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

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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?

http://www.youtube.com/watch?v=ARTX5RwIA_U

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

Thank you!@andonisanz

andonisanz.com