gamified classroom:

Images by Flickr users US DOE and nooccar under a CC attribution license

1 - BYOD/ICT 2 - Flipped Instruction

BYOD (Bring Your Own Device) or ubiquitous access to Internet enabled computers or mobile devices (ICT) in the classroom

The students must be able to access resources (videos,

links, etc) when needed. Move away from the one-

size-fits-all classroom lessons.

What is BYOD?

• BYOD is an acronym for Bring Your Own Device.

• A BYOD classroom refers to a model where students bring their own devices to school, to be used as a learning tool.

• A mobile device can be a tablet, smartphone, or laptop.

Used under a CC Attribution License by Flickr user XXX

Image by Flickr user ajleon, CC attribution license

What about the BYOD “have nots”?

• The thing to remember about a implementing a BYOD classroom is that devices are ALLOWED and NOT mandatory.

• This means that it’s important that you DON’T plan lessons where a mobile device is absolutely needed to complete an assignment or activity

• The idea behind BYOD is that you are simply providing choice to the students who might benefit more from working with technology.

Images by Flickr users NWABR and Laurie Pink, CC attribution license

Note: If your school does not have the right conditions for BYOD, could you instead use school computers or laptops inside your classroom?

What is Flipped Instruction?

Source: Aaron Sams “The Flipped Classroom” (tinyurl.com/aaronflipped)

http://tinyurl.com/aaronflipped

http://tinyurl.com/aaronflipped

How does BYOD and the Flipped Model help?

Grading

Choice


Feedback

Differentiation








Section 3The EQLC Gamification Project

The EQLC Gamification Project: Initial research

• Research: ISTE 2013 in San Antonio, Twitter PLN (ongoing)

• Beyond the Hype of Gamification (Jane McGonigal @avantgame, Anne Couiller, Peggy Sheehy @peggysheehy, Dr. Chris Haskell @haskell)

• Gamification and Flipped Instruction: A Winning Combination! (Phillip Vinogradov @pvinogradov)

• Effective GBL Lesson Design: (Andrew Miller @betamiller) Jane McGonigal and Avi Spector, ISTE 2013, Attribution CC License

The EQLC Gamification Project: Our Team

• Who: Catherine Boisvert (Teacher, CQSB) and Avi Spector (Pedagogical Consultant, RECIT FGA)

• Where: Eastern Quebec Learning Centre, CQSB

• When: Winter 2014 (in-progress, started at mid-point during the school year.

• What: French Second Language, Adult Ed.

• Students: Individualized, levels 3, 4, and 5 (old programs)

• Grading: 100% formative assessment until final exam. Students take the exam when teacher sees they are ready.

Images used with Permission, EQLC, January 2014 (CQSB)

The EQLC Gamification Project: Hardware

• Computers: There are 14 PC computers available in Catherine’s classroom.

• Mobile devices: Students were encouraged to use their own devices. 10 x iPod Touch devices were loaned from the RECIT FGA for students that don’t own their own device.

• Network: The EQLC has an open BYOD network available for students.

• Acceptable Use Policy (AUP): The EQLC students already use BYOD in their other classes. As so, Catherine did not require the students to sign a new AUP for her class.


The EQLC Gamification Project: Pedagogy

Catherine’s FSL course(s) have four intermediate objectives:

C1 C2 C3 C4Oral Comprehension Written Comprehension Written Expression Oral Expression

C1 (50%) C2 (14%) C3 (6%) C4 (30%)

C1 (30%) C2 (30%) C3 (10%) C4 (30%)

FSL Levels 3 and 4:

FSL Level 5:


In our model, students are told they will be working on 4 tasks before they are ready to take the exam.

C1

C2

C3

C4

Oral Comprehension

Written Comprehension

Written Expression

Oral Expression

Task

Task

Task

Task


Each intermediate objective, along with the linguistic elements is developed by open ended tasks(s), similar to a Learning Situation in the CCBE or DBE programs:

C1

C2

C3

C4

Oral Comprehension


Written Expression

Oral Expression

TaskC1 + C4 + LE

TaskC2 + LE

TaskC3 + C2 + LE

TaskC4 + C3 + LE

LEGEND:

C1 = Oral ComprehensionC2 = Written ComprehensionC3 = Written ExpressionC4 = Oral ExpressionLE = Linguistic Elements (grammar, etc)

The EQLC Gamification Project: Pedagogy (our planning)

These tasks tackle the intermediate objectives as rich, open-ended questions:


These tasks tackle the intermediate objectives as rich, open-ended questions:


Evaluation Criteria

• The linguistic elements (evaluation criteria required by the course) is provided to the students in each task. Students are asked to take this criteria into account when working on their open-ended tasks.

Note: In re-working the model for reform courses (CCBE and DBE) the evaluation criteria will be weighted more towards competency based evaluation criteria, instead of focusing on linguistic elements.



The students are assessed formatively on the open ended tasks. The students are allowed to use BYOD devices and classroom computers (for reference, presentation, etc) to complete their open-ended tasks. As in a Flipped Classroom, it is up to the students to choose what ICT tools they use and when to use them.

Images used with Permission, EQLC, January 2014 (CQSB)Images used with Permission, EQLC, January 2014 (CQSB)Images used with Permission, EQLC, January 2014 (CQSB)

The EQLC Gamification Project: ICT (our planning)

In order to provide the students with some suggestions for ICT use, we encouraged students to use iPods (or their smartphones) to look up definitions or record their oral interactions. Instead of a “one shot” deal, they are now free to re-record their oral interactions/presentations until they are satisfied with the result. In the end, they can submit a video file to the teacher.

This approach encourages learning from mistakes, reflection, and practice. We also provided suggestions for various web tools (i.e. - Smore) to work on the other intermediate objectives.

Last but not least, if students prefer NOT use technology, they are given the freedom to do so!

Images used with Permission, EQLC, January 2014 (CQSB)Images used with Permission, EQLC, January 2014 (CQSB)Images used with Permission, EQLC, January 2014 (CQSB)

The EQLC Gamification Project: Points

Ok, so far so good. But how did we decide to provide feedback for the formative assessment tasks?

Image by Flickr user CollegeDegrees360, CC attribution license

C1

C2

C3

C4

Oral Comprehension


Written Expression

Oral Expression

Task

Task

Task

Task

The EQLC Gamification Project: Points?

Our inspiration came from an unlikely place..

Angry Birds, Rovio Entertainment


Q: How many stars do you need to clear an Angry Birds level?



In Angry Birds, players can “clear a level” with only one star but they are free to go back and “re-try” completed levels to get a higher score.



In our class, players can “clear a task” with only one star but they are free to go back and re-try completed tasks to get a higher score.

Oral Expression

C1

C2

C3

C4

Oral Comprehension


Written Expression

Task

Task

Task

Task


The EQLC Gamification Project: Points Overview

• Each task is an open ended question, and may take several classes to complete.

• Evaluation of the tasks is formative.

• Each task is worth a maximum of 3 stars.

• The amount of stars awarded is related to the quality of the work observed by the teacher.

• Students can “clear” an open ended task with 1, 2, or 3 stars.

• In order to earn more stars, students can choose to re-take the A task with a different twist or do a B task of the same intermediate objective. Oral Expression

C1

C2

C3

C4

Oral Comprehension


Written Expression

Task A Task B

Task A Task B

Task A Task B

Task A Task B

OR

OR

OR

OR

The EQLC Gamification Project: Grading

We decided NOT to implement a public “leaderboard” to keep track of stars since it can be demotivating for those students who are falling behind.

Instead we created a grade book in PowerPoint. The grade book is managed by the teacher. When consulting one-on-one with the students, she can show them how many “stars” they have attained for each intermediate objective. Students were encouraged to create a school appropriate avatar for their in-class persona.

Class grade book in PowerPoint

The EQLC Gamification Project: Tools

Edmodo: Class discussions, resources, badges

Pinterest: Class Pinterest board for flipped instruction

PowerPoint “Gradebook”: To keep track of points (aka stars)

Other resources: Google, leconjugneur.com, thesaurus, lepointedufle.net

Edmodo Pinterest PowerPoint Grade Book

On-line component: Edmodo

• Edmodo can be accessed on mobile devices and on regular computers.

• Edmodo can be used as a “hub” for your classroom announcements, assignments, badges, etc.

• Edmodo is school safe and easy to use.

Source: web screenshot

On-line component: Pinterest

• If you’re flipping any part of your instruction, you’ll likely want to make on-line resources available to your students in-class or at home.

• Pinterest is an easy and visual way to curate, organized, and share web resources/videos.

• Pinterest works on mobile devices and regular classroom computers.

• Student accounts are not needed. Use Pinterest to curate resources (apps, videos, sites) around

particular topics you’ll be teaching.


Section 4Tough Questions..

The EQLC Gamification Project: Safeguards?

Tough question: What would happen if a student eventually managed to get enough starts (points) but still wasn’t ready for the exam?

Image by Flickr user Erik Heads, CC attribution license

The EQLC Gamification Project: Badges

• Intermediate objective badges are awarded by the teacher when he/she feels the student has consistently demonstrated a keen understanding of a the intermediate objective appropriate for his/her level.

• Intermediate objective badges can be awarded by the teacher at any time. This is achieved by monitoring the student’s progress of various class activities and the work done in the open ended questions.


The EQLC Gamification Project: Badges and Stars

• To take the exam, students require all 4 intermediate objective badges.

• Badges not only recognize achievement, but also ensure the student cannot take the exam before they are ready.

• They students also need a minimum of 8 stars. As so, doing the bare minimum possible (i.e. - 4 stars) is not possible if they want to take the exam.


+

The EQLC Gamification Project: Badges vs. Stars

Intermediate Objective badges are awarded at any time, once the student

consistently demonstrates a keen understanding of an intermediate objective.

C1 C2

C3 C4

Oral Comprehension Written Comprehension

Written Expression Oral Expression

C1

Stars are only awarded when students complete a task.

Section 5Examples

The EQLC Gamification Project: Example

Example: This student has received badges for C2 (written expression) and C4 (oral expression) and 6 stars from open-ended tasks. Can they take the exam?

Oral Expression

C1

C2

C3

C4

Oral Comprehension


Written Expression

Task A

Task B

Task B

Task A

The Exam


At this point, the student does not have enough badges and stars to take the exam.

The Exam

2/4 badgesrecognizes proficiency

(re: intermediate objectives)

6/12 starsrecognizes proficiency (re: tasks/questions)

LOCKED


Eventually, the student has received badges for C1, C2, C3, and C4. The student has also accumulated more than 8 stars throughout the course.

Oral Expression

C1

C2

C3

C4

Oral Comprehension


Written Expression

Task A

Task A

Task A

Task A

The Exam


The student now has enough badges and points/stars to take the exam.

The Exam

4/4 badgesrecognizes proficiency

(re: intermediate objectives)

9/12 starsrecognizes proficiency (re: tasks/questions)

UNLOCKED!

The EQLC Gamification Project: Other badges

• In the second phase of our project, students will also be awarded other badges to recognize efforts (not required by the course) such as helping a classmate, leadership, etc.

? ? ? ? ??

The EQLC Gamification Project: Awarding Badges

All badges are awarded in the students’ Edmodo account. Edmodo also allows the teacher to create custom badges.


The EQLC Gamification Project: Awarding Stars

All stars are awarded in the class PowerPoint gradebook.


Section 6Feedback

Feedback (Week of February 3rd, 2014)


We have weekly check-ins by videoconference to see how things are going. This is the latest report:

+ Majority of students WAY more motivated.+ Love the stars! Chasing after her to mark their work. + More willing to try, like feedback without judgement+ Students find course goals more concrete. (agency)

- Some students prefer grammar book/drills - Edmodo not used as much as hoped.- Mixed reaction to ICT use.

Plan for semester: With this group, the project started mid-semester, so Catherine felt it was harder to implement Edmodo and some elements of the new class structure. Next semester, she plans to start her new group as a “gamified” classroom right from the start. She will also explore “reward” badges for student conduct. She’ll also adapt things for the newer CCBE programs.

How she dealt with the students who only wanted drills: Allowed them to continue to with a few drills but explained that while they might master this approach, they won’t do well on the exam when they’re asked to use this knowledge in context. As so, she’s working with them to slowly remove the “training wheels” and pushing them more toward a goal based (PBL or LS) approach.

Section 7Other Gamification Models

Other Gamified Models: Phillip Vinodogrov (ARG)

Phillip Vinodogrov’s “Gamification and Flipped Instruction: A Winning Combination”Prezi: www.tinyurl.com/vinogame / Gamified model: www.tinyurl.com/vinomodel

http://www.tinyurl.com/vinogame

http://www.tinyurl.com/vinogame

http://www.goo.gl/XMgaJ


http://www.tinyurl.com/vinomodel


Other Gamified Models: Phillip Vinodogrov (ARG)

Phillip Vinodogrov’s “Gamification and Flipped Instruction: A Winning Combination”Prezi: www.tinyurl.com/vinogame / Gamified model: www.tinyurl.com/vinomodel





GBL Apps: Duolingo and Dragon Box 12+

Duolingo: FSL and other languages (free) Dragon Box 12+: Math, Algebra concepts (9.99$ iOS)

Video used with permission, Darren Hatley, Math Teacher at Hull Adult Education Centre, WQSB

Section 5Hands-on challenge


Grading

Choice


Feedback

Differentiation








Challenge!

• Challenge: This trick involves moving a "cork" from one hand to another without interlocking them. Can your team do it?

• Hint: You team will first be given a choice between a text or video hint. However, you are free to use ANY additional on-line resources you need to solve the trick.

• Your team will earn 1 star if your team can solve the trick.

• Your team will earn 2 stars if ALL the teams in our classroom solve the trick.



Grading

Choice


Feedback

Differentiation








What was gamified? What can we improve?

Grading

Choice


Feedback

Differentiation


_____________ ?

_____________ ?

_____________ ?

_____________ ?

_____________ ?

_____________ ?

Section 6Resources and Contact Info

Resources:

• Gamifing Education video: www.tinyurl.com/gamifypenny

• Vinogradov’s “Gamification” Prezi: www.tinyurl.com/vinogame

• Vinogradov’s Gamificaiton model: www.tinyurl.com/vinomodel

• DuoLingo GBL: www.duolingo.com

• Quest to Learn School, NY: q2l.org

p.127-132 (ARGs in education)

p.49 -50 (Intrinsic motivation)

• Creative Common Badges: www.icondeposit.com/theicondeposit:23

• This presentation:

• “Reality is Broken” a book about game culture by Jane McGonigal:

www.pinterest,com/avimspector







http://www.duolingo.com

http://www.duolingo.com

http://q2l.org

http://q2l.org

http://www.icondeposit.com/theicondeposit:23




Avi Spector’s Blog / Resources

http://avispector.wordpress.com

Weekly suggestions for apps and web 2.0 sites. Interested? Please print your name

on the sign-up sheet.



On-line PD Monthly / Resources

Monthly articles about emerging trends in education by my colleague, Marc-André Lalande. Interested? Please print your

name on the sign-up sheet.

Our RECIT FGA Team:


Twitter: a_spector

Pinterest: www.pinterest.com/avimspector


Twitter: malalande

Pinterest: www.pinterest.com/lalandema

YouTube: www.youtube.com/lalandema

mailto:[email protected]














Q&A Period

• Comments, questions?

• Anything else you’d like to know?

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