Introductory Weeks 1-3
The introductory module for ICT integration explored the relationship between technology and learning, commonly referred to as e-Learning. The core topic this week addressed the role of technology in learning, questioned it as a tool to enrich or weaken effective teaching and learning. Specifically, the module introduced four key learning theories, Gamification, Flipped Learning, TPAC and SAMR. Online segment relating to the four pedagogical theories were viewed, each revealing a complexity of possible teaching strategies using ICT integration to plan and assess student learning. Evidence of applied knowledge and understanding for the key learning theories was demonstrated through a discussion n forum. As can be seen attached below, my contribution focused on Flipped Learning and Gamification. Following my research, both theories now play an integral role in my teaching practice and will be used to enhance student engagement, time management and assessment.
The assignment for this week is to research both Flipped Learning and Gamification and their role in learning practice.
Grade : 5/5
Submission 1 - Flipped Learning
As a pedagogy, the Flipped Classroom is an instructional approach and form of blended learning that reverses the traditional mode of a classroom by delivering preliminary content online, focusing class time on student understanding rather than on lecturing (Reidsema, et al 2017). To achieve this, teachers set short videoed content online for their students to view at home prior to the next class lesson. The benefit of flipped learning promotes student-centered learning and collaboration. Students are encouraged to master material through collaborative learning exercise and discussion in class with their peers and teachers. Each pupil can re-watch or pause the lectures, write down any questions or queries they may have, and discuss with their teachers and peers in class. Provided there is technological access, flipped classrooms allow lessons and content to readily accessed. In times of student absence due to sickness, emergencies, sports for example, student can catch up to the content quickly.
A practical example for flipped learning can be seen in Tyler DeWitters ‘Creator of Science’ onlinelecture. In this example, Tyler uses two cameras, one of his face and a camera overhead to peer on to what he’s writing. He allows the students to view his hands as communication, making his presentation personal to his audience. His monologue is a well-thought-out sequence of information. His format allows the student to skip ahead to the example problem and provides a succinct summary at the end.
A noticeable risk to flipped learning is the requirement for students to have access to both internet and a computer to view the e-content at home. This may be challenging on students from low socio-economic areas who already have trouble accessing to other resources. Issue with student motivation and trust are also key concerns. Teacher’s must trust their student to engage with the video content and be prepared for the next lesson. Despite the model’s efficiency and accessibility, there is never a guarantee that students will participate or cooperate with the model.
Assimilating active learning through a flipped classroom requires the teacher to customize and contextualise the subject content to meet the needs of their subject and students. Mark Frydenberg of the Huffington Post stated there is ‘not a ‘one size fits all’ model. Each classroom is unique, with different levels of access to technology, motivation on the students, technological savviness. More importantly, teachers must act as the ‘coach’ not the ‘sage of stage’. In turn, the classroom will turn into a place for activity rather than information transfer and provide a gateway for deeper learning.
Submission 2 - Gamification
Gamification in Education represents the integration of game-based mechanics, aesthetics and game thinking to engage students, motivate action, solve problem and promote learning in non-game contexts (Kapp 2012). As gaming technology develops, the emergence of games based on strategy, time management, and role-playing mechanisms provides many possibilities for new learning experiences. Present day learners are ‘digital natives’ and require different learning styles and new outlooks to the learning process (Kiryakova et al 2014). Educators are facing challenges responding to the need for a modern pedagogical paradigm, student need’s and trends in education. Scott Herbert’s TED Talkon challenging the traditional approaches to education via gamification responds to the ‘engagement crisis’ in school environments. For this reason, students are more likely to respond to the use of games as a means for motivation and engagement. Firstly E-learning, based on modern ICT, creates favourable conditions for the processes of processing students’ data and tracking their progress are automated and software tools can generate detailed reports. The integration of educational games as learning tools is a promising approach due to the games’ abilities to teach and reinforces not only knowledge but also relevant skills such as problem-solving, collaboration, and communication.
Gamification also offers an informal learning environment that helps students practice real-world scenarios and challenges. Assessment and activities provide different levels and ways to receive feedback, almost instantly, so that the student receives an understanding of what went wrong and how they might improve the next time. A great example of gamification is the education app Tinycards by Duolingo. The gamified app makes learning any subject (language, history, science, colours, numbers) fun, interactive and personalised. As you progress through a deck of cards, your progress bar fills up and you wear accomplishments. The app also allows you to create your own flashcards that can be enjoyed by anyone in the Tiny cards community. This empowers student creativity, external feedback, personal development and accomplishment within the activity alone. However, creating a highly functioning instructional game is difficult, time consuming, and costly (Kapp, 2012). A prominent risk for effective gamification in the classroom requires certain technical infrastructure. Certain games may need equipment, software, and training costs for schools. Occasionally these costs may be distributed on the students through registration fees and course codes that must be purchased. In turn, a risk occurs in creating a higher barrier for entry into the classroom. Another risk is that gamification might create rule-based experiences that feel just like traditional academic practice. The concept of pontification for mastery of a concept may lead to students needing an instant gratification as a motivator for learning.
Vygotsky’s theory of zone of proximal development and Piaget’s theory of cognitive development both support the idea that the effects of learning can be maximized when students engage in learning tasks that require the highest level of their abilities. In order of gamification to aid the future of new learning styles, teaching must have a comprehensive understanding of their student and the context of the subject. Learning objectives must be outlined to structure the experience and identify appropriate resources. This includes, allowing students the freedom to fail and allow mistakes to be made with little consequence. Students must also be able to explore and discover new strategies and pieces of information. A game’s goal, or mastery should give student feedback, where students are given time to pause and reflect on tasks they have accomplished, rather than fear failure.
With the combination of the factors and increased focus on student engagement and the possibilities provided by digital learning make gamification a powerful tool for educators.