Great advice! Engagement is NOT Interaction. Have to keep those separate. Most don't have a definition of "engagement" either. Schletty's Five Levels is helpful here. His definition is this: The student is attentive to the task because he or she finds personal meaning and value in the task; the student sees the task as responding to motives and values he or she brings to the work. The student persists with the task even when he or she experiences difficulty and does not compromise personal standards for completion of the task even though he or she might be able to negotiate a lower standard if he or she wanted to. The student volunteers resources under his or her control-time, effort, and attention-which is to say that the student is committed to the work and places moral value on its completion.
The good thing about gamification is that it helps users learn by doing, which is the natural way people do learn. I've seen (for instance) some language grammar books give a whole page of text before you get an activity, but in my view it should be maybe two or three sentences of explanation before you get to do something, with an assessment to make sure you got it right. It doesn't even need to be on a computer. It seems to me one reason books from the past tended to be so difficult is that the printed word was far more expensive than nowadays, and they were fitting a lot into a small and affordable space. But now that we can afford virtually infinite text, plenty of activities really do help to pull you forward in a subject.
Thanks Phil! Glad you liked it and thanks for commenting. I inadvertently published this before I intended to, and your comment alerted me to it (so you could say your comment was a particularly useful twist). Thank you 🙏🙏
You're doing great by explaining how things works. I would love to see a video about teaching a more harder, exact content like chemistry. Things, like how would you helping them figure out the right answer? Would you give them first a small lesson or give them right in the beginning an test? I'd really appriciate it! Thanks in advance!
Absolutely! Are you thinking of a specific part of the curriculum, such as atomic structure, acids-bases, or larger topics like electrochemistry or organic chemistry?
@@MarieJoLeroux Hey there! As I can see RUclips had removed my comment, where I sent you the requested lesson, probably because it was a foreign link. So, lets try it again: *https:\\www(dot)sjjc(dot)edu(dot)in\wp-content\uploads\2021\04\XII-chemistry-science.pdf* Page 282 - Amines. (You can access to it by replacing the "(dot)" to ".") Thanks in advance!
This is fantastic! I love that you emphasise keeping the learning objectives at the core (2:07). (Was drawn in by the title, as gamifying a text-heavy course sounds a bit like an oxymoron! So I also loved how you said to cut content as a first pass - 3:30.)
Hi Marie Jo, I came across your video and this is really interesting. I'm interested in Gamification and would like to know more about the concepts you are talking about. Is there research that supports this framework of Gamification?
Generally speaking, I am disappointed with the state of formal research into gamification. For understandable reasons, a lot of meta-analyses need to disqualify any studies that use simulations and only include studies that are similar to each other, for ease of comparison. That inadvertently skews towards selecting "points badges and leaderboard" types of gamified programs, which (in my experience) are not very good at increasing learning outcomes long-term, and disregard the power of cognitive mechanics.
This is really interesting! I am currently doing my ODETDP course and this has actually helped me visualize what I am learning better. I am going to share this link in our online discussion forum for the other learners to watch as well.
Great advice! Engagement is NOT Interaction. Have to keep those separate. Most don't have a definition of "engagement" either. Schletty's Five Levels is helpful here. His definition is this: The student is attentive to the task because he or she finds personal meaning and value in the task; the student sees the task as responding to motives and values he or she brings to the work. The student persists with the task even when he or she experiences difficulty and does not compromise personal standards for completion of the task even though he or she might be able to negotiate a lower standard if he or she wanted to. The student volunteers resources under his or her control-time, effort, and attention-which is to say that the student is committed to the work and places moral value on its completion.
The good thing about gamification is that it helps users learn by doing, which is the natural way people do learn. I've seen (for instance) some language grammar books give a whole page of text before you get an activity, but in my view it should be maybe two or three sentences of explanation before you get to do something, with an assessment to make sure you got it right. It doesn't even need to be on a computer.
It seems to me one reason books from the past tended to be so difficult is that the printed word was far more expensive than nowadays, and they were fitting a lot into a small and affordable space. But now that we can afford virtually infinite text, plenty of activities really do help to pull you forward in a subject.
These videos are great, and the critical path idea was a particularly useful twist.
Thanks Phil! Glad you liked it and thanks for commenting. I inadvertently published this before I intended to, and your comment alerted me to it (so you could say your comment was a particularly useful twist). Thank you 🙏🙏
ive watched a lot of gamification vidoes over the years and yours is by far the best
Very helpful. I particularly like the idea of separating out extra information.
Great video! Thanks for the emphasis on making learner engagement be relevant to the training goals. Directed fun is a fantastic way to describe it.
Thanks so much Steve! I'm glad that was clear. I feel like I sound anti-fun sometimes :D
Thank you so much for this video, your explanations are clear and very helpful. Please keep sharing your knowledge, it's greatly appreciated
You're doing great by explaining how things works. I would love to see a video about teaching a more harder, exact content like chemistry. Things, like how would you helping them figure out the right answer? Would you give them first a small lesson or give them right in the beginning an test?
I'd really appriciate it! Thanks in advance!
That's a fantastic question, thank you for asking it! Can you point me to a specific "lesson" in chemistry that I could gamify in a later video?
Absolutely! Are you thinking of a specific part of the curriculum, such as atomic structure, acids-bases, or larger topics like electrochemistry or organic chemistry?
@@kidwonder1014 Specific :)
www.sjjc.edu.in/wp-content/uploads/2021/04/XII-chemistry-science.pdf&ved=2ahUKEwiB0Iu-0vGDAxXC_7sIHcvOB0gQFnoECDcQAQ&
Page 254 - ALDEHYDES, KETONES AND CARBOXYLIC ACIDS
@@MarieJoLeroux Hey there! As I can see RUclips had removed my comment, where I sent you the requested lesson, probably because it was a foreign link. So, lets try it again: *https:\\www(dot)sjjc(dot)edu(dot)in\wp-content\uploads\2021\04\XII-chemistry-science.pdf* Page 282 - Amines. (You can access to it by replacing the "(dot)" to ".") Thanks in advance!
Love the explanation, thanks for sharing you knowledge
Thank you Karol! Looking forward to seeing you at the webinar! 😀
This is fantastic!
I love that you emphasise keeping the learning objectives at the core (2:07).
(Was drawn in by the title, as gamifying a text-heavy course sounds a bit like an oxymoron! So I also loved how you said to cut content as a first pass - 3:30.)
I’ve been watching your content and everything you make is absolutely fantastic. Thank you! 🎉
Thank you for sharing your knowledge.
Great content I love it, its puts tons of reading material I've read on motivation into learning environment use case
Hi Marie Jo, I came across your video and this is really interesting. I'm interested in Gamification and would like to know more about the concepts you are talking about. Is there research that supports this framework of Gamification?
Generally speaking, I am disappointed with the state of formal research into gamification. For understandable reasons, a lot of meta-analyses need to disqualify any studies that use simulations and only include studies that are similar to each other, for ease of comparison. That inadvertently skews towards selecting "points badges and leaderboard" types of gamified programs, which (in my experience) are not very good at increasing learning outcomes long-term, and disregard the power of cognitive mechanics.
This is really interesting! I am currently doing my ODETDP course and this has actually helped me visualize what I am learning better. I am going to share this link in our online discussion forum for the other learners to watch as well.
Hey there angeluv, thanks for the comment, I really appreciate it!
Very happy this is helpful to you! 🙏🏻
Amazing 🤩
Can i ask about the video editor you have used ?
Thanks 🙏
Thanks Mohamed! I use Premiere Pro to edit the video (of me talking) and to make the animations as well. Let me know if that answers it for you!
Your graphic showing the essential information separating from the optional information is on point.
Glad you agree - Thanks for the comment :)
Short Videos are quite Meaningfull 👍
Glad you think so!