#nmc14portland

By Suzanne Cornell Listening to Sharon Hu, Whoa! Gamifying your course does not high-tech elements? "It just requires game elements"--Sharon Hu Reality Is Broken on Gamification Characteristics: 1. Defined goal 2. Rules 3. Feedback system 4. Participation Gamification Types: Structural Content gamesforchange.org Scenario story setup Criteria: 1. Needs to empower and engage students--choices, public forum, customization, responsive feedback system :::huh? You're allowing the students to customize their grading rubric to adapt to their learning style?::: :::It's an interesting idea to allow student voting on best response, not just verbal response.::: 2. Needs to be easy to play 3. Needs to be sustainable--funding justified, self-sustaining, able to be modified :::It strikes me that this approach is relatively easy to adopt for an educator who feels a little intimidated by the high-tech world of computer gaming as we know it from our own kids' computers. It certainly turns my original perspective of gaming on my ears. Turns out, I find I've already incorporated some of these elements I'm my instruction without developing an overall mission or long-range goal. How much would it take to turn these elements into a cohesive 'game?' Not as much as I would have thought.::: Bit.ly/1pL2Bwy YouTube: James Paul Gee, 13 Principles of game-based learning Out of place but not out of touch,

Je sais que je suis en retard, mais je tiens à féliciter Julia Parra pour son atelier pré-conférence de mardi matin sur les environnements d'apprentissage. Julia tiens les réponses à bien des questions, surtout pour les chargés de cours dont je fais partie. Et puis, j'ai enrichi mon vocabulaire. Si seulement plus de facultés d'éducation avait la même vision qu'elle !

By Suzanne Cornell (Final without glitch, sorry) Listening to Glen Katz and Alan Sandler, Interesting perspective from industry and institutional leaders on what preparation is needed by college graduates to succeed in 21st century careers. Sandler--Need to engage both sides of the Katz--Stages 1st--tools+techniques=applications Applications which include design, creative and critical thinking, and holistic living Sandler--challenges posed by rapidly changing goals and programs on effective learning (Design Problems). :::I think this shows a lack of focus with no defined priorities; in short, no strategic plan. ::: Katz--Work now is easier, but challenges now are of a higher order. :::In short, learning must be more closely linked to real-world relevance. ::: Sandler--Designing programs for future. Help students to visualize future not just talk about it. Help them to develop a concept of what it will look like. Katz--Communication of those ideas is also important. Sandler--a strong learning by doing approach, encourage to find the answers to their own questions which become increasingly complex and higher order. ::::This taps into my interest in sparking intrinsic versus extrinsic motivation. After all, intrinsic motivation sparks drive, a much needed commodity. ::: Katz--more impactful for its use of self-discovery Sandler--creates lifelong learners "Kids don't need to learn the technology. They just use it." :::a thought-provoking session::: Out of place but not out of touch, Out of place but not out of touch,

Les jeunes d’aujourd’hui veulent d’abord expérimenter et explorer. Plus que quiconque, et parfois différemment des générations qui les précèdent, ils désirent apprendre par l'action (CEFRIO, 2009; Grégoire, 2009,; Pletka, 2007). Les élèves désirent échanger entre eux des informations pour résoudre un problème plutôt que de travailler en vase clos. De ce fait, la communication moderne autorise de nouvelles occasions de rencontres intellectuelles ou émotionnelles en levant les barrières et en ouvrant de nouveaux canaux de communication moins restrictifs (Ackoff et Greenberg, 2008; CEFRIO, 2009; NMC, 2013). Comme le souligne en 2012 Thierrry Karsenti, « Au Canada, 93% des enfants ont utilisé un ordinateur... AVANT de débuter l’école. » (Karsenti et Collin, 2013)

Listening to Samantha Becker, 2014--The Year of BYOD Games and Gamification is rising-quest-based learning (Idaho Teen GameLab, teengamelab.com) Wearable tech--Google Glass, etc. is rising. Exciting, but will the board and administration bite on the expense? Convenient for one-person demos and simulations. Lots of information and ideas on trends and challenges. Good presentation. Out of place but not out of touch,

By Suzanne Cornell Listening to Samantha Becker, Key trends to watch: Fast--rethinkining teacher's roles and deeper approaches to learning (Flipping?) Mid-range--increasing use open educational resources (student use is flexible) Long-range--rethinking how schools work, (Design of student space and scheduling) It strikes me how often the discussion of creative and innovative learning spaces has come up during this conference. Questions like, how do I work with what I've been given, come to mind. Out of place but not out of touch,

Cinq minutes… seulement cinq minutes pour présenter un projet qui nous tient à coeur. C’est de la torture pour n’importe quel enseignant ! Pourtant, cette concision imposée reflète bien ce que l’avènement des technologies entraine dans nos classes. En effet, l’utilisation des appareils mobiles et de l’Internet 2.0 fait en sorte que l’enseignant n’a plus à parler si longtemps pendant une leçon. La durée de ces dernières raccourcie pour faire place davantage à de l’exercice d’habiletés et à la recherche ou assistance individualisée. Aninsi, avec l’intégration des technologies, la séquence pédagogique se transforme ainsi : une très courte leçon à l’ensemble du groupe (15 minutes maximum), puis leçon d’appoint en sous-groupe et finalement une aide individualisée. Le cinq minutes de célébrité du NMC a toute sa place : indiquer aux enseignants d’être moins bavards et de laisser la parole à leurs élèves. C’est une grande leçon d’humilité pour ce 21e siècle.

Listening to Nik Honeysett, Quick! Someone tell my boss that Mr. Honeysett said that year-end performer reviews are an outdated paradigm. Out of place but not out of touch,