In my first post on gamification, I talked about the difference between gamification and game-based learning. In the second, I gave some tips on how you can get more familiar with the idea of gamification. Now I would like to talk about the different kinds of concepts involved in gamification, and how they can be applied to your online course, starting with feedback. Feedback One of the most important aspects of most games is that a system exists that gives instant feedback to let the player know how they did. This wonderful blog post from 2013 gives a great example
One of the hallmarks of a quality online course is alignment among learning objectives, instructional materials, and assessments to ensure critical course components work together so learners can achieve desired learning outcomes. This post illustrates how alignment drives the development and implementation of effective assessments. Assessment is the method we use to gather data about students in order to evaluate, measure, and document their learning progress, such as exams, papers, and discussions. Let’s dive deeper into alignment and creating effective assessments by examining course- and module-level learning objectives and a potential assessment strategy for one of our SPS online courses.
Recently, IMC Professor Judy Franks presented an interesting issue: her student evaluation feedback indicated that her students absolutely loved her course, but were overwhelmed with the workload. In addition, she was asked to teach three sections of the course in the upcoming quarter. Combined, these issues pointed to the need to streamline the assessments in her course to decrease student time spent completing them as well as faculty time spent grading. Professor Franks wanted to use technology to maintain the rigor of her assessments and make it easier to provide enough feedback to each student. We focused on two assessments