ID 620 - Advanced e-learning design

For this activity, I chose to look further into gamification in higher education.  Gamification Within the field of instructional design, gamification is becoming more prevalent in higher education each day. Gamification is transforming traditional methods of teaching and bringing many benefits to learning. These benefits include increased engagement, motivation factors (badges, points, leaderboards, etc.), improved learning outcomes, and an increase in skills such as problem-solving and critical thinking. A challenge that occurs with gamification is determining how best to implement it and to what extent. Careful planning is needed when implementing this approach, and close consideration should include ensuring alignment of learning objectives, game mechanics, and accessibility to technology tools.  Commonalities, differences, and perspectives LinkedIn agreed and promoted the use of gamification in higher education. However, it listed challenges such as students not taking th...

Overview To create a collaborative learning activity, I used Grammarly and TeachAnything.com. I had never utilized the AI feature in Grammarly other than to enhance my writing skills, so I was pleased with its provided activity. When using TeachAnything, I was surprised with its ability to create a lesson on how to teach the topic within seconds.  Grammarly Collaborative Learning Activity: Expert Groups Objective: The objective of this activity is to encourage collaborative learning and information sharing among students by forming expert groups to master different topics and then sharing their knowledge with their peers. Instructions: 1. Divide the class into small groups (4-5 students per group). 2. Assign each group a different topic related to the current unit of study. 3. Within their expert groups, students will research and study their assigned topic in depth, becoming the "experts" on that particular subject. 4. After a set period of time, reorganize the groups so tha...

I watched a video on special needs students experiencing virtual reality. In the video, students visited historical sites and manipulated physical objects in various realities. The students could also choose from tours of space, ride rollercoasters, deep sea explorations, and visiting other countries. With some students having physical limitations, virtual reality allows them to push their boundaries and experience things they wouldn’t have the chance to do. When exploring these sites, students utilize a headset and controllers. Virtual reality allows digital overlays using a “headset or glasses to overlay digital elements into the real world” (The Princeton Review). The immersive and interactive learning experience replicates the complexities and challenges of simulations by including realistic scenarios, risk-free environments, problem-solving, and collaborative learning. Virtual Reality (VR) and Augmented Reality (AR) . (n.d.). The Princeton Review. Retrieved June 27, 2024, from htt...

 Real-Time Feedback Real-time feedback is the key to enhancing your learning experience. It offers constructive criticism and valuable suggestions during learning, ensuring immediate correction. It further provides “a better idea of student understanding and helps students develop more of their own skills and mastery” (McClelland, 2017).  The advantages of real-time feedback in collaborative assessment include personalized learning, the development of self-regulation skills, and the strengthening of student-teacher relationships. Students’ abilities and learning styles should always be considered, so including assessments where teachers can provide real-time feedback will ensure that all students understand the materials and those who aren’t showing content retention can receive support. Teachers can also reassess their teaching to ensure all students understand the content, which may result in them adjusting the amount of content presented during class time. By providing feed...

Legos for Beginners (Flipped Classroom) I chose the flipped classroom approach for my course Legos for Beginners. I believe by providing the video below, students can gather a general idea of what’s expected the next day. I could share with the students to review the video before class and think about what you may want to build in class the next day. I would hope that by watching the video, students would brainstorm what they may want to create and that it would spark creative thinking. By actively participating in building a custom design in class, students are in charge of their designs and the overall outcome. Throughout the design, students will use their critical thinking and problem-solving skills to overcome challenges. While completing their designs in class, students can learn from other students through observation of what works and doesn’t and receive feedback from their peers and teachers.  https://www.youtube.com/watch?v=ZTmWapb6NUo

I conducted the listening quiz with my husband and documented his answers versus the correct answers. While asking him to write 1-8 on the left-hand side, he questioned it, but I did not give him an answer, nor did I repeat it, and he correctly wrote numbers 1, 2, 3, 4, …8. After conducting the activity, he wanted to try and complete the other questions, which he found frustrating but  was  able to answer some of the questions correctly. Challenge questions: A man builds a square h ouse and all sides face south, a bear comes to the door and rings the doorbell. What color is the bear? His answer: No color listed / Brown Correct answer: White- it’s a polar bear (the only place you can build a house with 4 sides facing South is the North Pole). You walk into a COLD DARK room and in the COLD DARK room, you see a candle, a kerosene lamp, an oil heater, and a fireplace with paper and kindling. (say this a bit quickly). You have one match in your matchbox, which do you light FIRST, ...