Lately, I’ve been hearing great things and not so great things about e-learning. I already know the better things about e-learning. It’s the lapses and gaps that I am interested in. They provide opportunities for improvement and sometimes innovation. I am constantly on the search for examples and templates that respond to such gaps. I am also looking for tools, both meta-software (the wizard kind that do background work for you) and for the actual development environment that give you more control and flexibility. The more I try out tools to create a better course, the more I realize the need to re-learn coding in html, java script and other programs that are platform independent. With the prevalent use of learning materials in the mobile environment, instruction designers and developers need to create content that is flexible. This implies to the need for materials that display and work correctly. It is better to use a tool for course development that offers a variety of multimedia options and retains interactivity regardless of the device. I also learned that there is no short-cut to quality. Many features that we take for granted or that seem invisible, yet powerful, take hours to build and integrate with functionality. After developing interactive activities for this assignment, I admire and appreciate the expertise required. Instruction designers and e-learning development is a creative blend of science and art. The following link describes the second module and the activities associated with it. Competency 2: Plan Appropriate Group Processes: Activities and Interactions This is the second module of the course How to think Like a Facilitator. The course is all about techniques and best practices on being a better course designer, developer and facilitator. The first and the most important document for learners to absorb is the IAF 6 Core-Competencies for Facilitator document. The second competency (out of six), talks about the following four objectives: 1. Conduct a thorough learner analysis. 2. Prepare time and space to support group process. 3. Continue the ADDIE Model to create course action-plan 4. Select learner-centered facilitation strategies Each of these objectives are associated with explicit activities. I will describe each associated activity with the aid of screen shots. Absorb Type Activity: Conduct a thorough learner analysis Demonstrating a pre-course survey and how data is analyzed from the survey. There is also an interactive drill and practice multiple choice questions that provide feedback and concept reinforcement. The second objective demonstrates how the job of an ID can also involve planning the course sessions. Please view this page. The third objectives shows the ADDIE model and the current stage of accomplishment. The diagram invites the learner to replicate and add their own notes. The fourth objective of this module is a dialogue between an expert and a novice facilitator that explains how learner-centered activities are created based on learner analysis. This is again an absorb activity. Do Type Activity: Game Quiz Keeping up with the game theme in this course, I have created a game-quiz that is fun and simple. It basically has only four questions that are direct descendants of each of the four objectives. This enables the learner to know how much they know and me to tie the module neatly. Connect Type Activity: Connect and Create In addition to inviting the learner to create their own pre-course survey and complete the ADDIE Model, this activity has four more learning options. I invite the learner to create an e-portfolio, based on the importance for facilitators and IDs’ to manage and show-case their knowledge. I also invite them to create their own e-learning course, learn how to conduct an online course and how to create a game-based learning environment. If the learner needs more information, they can register for these courses. Conclusion The text E-Learning by Design is a practical, hands-on book that provides ideas to improve instruction design based on the learner requirements. The best thing about the chapters for this assignment is the way the activities need to be categorized. I have tried to transfer the KSA activities into create, decide, do, know, believe and feel activities. By applying these activities in my own e-learning course, I feel confident that I have convinced the learner to acquire new skills, apply these skills and change their attitude on how a facilitator should think. The course I am creating, based on my readings, is by no means simple and linear. It is branched and scenario based. It gives the decision control to the learner by letting them chose their pace and order of learning activities. My accomplishment for this assignment is to be able to create a course without the commercial course development tools. I have used image editors like Adobe Illustrator, web page editor called Dreamweaver and power point to bring this together. My goal was to make this course show correctly in all devices. I am glad I accomplished that (Technology-specific challenge mentioned by Synder & Gardner (2011)). My learners will be able to touch their screens and enjoy the interactivity in the same way as a learner with a mouse will. I am looking forward to solve more challenges in course development and implementation. References Snyder, D., & Gardner, J. (2011). Implementing a World-Class E-Learning Technology in a Graduate Instructional Design Course. Journal Of Educational Technology Systems, 40(4), 389-399. IAF-World.com. Core Competencies for Facilitator Certification. Retrieved from http://www.iaf-world.org/index/Certification/CompetenciesforCertification.aspx Horton, W. (2012). Chapter 2, 3, 4. E-Learning by Design. John Wiley and Sons. An Francisco, CA.

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  • The best thing about the parts for this task is the way the exercises should be arranged. I have attempted to exchange the exercises into make, choose, do, know, accept and feel exercises. By applying these exercises in my own e-adapting course, I feel sure that I have persuaded the learner to procu...
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What is Game-Based Motivation?

What is Game-Based Motivation? Is it the pedagogical use of online games? Or is it the andragogical design of LIVE games. Game-based learning is this and much more. We have a unique blend of game-based teaching and learning strategies that are built along the lines of “Act”, “Play” and “Learn”. Hence of our academy that hosts such games: Act, Play & Learn (AP&L) Academy.

Research and best practices indicate the positive influence of game-based learning on learning achievement. Why such high scores and level of engagement and performance with games, you may ask? The answer is simple and very obvious. Look around you. Observe how the world and the services it offers is gammified. How humans are highly motivated when subjected to games and points. Emotional involvement is the single most important psychological determinant of the success in games to motivate.

Notice how the credit card system entices the consumer to spend more to get points that enable them to spend even more! Notice how a typical firm announces “Employee of the Month” award to the individual with highest points accumulated measured using a pre-agreed performance criteria (timeliness, responsiveness, helpfulness, team spirit etc.). The motivation to grow and learn is immense when the learner has points to accumulate and win. Learning this way becomes a game. Adding a layer of learning theories makes the game educational! This is a true game-based learning phenomenon.

How has the Act, Play & Learn (AP&L) Academy captured this rapidly popular teaching and learning strategy? We have aligned game-based teaching and learning elements in a sequence that is based on cognitive and social learning theories.

Social learning is the most significant aspect of game-based learning. As humans, we love challenges and recognition that comes with solving the challenges. The more complex a game problem, the more hard work required to solve it. This ultimately leads to an even higher cognitive investment and emotional fulfillment in solving the game problem. Think of a typical digital game. When we solve a level and are promoted, we feel elated, relieved and even leave the game with a sense of accomplishment. Over a period of time, we achieve a higher self-esteem and confidence to take on tougher challenges. These are the factors that underlie a typical AP&L game.

A typical game in the AP&L Academy is embedded in a larger learning context: An AP&L Course. A course in AP&L Academy belongs to any one, or a hybrid of ESTEEM GAMES disciplines. Where each letter in the word belongs to a formal subject matter.

E = Ethics

S = Science

T = Technology

E = Engineering

E = Environmental Sciences

M = Mathematics

G = Global Citizenship

A = Art

M = Music

E = Entrepreneurship

S = health Sciences

A course in the AP&L Academy will teach a topic in these disciplines/subjects. The topics in these courses are created in response to a learning gap in the community. A learning gap that may exist in school, university or corporate.

The Act, Play & Learn (AP&L) Academy. Bridging learning gaps through play.

Up next, how do the AP&L courses integrate games in online courses?

How does the AP&L Academy host LIVE and digital games for learning the courses?

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How do you take elements of a video game and use in the physical learning environment? How do you make it cost effective? How is motivation achieved? Will learners stay on task? Consider adding these elements to your learning game.

Storyline

Scoring

Leaderboard

Goals

Challenges

Levels

The Act, Play and Learn concept at the UAE National Games combines these elements to provide an exciting and enjoyable learning experience. Research indicates that decision making is assessed better when learner is learning by doing. In an AP&L Game, learners engage with each other and their environment. They become a role in a scenario and a part of the storyline. Their knowledge is the missing puzzle that needs to be fitted neatly with others. Learners want to contribute. They want to participate and they want to reinforce their identity in the session. The ambiance surrounding the game encourages such behaviors. How does the game-enviroment encourage learners to stay on their learning and performance tasks?

User centricity

Novelty

Rewards

Intuitive control

Bite-sized chunks of gaming

Diagnostic

Enticing

Measurable progress

Cool factor

Immediate feedback

Moves a learner through multiple levels of

achievement

Keep players at the edge of his or her skills

but don’t over-challenge

Emulate familiar patterns

Build both generic and specific skills

Self-directed play

Adaptive

Provide tasks to fill gaps in knowledge or skill

Provide sense of mastery

Requires active problem solving

Delivery of some ambient information

Build skills that can be carried forth in

new games

User assistance, but not heavy-handed

assistance

Motivate learner to move toward the goals

and the learning experiencesEXHIBIT D

Important Attributes For Design of Educational Games

(summarized from participants’ discussions)

User centricity

Novelty

Rewards

Intuitive control

Bite-sized chunks of gaming

Diagnostic

Enticing

Measurable progress

Cool factor

Immediate feedback

Moves a learner through multiple levels of

achievement

Keep players at the edge of his or her skills

but don’t over-challenge

Emulate familiar patterns

Build both generic and specific skills

Self-directed play

Adaptive

Provide tasks to fill gaps in knowledge or skill

Provide sense of mastery

Requires active problem solving

Delivery of some ambient information

Build skills that can be carried forth in

new games

User assistance, but not heavy-handed

assistance

Motivate learner to move toward the goals

and the learning experiences

Play with us at the UAE National Games. Register at www.uaenationalgames.com

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LEARNING GOALS BASED GAMESawards for games

UAE National Games are a set of uniquely designed games for the growth and development of the Emirati Community and its contribution to the Emirates economy. Games have an intricate theoretical framework of Gardner's Multiple Intelligence (MI), Maslow's Hierarchy of Needs and Andragogy (Adult Learning Theories). These games are geared towards adding value to the lives of the participants, both in professional and personal context. 

GUESTS of HONOUR
The UAE National Games Team is currently preparing a list of special guests who will speak, judge, award honors and prizes to winners. These guests also provide a rare opportunity for aspiring talent to be recognized and excel in their field.
So put on your best game-suit and shine your armor!

The UAE National Games Team aims to improve the productivity of the UAE Nationals, especially in the private sector through this special entertainment strategy built upon team management dynamics, market intelligence and social presentation. All games are designed with the "game-based learning" game development strategy. All games have been evaluated for quality and standards contingency, a quality assurance trademark of the UAE National Games Team

Some games need longer time for preparation (6 months to 1 month) and will require pre-registration.
All have ample information to allow participants to understand each game completely and enjoy to the maximum. Winners receive attractive prizes, recognitions and even networking opportunities to market and promote their talent and expertise.

So come and have a ball at the grand celebrations of UAE National Day!
Let the games begin!

 

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Ever wonder what it feels like to be privileged but not be able reach your complete potential. You know the feeling that I have it within my grasp but I am still not able to touch it. The situation where I knew I could do it, but could not express how.

The point at which I decided I would just change my career, maybe this is not meant for me.

 

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