How can we adapt training for the “gaming generation”? Becky Pike discusses a few ideas for incorporating games into training, whether in-person or online, high tech or low tech. Ideas include a matching game, simulations, quizzes with “points” awarded, or having students blog questions and answers. If the games are tied directly to the content being presented, even those not part of the “gaming generation” may find game activities fun and rewarding.
Archive for the ‘Teaching Technologies’ Category
What does it mean to be a “networked student” in today’s learning environment? How can students use technology to connect with others? Watch this fun video (5 minutes 10 seconds) to follow along with a student as he builds his knowledge base through tools like Google Scholar, social bookmarking, blog posts, RSS readers, podcasts, and video conferencing with experts around the world. Along the way he must evaluate the information he finds and then share his “virtual textbook” with others.
(Thanks to Jessi Van Der Volgen for pointing out this video).
Join the National Library of Medicine Training Center (NTC) trainers as they share “aha moments,” tips, techniques and research-based recommendations from three recent professional development conferences. We will discuss:
- Presentation skills, including better PowerPoint design
- Tips for creating participant-centered training activities
- Distance learning recommendations
Date: November 7, 2012
Time: 3 – 4 pm ET
Place: Adobe Connect; web address will be sent to registrants
Register here: http://nnlm.gov/ntcc/classes/schedule.html#class501
Join us for an online class taught from October 8 – November 9, 2012: “Teaching with Technology: Tips, Techniques and Tools”!
In this class, you will learn about using technology tools for teaching distance learning courses. We will discuss options and best practices for asynchronous and synchronous distance classes, as well as “blended” classes that offer both in-person and online options. Adult learning principles will be reviewed. We will examine and discuss examples of software and website tools in teaching.
The class is taught “asynchronously” using the Moodle course management system, so you can complete the classwork at a time convenient for you. Allow approximately 2 hours per week for independent classwork. There are 4 weeks of assignments, readings, and discussions, with the 5th week saved for a “catch-up” week. Upon completion of the class you will receive 8 MLA CE credits.
The class is free and open to residents of the U.S. Class enrollment is limited, so we do ask that you check your schedule to be sure you have time to complete the class.
To register: http://nnlm.gov/ntcc/classes/schedule.html
In order to take a look at an intriguing graphic – Bloom’s Taxonomy for IPads – paste into your browser the following URL: http://tinyurl.com/8evrnld
Once you close that graphic window you will be on a page with more links for Bloom Taxonomy (print out the Action Verbs chart if you don’t already have one by your work area). This page is available via Worldlanguagestech. You will have an opportunity to join their wiki entitled 21st Century Tools to Teach, Learn, Collaborate and Advocate for Learning.
The second link to look at: Gary’s Social Media Counts:
I recently attending a conference called SIDLIT: Summer Institute of Distance Learning & Instructional Technology.
One of the sessions I attended focused on choosing online activities that support learning objectives. The session talked about integrating the absorb, do, and connect approach; an idea put forth by William Horton, an eLearning guru.
Absorb activities impart facts. A learner may read an article, listen to an audio explanation, or watch a short video, etc. to access and acquire the information. This is sometimes seen as a passive learning activity, but our brain is most likely not in a passive mode as we process the new information and try to make it fit into our existing knowledge framework.
One way to make a seemingly passive learning activity more active is to augment the activity. The University of Arizona Library uses a system called Guide on the Side to augment their library instruction. Watch their tutorial about how to find articles using JSTOR. http://www.library.arizona.edu/applications/quickHelp/tutorial/searching-jstor
When your course includes online chats it may be beneficial to establish whether or not the online participants have the skills to conduct chats efficiently, integrate the information and ultimately resolve and report on the issues discussed.
It might prove beneficial to provide coaching and feedback before and outside the online course. This coaching would include reviewing the roles and expectations of Moderator, Recorder and Participants. David S. Stein and Constance E. Wanstreet, two faculty members from The Ohio State University, presented their findings at the 28th Annual Distance Learning and Teaching Conference. Their 2012 preliminary results found that a coached group demonstrated five times more evidence of high-order thinking that the un-coached group.
I attended the 28th Annual Conference of Distance Teaching & Learning on August 8-10, 2012 in Madison, WI.
In the next few weeks I will be posting about some of the things I encountered during the conference.
The first workshop I attended started with a video produced via Xtranormal.
Xtranormal makes your stories come to life. You select your “animated actors”, type or record your script, add sounds, gestures and voila, you have a short video.
Xtranormal is an online moviemaker program, an easy, full-featured web 2.0 tool. It started as a completely free tool and has now converted to a pay for points format. However, previews are still free and may suffice for your purposes. Xtranormal now has a teacher dashboard to manage classes, students, and assignments, all using a simple and clean web interface.
From their website:
Xtranormal for Education was tested by Noisecast, “The World’s Noisiest Tech Blog”. Xtranormal was quite happy with the results… “We’re about as happy as a kid who just received straight A’s on his report card! You better believe we’ve got this review hanging on the Xtranormal fridge. The folks over at Noisecast really hit the nail on the head in their assessment of Xtranormal for Education. In the review, they deliver a well-organized and simple overview of the product – what it is in a nutshell; how it works exactly, key features that differentiate the teaching platform from basic, etc. They even created their own Xtranormal video to introduce the review, which reportedly only took about eight minutes to make.”
Try it out.
Creative Commons has a new interactive tool to help you choose the right Creative Commons license for your work. After you choose your license, it will generate HTML metadata to attach to your work. This is very useful both for picking the right license and for understanding the available licensing options.
Have you thought about using games as part of your teaching strategy? “Games, Gamification, and the Quest for Learner Engagement” is an interesting article by Karl M. Kapp that discusses the advantages and drawbacks of games in instructional settings. The article defines “gamification” as “the solution for incorporating the engaging aspects of games into the larger curriculum of an organization is the application of the concept of gamification. Gamification is using game-based mechanics, aesthetics, and game thinking to engage people, motivate action, promote learning, and solve problems.” He points out that games give students the “freedom to fail” as well as building interest.
Building games can be time consuming and difficult, but one possibility is to use an online Game Builder to experiment with using games as a teaching activity. One example is available at WISC-Online.