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APPLYING GAMIFICATION PRINCIPLES TO ONLINE FACULTY PROFESSIONAL DEVELOPMENT
Michael Wi lderOctober 29, 2014
S E SS I O N E VA L U AT I O N S
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Applying Gamification Principles to
Online Faculty Professional
Development
Presenter
Michael WilderInstructional Design CoordinatorDestiny has led Michael on a dual career path of education and technology. As a result, he's a hybrid with skills and perspectives from both fields. He has worked as educator and trainer in a variety of environments, serving as instructional designer, learning technologies specialist, Blackboard administrator, and university instructor.
Learning Objectives
By attending this presentation, participants will be able to:• Discuss the challenges of online professional
development (PD)• Identify potential solutions for providing PD to higher
education faculty• Define essential gamification principles• Develop a basic badge issuing system• Analyze a case study applying these methods
Questions• How many ever taught an online course?• How many have ever received formal training on online teaching and learning pedagogy and tool use?
The Problem• Enrollment in online learning is
rapidly increasing.• All 50 states offer online
learning opportunities.• 21st century educators need to
be prepared to teach online.• Very few institutions offer
practical training opportunities.
(Kennedy & Archambault, 2012)
UNLV Online Education• 300 – 400 online or hybrid
sections per semester• Similar # of instructors• Many courses taught by
part-time instructors• Many new instructors every
semester (with little or no prior online teaching experience)
Our MissionProvide online professional development for online instructors.
• Online teaching and learning pedagogy• Course planning and development • Best-practice models for faculty to see
what the environment looks like• Opportunity for faculty to experience an
online course as a student• Experience with technology and tool use• Identify helpful resources
The Art & Science of Teaching Online Version 1.0
• Initial planning stages in late 2010• First section taught March 2011• Six-week sessions• 25 credit hours / six modules• Cohort based / 5-15 participants per cohort• Instructional designer facilitated• Incentives provided
Initial attempt
Initial attempt
The Art & Science of Teaching Online Version 1.0
• Thirteen sections• 148 participants• 67 graduates• 45% completion rate• Several faculty taking the course repeatedly
67 complete
81 incomplete
148 total
QuestionsImagine yourself in a position to provide professional development to online educators.• What are some ways you could encourage higher
completion rates?• How could you build flexibility so that educators
keep coming back for additional training?
Key survey results
• Online educators have diverse professional development content needs.
• Online educators are very busy.• Online educators need flexibility
with scheduling.• Online educators want an
interface that is both simple and engaging.
Open ended
• No start or end date• Complete on your own schedule• Certificate of completion after all
six modules
Solution
Non-linear• “Choose your own adventure”• Modules can be taken in any
order
Solution
“Gamification is the application of game elements in non-gaming situations, often to motivate or influence behavior.””7 Things You Should Know About Gamification," Educause Learning Initiative
Solution
Gamification
• At least 35 elements of game design
• Many already exist in learning management systems
Case Study
The Art & Science of Teaching Online
Course objectives
Upon completion of this course, participants will be able to:
• describe standard design and development processes for fully online or blended (hybrid) courses at UNLV,
• prepare typical planning documents necessary for developing an online class (syllabus, course schedule, learning objectives),
• identify online teaching techniques that encourage student success,
• develop effective communication and collaboration strategies for online courses,
• design meaningful and authentic assessments for online learning.
Course organization
The course is composed of six learning modules:• Starting the journey• Planning and designing a course• Teaching an online course• Content presentation and online resources• Communication and collaboration• Assessments and rubrics
“Choose your own adventure” navigation
Faculty are encouraged to share challenges and successes, resources, ideas, and thoughts
Future enhancement: Mini quests
Learning Theory?-
Learning Theory?
Learning Theory?
Quality Matters certification process
Hybrid/Blended teaching strategies
Time management for online educators
Questions• What additional topics could be added for online faculty professional development?
Badges“Digital badges are a validated indicator of accomplishment, skill, quality or interest that can be earned in various learning environments.”"A Future Full of Badges," The Chronicle of Higher Education
Example badges from Codecademy
Badges
• Bullet point #1• Bullet point #2• Bullet point #3• Bullet point #4• Bullet point #5
Badges
• Bullet point #1• Bullet point #2• Bullet point #3• Bullet point #4• Bullet point #5
The Future
• Leaderboard• Learning community• Discussion rating• Mentoring• Mobile integration• Additional “mini quests”• Social media integration
Questions – Tie Breakers
“Over 5 million people play an average of _____
hours a week of games.”
Questions – Tie Breakers
“As a planet, we spend ______ hours a week playing video and computer games.”
Questions?
