View
359
Download
0
Category
Preview:
Citation preview
HAIDEI
About me: Andoni Sanz
I'm a Computer Scientist working as a STEM Teacher and an Educational Technologist. Google Certified Educator and Moodle expert.
I’m actively involved in researching and writing articles about EdTech, pedagogy, gamification and coding.
@andonisanz
Let me tell you a story...
Get comfortable
Once upon a time, in far away school galaxy there were 4 main planets
Technology Pedagogy LudicCurriculum
Each planet had plenty of satellites
Basic competenciesKnow how to do, be, learn, think, communicate, coexist.
21st century competenciesCritical thinking, creativity and innovation, metacognition, communication, collaboration, information and ICT literacy, citizenship, life and career, personal and social responsibility. Plus global consciousness, entrepreneurial, civic, health.
Contents
Curriculum
Technology
Blended learningFlipped classrooms, MOOC, augmented reality, BYOD, PLE, PLN...
Digital literacyDevices and software, information, digital citizenship, netiquette, intellectual property, digital portfolio...
Computational thinkingDecomposition, pattern recognition, algorithms, generalization...
Pedagogy
Harvard University’sProject Zero:
1. Visible thinking2. Culture of thinking3. Multiple intelligences
(David Perkins, Ron Ritchhart, Howard Gardner)
Neuroscience
LudicGamification
Game based learning
And when I mapped this galaxy, I found that
Some of those satellites were common
Technology
Pedagogy
Curriculum
Ludic
And I decided to create a colony of students in the most appropriate satellite
I identified 2 subsystems
The subsystem KNOWLEDGE,with a big satellite containing materials from the ones surrounding it
PERFORMANCE OFUNDERSTANDING
KnowledgeAim
MethodCommunication
ROUTINESOF
THOUGHT
SKILLS OF THOUGHT
CURRICULUMCONTENTS
BLENDEDLEARNINGTOOLS
I scanned the satellites one by one
PERFORMANCE OFUNDERSTANDING
KnowledgeAim
MethodCommunication
ROUTINESOF
THOUGHT
SKILLS OF THOUGHT
CURRICULUMCONTENTS
BLENDEDLEARNINGTOOLS
The PERFORMANCE of understanding satellite happened to be an...
PERFORMANCE OFUNDERSTANDING
KnowledgeAim
MethodCommunication
INTERESTING AUTHENTIC TASK USING REAL LIFE
METHODOLOGIES
BASED ON CASE SCENARIOS
EXTENDABLE AS A PROJECT BASED LEARNING
The SKILLS of thought satellite, being basic mental processes (14), like breaking down a whole in its parts
SKILLSOF
THOUGHT
The SKILLS of thought satellite, being basic mental processes (14), like breaking down a whole in its parts
SKILLSOF
THOUGHT
And the ROUTINES of thought satellite: easy steps to guide students’ thinking
ROUTINESOF
THOUGHT1 2 3
Thus, the PERFORMANCE satellite was a kind of aSUPER EXERCISE
PERFORMANCE EXERCISE
Once finished, I headed to the other subsystem
MULTIPLEINTELLIGENCE
PERFORMANCE OF
UNDERSTANDING
GAMIFICATION
ELEMENTS
STORYAESTHETICS
Scene1
Scene2
Scene3
Scene4
STORYBOARD
The subsystem GAMIFICATION, with a core satellite called STORY
Scene5
COMPETENCIES MULTIPLEINTELLIGENCE
PLAYERS
PERFORMANCE OF
UNDERSTANDING
GAMIFICATION
ELEMENTS
STORYAESTHETICS
Scene1
Scene2
Scene3
Scene4
STORYBOARD
Plenty of elements modeling the STORY
CULTURE OF THINKING
EXPECTATIONOPPORTUNITY
TIMETHOUGHT MODELING
LANGUAGEENVIRONMENT
Scene5
CULTURE OF THINKING
EXPECTATIONOPPORTUNITY
TIMETHOUGHT MODELING
LANGUAGEENVIRONMENT
COMPETENCIES MULTIPLEINTELLIGENCE
PLAYERS
GAMIFICATION
ELEMENTS
STORYAESTHETICS
Scene1
Scene2
Scene3
Scene4
Scene5
GAMIFIEDPERFORMANCE
OFUNDER
STANDINGSTORYBOARD
PERFORMANCE OF
UNDERSTANDING
And the PERFORMANCE satellite orbiting both subsystems
The gamified performance satellite scan revealed three layers
Inner core: contents
Outer core: project zero
Mantle: gamification
The 2-layer galaxy structure happened to be of great importance
PERFORMANCE
Because of it, the same performance could be transformed into multiple gamified performances, passing through different scene satellites
GAMIFIEDPERFORMANCE
STORYBOARD
SCENE
Finally, my ship’s supercomputer was able to plot the whole map
>print HAIDEI_galaxy -w all>_
CT
Co MI
P
GE
SE
S1S2
S4
S3
S5
GPU5SB
PU RTC
BL
GPU4
ST
Technology
Did you like the metaphor?You’ll love the real examples!
Case study: Maths lesson, probability (secondary school)
Choose a subject and a topic for our lesson
CURRICULUMMATHS
BASICPROBABILITY
DIMENSIONS
KnowledgeAim>MethodCommunication
Create a basic (classic) exercise
CURRICULUMMATHS
BASICPROBABILITY
BASIC PROBABILITY
>Method
Laplace’s formula is:
# favorable outcomesp = -------------------- # possible outcomes
What’s the probability of getting a head if you toss a coin?
Answer: p=1/2
Choose which skills to work with
MAP OF THOUGHT1. Observe closely and describe.2. Build explanations and interpretations.3. Reason with evidence.4. Create connections.5. Take into account diverse points of view and perspectives.6. Capture the essential and get to conclusions.7. Question.8. Discover the complexity and go beyond the superficial.
9. Identify patterns and make generalizations.10. Generate possibilities and alternatives.11. Evaluate evidences, arguments and actions.12. Formulate plans and monitor actions.13. Identify cognitive biases.14. Clarify priorities, conditions and previous knowledge.
Choose which routines to work with
ROUTINES OF THOUGHT
1. Exploration:a. See, think, wonder.
b. Chalk talk (similar to a forum).
c. …2. Synthesis:
a. Headlines.b. Color, symbol, sketch.c. …
3. Deepening:a. Step inside.b. Tug of war.c. ...
Enrich the exercise with the selected skills and routines
The probability of getting a head when you toss a coin is ½ or 50%. Then, what do you think it is for a cross?
Following the same reasoning, what would the probability be for getting 1 when rolling a die? And an even number? And a 7?
Write your conclusions and propose a general formula. Check it with your own experiments, like those using cards.
Share your work with your classmates.
You may add some more information
1. Expectatives.2. Further instructions.3. Information organizers.4. Evaluation rubrics.
What is an information organizer or visual organizer?
A sheet designed to guide students in structuring their information.
Provide your students with some complementary digital resources for their PLE
Encourage them to build their own PLN
And, finally, set up the LMS and the virtual portfolio
Now let’s apply gamification
The story: the dawn of the zombies
COMPETENCIES
1. Entrepreneurial
INTELLIGENCES
1. Naturalistic
The story
>Add TEAMWORK competence>Add NATURALISTIC intelligence
Your company has been researching about immortality, and by accident has released a microorganism. Now the deads are raising.
As a scientist you have to go back to the lab and try to find an antidote and stop the chaos.
The storyboard: chapters
1. Lab: the accident.2. The raising.3. Chaos in the city.4. Back to the lab.5. The antidote.
The storyboard: scenes
Chapter 1: lab, the accident.Scene 1: manipulating the microorganism.
You are in the lab, and you accidentally release a microorganism.
Transform the enriched exercise into a gamified performance
(STORY - ONBOARDING) You have to manipulate 2 lab bottles. One of them contains an unknown microorganism, and the labels have been mysteriously removed. At least 1 must be opened.
There’s a 50% chance of opening the incorrect bottle. Then, what’s the probability of using the correct one?
Gamified performance
(SANDBOX) If you have troubles figuring out the answer check the lab’s database for more information (documentation provided in the form of videos, infographics, documents, etc).
Gamified performance
(FEEDBACK - SANDBOX) Your answer needs some rethinking. Check the system’s database for more information.
What a luck you just used the simulator…
Try again!
Gamified performance
(FEEDBACK) Your answer is correct. Congrats!
(PBL) You’ve been granted 3 experience points! Now you’re in the leaderboard!
Ready for the next step?
Gamified performance
(STORY) Your previous manipulation has released an unknown microorganism by accident.
There’s a chance to stop it. Type a 2 digit number on the console to seal the lab!
What is the probability to type the correct number?
Gamified performance
(FEEDBACK) Congrats! You managed to type the correct combination of digits, but the system has been previously manipulated.
The microorganism has escaped!
Gamified performance
(PBL) You have earned 2 more experience points.
(LEVEL UP) Wow! Your scientist knowledge has reached level 2. Take your SL2 badge.
Your new level has let you escape uninfected.
Gamified performance
(STORY) Before you leave the lab you have to write down your conclusions about probability, and design a general formula.
(SOCIAL) Contact your colleagues and share with them both the conclusions and the formula.
(BROTHERHOOD) Choose a scientific team before continuing.
Gamified performance
(RANDOM REWARDS) You’ve found a mobile device. A message is on the screen: head to Oak Street. It seems someone’s helping you. Keep the mobile! You may find more items. The more you play, the bigger the chance.
(CHOICE) There are two possible ways to get to Oak Street. Decide which one to take.
Gamified performance
(FEEDBACK-PROGRESS) You’ve just finished stage #1. Congratulations!
Your inventory so far:5 points1 badge1 mobile device
What about a video showing an implementation using Moodle?
Case study: Maths, probability exam Single scene
The Da Vinci Code book
SCENE - Trapped in the library
Exam
(STORY) You’ve been trapped in a sealed library. Your mission is:
1. Find a specific book.2. Escape before you run out of
oxygen.
For each incorrect answer you’ll lose oxygen.
Exam
(STORY) The library is divided in two by a central aisle. On the left hand there are 1000 books. On the right, there are 500 books.
Which side would you start searching based on probability?
Does it mean you’ll find it sooner according to that calculation?
Exam
(STORY) You haven’t found it so far. There are 10 red books, 5 blue books and 3 yellow books left. Their covers are similar.
You know the book you are searching for is blue. Then, what is the chance to find it?
Are you sure? Remember you can see the books in front of you.
Exam
(STORY) Now you need to get out of the library.
There are 5 buttons to open the door: one of them is broken (but you can’t see which one), another one opens the door, and the rest activate the destruction mechanism.
What’s the chance to escape? And to die? And not to happen anything?
Exam
(STORY) Have you managed to escape?- For each correct answer add 1
unit of oxygen.- For each incorrect answer
subtract 0.5 units of oxygen.
You need at least 3 units to survive. Did you make it?
We’ve finished! ...honestly!
References
ReferencesHarvard project zero:
http://www.pz.harvard.edu/
Gamification and Moodle:
http://edtechreview.in/research/2055-guide-gamification-in-education
21st century competencies:
http://www.atc21s.org/
http://www.p21.org/our-work/p21-framework
Some blended learning tools:
https://www.symbaloo.com/home/mix/myownple
A european framework for digital literacy:
https://www.idunn.no/dk/2006/02/a_european_framework_for_digital_literacy
Images by
Recommended