problem based learning - gulf university, bahrain€¦ · 2. simulations/ inquiry based learning 3....
TRANSCRIPT
Problem based learning PBL
Teaching
Staff being the authority
Content focus
Tutor decides what they teach
Learning
being an authority
Application focus
Student decides what they learn
PBL - Transforming learning
Problem-based learning approach: workshop model 1. Brainstorm the problem: generate lots of ideas, define
the problem(s) (Take time on this stage) 2. Facts: what do you know/ evidence base and resources 3. Learning issues: what is the gap in your knowledge or
understanding? 4. Action plan: what do you need to do as a group to identify
and evaluate potential solution(s) to the problem
Card games Board games Team games Short or longer term Multi player/small group/pairs Online/face to face
Games
Gamification of learning SIX factors contributing to effective engagement in games
FUN: engagement is easier if the experience is enjoyable SOCIAL: engagement is reinforced by the social support of others going through the same experience IDENTITY: engagement can be encouraged if everyone has a visible role in the learning environment CHALLENGE: engagement can build on human competitive drive, enhanced by social pressure STRUCTURE: engagement is more likely if objectives and constraints are clear and acceptable FEEDBACK: engagement is reinforced by making achievement explicit and timely
Gamification of learning Any game improves performance through raising awareness - identify the characteristics that you want to gamify:
Attendance, asking/answering questions in class, engaging in online group activity, completing a flipped lesson, doing pre-session reading etc
Game involves ‘monitoring’, which increases academic understanding of the issues involved Game promotes a learning cycle of improvement You can ‘gamify’ without playing a game!
Some examples of simple games
8 21/07/2017
10 21/07/2017
Using TV formats They are familiar to students
11 21/07/2017
15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
$1 Million $500,000 $250,000 $125,000 $64,000 $32,000 $16,000 $8,000 $4,000 $2,000 $1,000 $500 $300 $200 $100
Welcome to
Who Wants to be a Millionaire
50:50
Hot
Spot Hot
Spot
Hot
Spot
Hot
Spot
Hot
Spot
Hot
Spot
Strike it Lucky
Lots of free templates on the internet I get many templates from https://www.tes.com/teaching-resources Create a free account and don’t pay for resources on there!!
14
Use familiar formats Games
TV Gameshows
Board games
Other games
15
More complex narrative games Branching stories
16 21/07/2017
17
At the start of the game, the protagonist Peng is wandering around his rural Chinese village. ‘Peng’ is a fictional name given to a real individual that the LSE academic met during his ethnographic fieldwork. Peng canvasses the opinion of family and neighbours, trying to decide whether (or when) to take the long bus journey to Beijing to seek work. The game is built around text – Peng’s own thoughts, speech from other characters, and choices for further speech and actions. The text adventure is an excellent format for demonstrating the extent of students’ understanding; students must actively weigh evidence, and make informed judgements, in order to progress. The Long Day of Young Peng has been written in Twine, an open source tool for creating text-based games. Description of game taken from: http://blogs.lse.ac.uk/education/2017/05/23/games-and-learning/
18 Example of a public Twine game: http://www.inpatientgame.com/index.html
Gamification Gamification is the application of elements of game design and mechanics to non-game contexts, usually with the intention to influence behaviour and engagement. Gamification does not call for the explicit use of games, or some notion of ‘play’ or ‘playtime’. It reflects what the successful design and implementation of game experiences can tell us about human behaviour and engagement.
19 21/07/2017
Octalysis framework by Yu-Kai Chou
20 http://yukaichou.com/gamification-examples/octalysis-complete-gamification-framework/
Without at least one of these core drives present in any experience, active engagement of the participants is unlikely.
21 https://eic.rsc.org/feature/theres-a-badge-for-that/2500444.article
There’s a badge for what you have achieved….
PLAN - What are your LOs?
ASSESS
Ensure that you plan in at the beginning how you will evaluate your ‘change’ or ‘innovation.’
22
The teaching process
TEACH
REVIEW/ EVALUATE
23 21/07/2017
Identify the objectives of your gamified experience and the parameters for the activity – attendance, answering questions in class etc. Games improve performance through raising awareness. Games involve monitoring which increase academic understanding of issues involved. Games promote a learning cycle of improvement.
Conclusions
Here are some innovative pedagogies that work 1. Visual representations (concept maps, mind maps, time lines)
2. Simulations/ Inquiry based learning
3. Problem based/project based learning
4. Games/gamification
5. Team-based learning
6. Just in Time teaching (JiTT)
7. Flipped learning
But always remember the Hawthorne effect! Don’ overuse one straetgy or approach.
24 21/07/2017
Remember the Hawthorne effect!
25 21/07/2017
Plenary review In your groups, identify as many types of learning and teaching activities we have come across over the past 4 days…
Write one strategy per post it note.
It might be helpful to review the material and any photos or notes you have taken this week.
And then…..
Feasibility matrix – place your post its….
Innovative
Not yet feasible
Innovative
Feasible
Not yet feasible
Feasible
Common Innovative
Common
Feasible
28 21/07/2017
Goodbye and good luck! Hope to see or at least hear from you again! (especially if it’s about impact!)