Problem based learning PBL

Teaching

Staff being the authority

Content focus

Tutor decides what they teach

Learning

being an authority

Application focus

Student decides what they learn

PBL - Transforming learning

Problem-based learning approach: workshop model 1. Brainstorm the problem: generate lots of ideas, define

the problem(s) (Take time on this stage) 2. Facts: what do you know/ evidence base and resources 3. Learning issues: what is the gap in your knowledge or

understanding? 4. Action plan: what do you need to do as a group to identify

and evaluate potential solution(s) to the problem

Card games Board games Team games Short or longer term Multi player/small group/pairs Online/face to face

Games

Gamification of learning SIX factors contributing to effective engagement in games

FUN: engagement is easier if the experience is enjoyable SOCIAL: engagement is reinforced by the social support of others going through the same experience IDENTITY: engagement can be encouraged if everyone has a visible role in the learning environment CHALLENGE: engagement can build on human competitive drive, enhanced by social pressure STRUCTURE: engagement is more likely if objectives and constraints are clear and acceptable FEEDBACK: engagement is reinforced by making achievement explicit and timely

Gamification of learning Any game improves performance through raising awareness - identify the characteristics that you want to gamify:

Attendance, asking/answering questions in class, engaging in online group activity, completing a flipped lesson, doing pre-session reading etc

Game involves ‘monitoring’, which increases academic understanding of the issues involved Game promotes a learning cycle of improvement You can ‘gamify’ without playing a game!

Some examples of simple games

8 21/07/2017

10 21/07/2017

Using TV formats They are familiar to students

11 21/07/2017

15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

$1 Million $500,000 $250,000 $125,000 $64,000 $32,000 $16,000 $8,000 $4,000 $2,000 $1,000 $500 $300 $200 $100

Welcome to

Who Wants to be a Millionaire

50:50

Hot

Spot Hot

Spot

Hot

Spot

Hot

Spot

Hot

Spot

Hot

Spot

Strike it Lucky

Lots of free templates on the internet I get many templates from https://www.tes.com/teaching-resources Create a free account and don’t pay for resources on there!!

14

Use familiar formats Games

TV Gameshows

Board games

Other games

15

More complex narrative games Branching stories

16 21/07/2017

17

At the start of the game, the protagonist Peng is wandering around his rural Chinese village. ‘Peng’ is a fictional name given to a real individual that the LSE academic met during his ethnographic fieldwork. Peng canvasses the opinion of family and neighbours, trying to decide whether (or when) to take the long bus journey to Beijing to seek work. The game is built around text – Peng’s own thoughts, speech from other characters, and choices for further speech and actions. The text adventure is an excellent format for demonstrating the extent of students’ understanding; students must actively weigh evidence, and make informed judgements, in order to progress. The Long Day of Young Peng has been written in Twine, an open source tool for creating text-based games. Description of game taken from: http://blogs.lse.ac.uk/education/2017/05/23/games-and-learning/

18 Example of a public Twine game: http://www.inpatientgame.com/index.html

Gamification Gamification is the application of elements of game design and mechanics to non-game contexts, usually with the intention to influence behaviour and engagement. Gamification does not call for the explicit use of games, or some notion of ‘play’ or ‘playtime’. It reflects what the successful design and implementation of game experiences can tell us about human behaviour and engagement.

19 21/07/2017

Octalysis framework by Yu-Kai Chou

20 http://yukaichou.com/gamification-examples/octalysis-complete-gamification-framework/

Without at least one of these core drives present in any experience, active engagement of the participants is unlikely.

21 https://eic.rsc.org/feature/theres-a-badge-for-that/2500444.article

There’s a badge for what you have achieved….

PLAN - What are your LOs?

ASSESS

Ensure that you plan in at the beginning how you will evaluate your ‘change’ or ‘innovation.’

22

The teaching process

TEACH

REVIEW/ EVALUATE

23 21/07/2017

Identify the objectives of your gamified experience and the parameters for the activity – attendance, answering questions in class etc. Games improve performance through raising awareness. Games involve monitoring which increase academic understanding of issues involved. Games promote a learning cycle of improvement.

Conclusions

Here are some innovative pedagogies that work 1. Visual representations (concept maps, mind maps, time lines)

2. Simulations/ Inquiry based learning

3. Problem based/project based learning

4. Games/gamification

5. Team-based learning

6. Just in Time teaching (JiTT)

7. Flipped learning

But always remember the Hawthorne effect! Don’ overuse one straetgy or approach.

24 21/07/2017

Remember the Hawthorne effect!

25 21/07/2017

Plenary review In your groups, identify as many types of learning and teaching activities we have come across over the past 4 days…

Write one strategy per post it note.

It might be helpful to review the material and any photos or notes you have taken this week.

And then…..

Feasibility matrix – place your post its….

Innovative

Not yet feasible

Innovative

Feasible

Not yet feasible

Feasible

Common Innovative

Common

Feasible

28 21/07/2017

Goodbye and good luck! Hope to see or at least hear from you again! (especially if it’s about impact!)