Image source(s): Kurious, CC0 Public Domain
Crafting Meaningful reflections for my eportfolio
Evidence No.15: Game Based Learning (Edutopia Quest)
Course Outcome(s):
Course Outcome(s):
- Be familiar with common terms, definitions and elements related to emerging technologies.
- Research and identify emerging technologies with educational applications not yet adopted by mainstream education or in early adoption phases.
- Examine current research around technology/pedagogy adoption, best practices for change management and technology integration.
The purpose of this quest was to provide an introduction to Game-Based Learning. To complete this quest I researched various articles relating to Game-Based Learning and Game Mechanics. With so much information requiring synthesis I chose to present my findings using the visual medium of an infographic. The creation infographic allowed me to process and categorize my learning in a concise and focused manner.
Completing this quest enabled me to develop a better understanding of the concept of Game-Based Learning and how games can be implemented and utilized in an educational setting. by creating the infographic, I became more aware of the elements and terminology involved with Game-Based Learning and how games in the classroom can be supported by technology and how that technology can support the teacher.
I previously knew that we learn from play, but I now better understand now how a game can be more than just play. When developed and implemented correctly, games can support and reinforce learning outcomes whilst creating opportunities for students to make deeper personalized connections.
Evidence No. 16: Synchronous learning: Is there a future? (Quest)
Course Outcome(s):
The assignment, to which the following document was created for, was completed as a quest to investigate the possible future of synchronous learning. The piece itself was created and submitted using a relatively new tool to me, Google Doc's. The act of creating and submitting a document using this online tool again highlighted to me the number of powerful tools that can be utilized in the online environment.
Investigating the potential future of synchronous learning held special interest to me. I personally have a preference for independent work, but if presented the opportunity I will participate in synchronous sessions. As a student of a traditional university, the 'human touch' helped me connect to materials. It also helped me become part of the learner community.
Through the investigation and completion of this project I have developed a stronger understanding of the need to design courses that include choice. Not only the choice of how to participate, but also how a student wants to interact. This provides the opportunity to participate synchronously or asynchronously without removing the choice of 'human interaction'.
Course Outcome(s):
- Be familiar with common terms, definitions and elements related to emerging technologies.
- Examine current research around technology/pedagogy adoption, best practices for change management and technology integration.
- Consider potential design/implementation opportunities and challenges of emerging technologies/pedagogies.
The assignment, to which the following document was created for, was completed as a quest to investigate the possible future of synchronous learning. The piece itself was created and submitted using a relatively new tool to me, Google Doc's. The act of creating and submitting a document using this online tool again highlighted to me the number of powerful tools that can be utilized in the online environment.
Investigating the potential future of synchronous learning held special interest to me. I personally have a preference for independent work, but if presented the opportunity I will participate in synchronous sessions. As a student of a traditional university, the 'human touch' helped me connect to materials. It also helped me become part of the learner community.
Through the investigation and completion of this project I have developed a stronger understanding of the need to design courses that include choice. Not only the choice of how to participate, but also how a student wants to interact. This provides the opportunity to participate synchronously or asynchronously without removing the choice of 'human interaction'.