47 Reasons That Game Based Learning is Right For Your Class!

GBLMAPHaha, just kidding about the 47. Every article about new technology seems to give you way too many reasons to use it and makes you feel silly for not already using it. We’ll give you just 3 reasons to think about using our new Game Based Learning Module in D2L. There’s probably more, but who has time for more than 3?

  1. Performance Before Competence: No-Risk Practice. Students can engage with material on their own before you even formally teach it to them without risk. Or after. Or both!
  2. Motivation through Rewards and Achievements. Answer a bunch of questions correctly? Here’s a funny little badge! Awesome I love it! Thanks! Give me more!
  3. Social Motivation. Sometimes the competitive spirit kicks in and motivates you to climb that leader board. Kind of like the same excitement you get from a lot of likes on Facebook or retweets on Twitter. It’s weird, but it works!

So those are some reasons, here’s the thing: The D2L Game-Based Learning Tool! It lets you build games that can be embedded onto your course page.

On Monday, February 29th at The Academic Retreat, we will be holding a working session on how to use the GBL tool. We hope to see you there! If you won’t be able to make it, you’re NOT out of luck. We are happy to set up a time to meet with you to show you how to start creating.

In the meantime, here’s a list of the things to know about this tool

-Fleming staff can get a GBL account by emailing us at LDSTeam@flemingcollege.ca

-The game is built in the GBL Admin Tool and then sent to your D2L Course Page

-You build a Game Map that has content and activities embedded into spots on the map. The example in the picture above uses the idea of a road trip through Ontario to stop at different habitats to learn and answer questions about those habitats.

-Your D2L Course Page will get some new widgets: The Game Map, My Player and the Course Feed

avatarexample<-Students get to create their own avatar in the My Player Widget
Students will receive achievements/awards admin tool5that you create in the Course Feed widget->

 

 

 

-Your game will have a leader boardleaderboard

 

If you want to try out this game, enroll yourself in the Natural Resources Identification Games Page here. Or you can find the link to self enroll in the Help and Information widget on the main D2L page.

So… want to join the fun? Have some ideas? Let us know and we can help! LDSTeam@flemingcollege.ca

Game on!

Terry

 

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Let’s WAIL About Classroom Management!

Setting clear behavioural expectations with students is an important part of creating a productive learning environment, even for adult learners. While clear behavioural expectations in an engaging learning environment keeps most students on track, there are situations where you may need to address student behaviour.

Imagine you’ve got a class in front of you, and you’re setting the stage for positive classroom management: You’ve set clear expectations for behaviour, your guidelines are written and spoken, maybe you’ve led an exercise where students generate the classroom behaviour policy.  You’ve covered all your bases, but still something happens in class.  A student falls asleep, a cell phone goes off, side conversations happen during presentations, a student makes a rude outburst, or something else.  We probably all have stories about ways we’ve addressed student misbehaviour, for better or for worse. Most of us are looking for tips to help us handle students who push the boundaries of good behaviour.

So, what do you do when a student pushes boundaries in class, or outright challenges your authority? In the Magna Commons 20-Minute Mentor, “What do I do when a student challenges my authority”? Ivan A Shibley Jr. PhD outlines a strategy to use in the moment to help de-escalate a situation, regain control, and uphold respect for yourself, the misbehaving student, and the other students in the class.

He advises you to WAIL.  It stands for:

W – wait

A – assess

I – individualize

L – lighten the mood (if possible)

He explains that this strategy lets you pause to regain composure, and make a clear assessment of the situation before taking action.  Sometimes that small pause can delay a reaction that would escalate the situation unnecessarily. By focusing on the individuals who are pushing the boundaries, you can respectfully target the behaviour, and hopefully be able to lighten the mood in the class to help get things back on track.

If you want to learn more about this, attend our workshop on Classroom Management on February 29th, or check out the 20-Minute Mentor on Magna Commons 

Visit this page for information on the Feb 29 Academic Retreat

Thanks for reading!

Jodie

Professional Learning… how do I get started…

When you look at this competency wheel you’ll notice a slice of the pie that indicates one of the competencies as ‘Commitment to Continuous Professional Learning’. Now some of you might be asking:  What does that really mean?? How does that happen?? Where do I start??

So here is some advice:

Faculty Competency Framework
Faculty Competency Framework

Like any new (good) idea, you should start with an objective(s).

What do you WANT to achieve?
What do you want to be BETTER at?
What skill would YOU like to improve?

These goals BECOME your professional learning goals!

When you are setting your learning goals, think of the SMART goal framework. SMART goals are: specific, measurable, attainable, realistic and timely.

When you are setting your learning goals you may also want to consider:

  1. Checking in with colleagues and friends to see what their goals are.
  2. Researching what options are out there to attain your specific goals.
  3. Investigating new resources or publications that are available for you to access.
  4. Looking for someone in your professional network that you would you like to collaborate with to help develop your skills and abilities.

These are just some ideas to get you started. No two professional learning plans will be alike, so think of this plan as your Personal Professional Learning Plan.

As a member in the Learning Design and Support team here are some of the books and resources I am currently reading:

(Click on each resource to access a link)

Finally, one last piece of advice as you continue on your professional learning journey: consider yourself to be working and learning in perpetual beta!!

Alana

 

 

Welcome to the flemingLDS Blog!

Starting right now, we’re going to tell the story of what we are working on with a weekly blog! We’ll keep the posts short, sweet and to the point. Well, sometimes we may ramble on, but only if it helps tell the story. Or if it’s funny. We will tell you about projects that we are working on and a little bit about about why and how we are aiming to enhance good learning design and teaching excellence. We’ll also tell you what kinds of technology we are working with on the projects.

For example, we are currently working on a Fleming College Course Design Framework, and we have a new infographic to represent it. Check it out below. An infographic is a visual representation of a process, concept, or a principle. You can create your own for your courses as an aid to help your students understand something. We created this one using Piktochart. They are fun to create because you get to choose funny pictures to represent ideas. Let us know if you’d like help creating an infographic for your course at LDSTeam@flemingcollege.ca

The Course Design Framework infographic below provides an overview of the Course Design process. We have more that dig deeper into the steps of Analysis, Design, Development, Implementation and Evaluation. Find them all on our website here. The status of these infographics should be set in your mind to ‘draft’ or ‘not yet officially approved by anyone’ but they are informative, so enjoy!

Terry

Course Design