CNIE 2014 Gamification a Different Paradigm of Pedagogy 5: Thur. May 15 11:30-12:30 Katrin Becker © K.Becker CNIE 2014 Outline 1. 2. 3. 4. 5. 6. 7. What am I playing now? A New Paradigm of Education? How Does Gamification Fit? Gamification is NOT New Gamification IS New Is Gamification a Different Paradigm? Resources Gamification: A Different Paradigm of Pedagogy 2 © K.Becker CNIE 2014 Who Am I? Katrin Becker, PhD © K.Becker CNIE 2014 What am I playing Now? 20/10/2014 Gamification Workshop K.Becker © 4 © K.Becker CNIE 2014 What are Schools For? Childcare so parents can work.  Socialization (Entrainment to authority)  Creation of an efficient underclass of workers.  Teaching Good Test-Taking Behavior  Schools are:  hierarchical  authoritarian  do not encourage personal agency  Brenda Laurel Gamification: A Different Paradigm of Pedagogy 5 © K.Becker CNIE 2014 A New Paradigm? Agriculture      Industrial permanence communities specialization extended families slow transportation      mobility urbanization mechanization nuclear family rapid transportation Information      extreme mobility urban > rural jobs shift family dispersal massive & rapid Gamification: A Different Paradigm of Pedagogy 6 © K.Becker CNIE 2014 A New Paradigm in Education? Agriculture     1-on-1 personalized apprenticeship 1-room school house Industrial     mass education age-determined trade schools current system Information     ??? ??? ??? ??? Gamification: A Different Paradigm of Pedagogy 7 © K.Becker CNIE 2014 A New Paradigm in Education?  To understand what features an information-age educational or training system should have . . .  We must first understand the changing needs and conditions of the emerging information society. Reigeluth, C. M., & Karnopp, J. (2013). Reinventing schools : it's time to break the mold. Lanham: Rowman & LIttlefield Education. Gamification: A Different Paradigm of Pedagogy 8 © K.Becker CNIE 2014 A New Paradigm in Education? Industrial Age          Bureaucratic organization Autocratic leadership Centralized control Adversarial relationships Mass production, etc. Compliance Conformity One-way communications Compartmentalization (Division of Labor) Information Age          Team organization Shared leadership Autonomy, accountability Cooperative relationships Customized production, etc. Initiative Diversity Networking Holism (Integration of tasks) Reigeluth, C. M., & Karnopp, J. (2013). Reinventing schools : it's time to break the mold. Lanham: Rowman & LIttlefield Education. Gamification: A Different Paradigm of Pedagogy 9 © K.Becker CNIE 2014 A New Paradigm in Education? problem-solving cooperation initiative vs vs vs factual knowledge competition compliance Reigeluth, C. M., & Karnopp, J. (2013). Reinventing schools : it's time to break the mold. Lanham: Rowman & LIttlefield Education. Gamification: A Different Paradigm of Pedagogy 10 © K.Becker CNIE 2014 A New Paradigm in Education?  General Features:  People learn at different rates – adapt to them Sorting Time-based Group-based Teacher-based vs vs vs vs Learning Attainment-based Person-based Resource-based A key: The report card Reigeluth, C. M., & Karnopp, J. (2013). Reinventing schools : it's time to break the mold. Lanham: Rowman & LIttlefield Education. Gamification: A Different Paradigm of Pedagogy 11 © K.Becker CNIE 2014 What Needs to Change? Different Paradigm of Pedagogy (Instructional Technology) B. Different Roles for students, teachers, and technology. C. Different roles for instructional designers D. Different structure of educational systems A. Reigeluth, C. M., & Karnopp, J. (2013). Reinventing schools : it's time to break the mold. Lanham: Rowman & LIttlefield Education. Gamification: A Different Paradigm of Pedagogy 12 © K.Becker CNIE 2014 What Needs to Change? Different Paradigm of Pedagogy (Instructional Technology) B. Different Roles for students, teachers, and technology. C. Different roles for instructional designers D. Different structure of educational systems A. Reigeluth, C. M., & Karnopp, J. (2013). Reinventing schools : it's time to break the mold. Lanham: Rowman & LIttlefield Education. Gamification: A Different Paradigm of Pedagogy 13 © K.Becker CNIE 2014 Different Paradigm of Pedagogy Students learn at different rates.  Student progress is  attainment-based  customised  Project Based  Tutorial  Reigeluth, C. M., & Karnopp, J. (2013). Reinventing schools : it's time to break the mold. Lanham: Rowman & LIttlefield Education. Gamification: A Different Paradigm of Pedagogy 14 © K.Becker CNIE 2014 Different Roles  For Students: active  self-directed   For Teachers: designers  facilitators  mentors  Reigeluth, C. M., & Karnopp, J. (2013). Reinventing schools : it's time to break the mold. Lanham: Rowman & LIttlefield Education. Gamification: A Different Paradigm of Pedagogy 15 © K.Becker CNIE 2014 Different Roles for Technology.  Student Learning: record-keeping  planning  instruction  assessment  Reigeluth, C. M., & Karnopp, J. (2013). Reinventing schools : it's time to break the mold. Lanham: Rowman & LIttlefield Education. Gamification: A Different Paradigm of Pedagogy 16 © K.Becker CNIE 2014 Different Structure of Educational Systems No Grade Levels  Continuous Progress No Courses  Projects, Attainments No Grades  Inventories of Attainments No Classrooms  Studios, Collaboration Contexts Reigeluth, C. M., & Karnopp, J. (2013). Reinventing schools : it's time to break the mold. Lanham: Rowman & LIttlefield Education. Gamification: A Different Paradigm of Pedagogy 17 © K.Becker CNIE 2014 How Does Gamification Fit? The use of game elements in non-game contexts. Deterding, S. (2012). 9.5 Theses on the Power and Efficacy of Gamification. Microsoft Research. [Microsoft Research Video] Retrieved from http://research.microsoft.com/apps/video/dl.aspx?id=174677&l=i on 12 October 2012. Gamification: A Different Paradigm of Pedagogy 18 © K.Becker CNIE 2014 Gamification Game Gamification Game System Elements Playful Design Toy Play Gamification: A Different Paradigm of Pedagogy 19 © K.Becker CNIE 2014 Playing vs Gaming Gamification: A Different Paradigm of Pedagogy 20 © K.Becker CNIE 2014 Game Systems vs Game Elements Gamification: A Different Paradigm of Pedagogy 21 © K.Becker CNIE 2014 Gamification is NOT New Gamification: A Different Paradigm of Pedagogy 22 © K.Becker CNIE 2014 Gamification IS New:  Flexible Path Must earn 'N' XP.  Here are 'M' things  totalling >N XP (*important*)  Must do at LEAST these: ____  The rest is up to you.  Gamification: A Different Paradigm of Pedagogy 23 © K.Becker CNIE 2014 Gamification IS New: Competency Driven  Quests  activities; things to DO  Focus on:  Activities that match objectives  How learners can demonstrate competence Gamification: A Different Paradigm of Pedagogy 24 © K.Becker CNIE 2014 Gamification IS New: Accumulative Grades Welcome to class …. ….. you all have ZERO • • Everything the learner does for points ADDS to the total. NOTHING the learner does can lower their score. Gamification: A Different Paradigm of Pedagogy 25 © K.Becker CNIE 2014 Back to Reigeluth's Different Paradigm of Pedagogy Structure of Educational Systems  Student Progress  Student Work  Student & Teacher Roles  Roles for Technology  Gamification: A Different Paradigm of Pedagogy 26 © K.Becker CNIE 2014 Different Structure of Educational Systems No Grade Levels Continuous Progress No Courses  Projects, Attainments No Grades  Inventories of Attainments No Classrooms  Studios, Collaboration Contexts Gamification: A Different Paradigm of Pedagogy 27 © K.Becker CNIE 2014 Different Structure of Educational Systems No Grade Levels Continuous Progress Gamification: A Different Paradigm of Pedagogy 28 © K.Becker CNIE 2014 Different Structure of Educational Systems No Grade Levels  Continuous Progress No Courses  Projects, Attainments No Grades  Inventories of Attainments No Classrooms  Studios, Collaboration Contexts Gamification: A Different Paradigm of Pedagogy 29 © K.Becker CNIE 2014 Different Structure of Educational Systems No Courses  Projects, Attainments Gamification: A Different Paradigm of Pedagogy 30 © K.Becker CNIE 2014 Different Structure of Educational Systems No Grade Levels  Continuous Progress No Courses  Projects, Attainments No Grades  Inventories of Attainments No Classrooms  Studios, Collaboration Contexts Gamification: A Different Paradigm of Pedagogy 31 © K.Becker CNIE 2014 Different Structure of Educational Systems No Grades  Inventories of Attainments Gamification: A Different Paradigm of Pedagogy 32 © K.Becker CNIE 2014 Different Structure of Educational Systems No Grade Levels  Continuous Progress No Courses  Projects, Attainments No Grades  Inventories of Attainments No Classrooms  Studios, Collaboration Contexts Gamification: A Different Paradigm of Pedagogy 33 © K.Becker CNIE 2014 Different Structure of Educational Systems No Classrooms  Studios, Collaboration Contexts Image Credit: http://thelearningexpresspreschool.com/ Gamification: A Different Paradigm of Pedagogy 34 © K.Becker CNIE 2014 Different Paradigm of Pedagogy Students learn at different rates.  Student progress is  attainment-based  customised  Project Based  Tutorial  http://www.srareadinglabs.com/ Reigeluth, C. M., & Karnopp, J. (2013). Reinventing schools : it's time to break the mold. Lanham: Rowman & LIttlefield Education. Gamification: A Different Paradigm of Pedagogy 35 © K.Becker CNIE 2014 Different Roles  For Students: active  self-directed   For Teachers: designers  facilitators  mentors  Reigeluth, C. M., & Karnopp, J. (2013). Reinventing schools : it's time to break the mold. Lanham: Rowman & LIttlefield Education. Gamification: A Different Paradigm of Pedagogy 36 © K.Becker CNIE 2014 Different Roles  For Students: active  self-directed   For Teachers: designers  facilitators  mentors  Reigeluth, C. M., & Karnopp, J. (2013). Reinventing schools : it's time to break the mold. Lanham: Rowman & LIttlefield Education. Gamification: A Different Paradigm of Pedagogy 37 © K.Becker CNIE 2014 Different Roles for Technology.  Student Learning: record-keeping  planning  instruction  assessment  Reigeluth, C. M., & Karnopp, J. (2013). Reinventing schools : it's time to break the mold. Lanham: Rowman & LIttlefield Education. Gamification: A Different Paradigm of Pedagogy 38 © K.Becker CNIE 2014 School is Already a Game Gamification: A Different Paradigm of Pedagogy 39 © K.Becker CNIE 2014 Key Differences 1. 2. 3. 4. 5. Flexible Path Flexible Schedule Self-Directed Maximal Choice Accumulative Grading Gamification: A Different Paradigm of Pedagogy 40 © K.Becker CNIE 2014 Questions? Comments? Gamification: A Different Paradigm of Pedagogy 41 © K.Becker CNIE 2014 Abstract of Presentation: In a recent online presentation Charles M. Reigeluth, he said that the future of Ed Tech would require a change of paradigm of pedagogy. Gamification is one such new pedagogy that can be implemented without the need for institutional systemic change. ‘Gamification’ is the use of game elements in non-game contexts and since the term’s first appearance in 2006, it has become a trending topic on many education forums. This presentation reports on the gamification of 2 university courses: one a grad-level education course and the other a freshman computer course. While many aspects of gamification are *not* new, some are, and when taken together create a pedagogy that could be one of Reigeluth’s different paradigms. His requirements for a new paradigm includes a requirement for attainment-based, continuous student progress that is learner-centered, personalized, and self-directed. Gamification, done right, is all those things. The Gamification Paradigm includes: 1. Strict cumulative grading. 2. More tasks to choose from than needed for a perfect score. 3. Flexible path through content to demonstrate objectives. 4. Attainment-base student progress. 5. Criterion-referenced assessment. The presentation will explain the structure of the courses that were taught, highlight successes and failures, and conclude with strategies that can be used to incorporate meaningful gamification into existing courses. Gamification: A Different Paradigm of Pedagogy 42 © K.Becker CNIE 2014 Resources            Becker, K. (2004). Reconciling a Traditional Syllabus with an Inquiry-Based Introductory Course. The Journal of Computing Science in Colleges, 20(2), 28-37. Becker, K. (2006). How much choice is too much? SIGCSE Bull., 38(4), 78-82. doi: 10.1145/1189136.1189176. Becker, K. (2007). Digital Game Based Learning, Once Removed: Teaching Teachers BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, SIG-GLUE Special Issue on Game-Based Learning 2007, 38(3), 478-488. Bogost, I. (2012). Persuasive Games: Exploitationware. Gamasutra. Retrieved from http://www.gamasutra.com/view/feature/6366/persuasive_games_exploitationware.php Charles, D., Charles, T., McNeill, M., Bustard, D., & Black, M. (2011). Game-based feedback for educational multi-user virtual environments. British Journal of Educational Technology, 42(4), 638-654. doi: 10.1111/j.14678535.2010.01068.x. Deci, E. and Ryan, R. (2004). Handbook of Self-Determination Research. Rochester, NY: University of Rochester Press. Deterding, S. (2012). 9.5 Theses on the Power and Efficacy of Gamification. Microsoft Research. [Microsoft Research Video] Retrieved from http://research.microsoft.com/apps/video/dl.aspx?id=174677&l=i on 12 October 2012. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining "gamification". Paper presented at the Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, Tampere, Finland Kapp, K. M. (2012). The gamification of learning and instruction : game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer. Nicholson, S. (2012). A User-Centered Theoretical Framework for Meaningful Gamification. Paper presented at the Games + Learning + Society 8.0, Madison, WI. on June 13 Sheldon, L. (2012). The Multiplayer Classroom : Designing Coursework as a Game. Boston, Mass.: Course Technology/Cengage Learning. Gamification: A Different Paradigm of Pedagogy 43 © K.Becker