Exit slips can take lots of forms beyond the old-school pencil and scrap paper. Whether you’re assessing at the bottom of Bloom’s taxonomy or the top, you can use tools like Padlet or Poll Everywhere, or measure progress toward attainment or retention of essential content or standards with tools like Google Classroom’s Question tool, Google Forms with Flubaroo, and Edulastic,
Low-stakes quizzes and polls: If you want to find out whether your students really know as much as you think they know, polls and quizzes created with Socrative or Quizlet or in-class games and tools like Quizalize, Kahoot, FlipQuiz, Gimkit, Plickers, and Flippity
Dipsticks: So-called alternative formative assessments are meant to be as easy and quick as checking the oil in your car, so they’re sometimes referred to as dipsticks. These can be things like asking students to:
write a letter explaining a key idea to a friend,
draw a sketch to visually represent new knowledge, or
do a think, pair, share exercise with a partner.
Interview assessments: If you want to dig a little deeper into students’ understanding of content, try discussion-based assessment methods. Casual chats with students in the classroom can help them feel at ease even as you get a sense of what they know, and you may find that five-minute interview assessments
Misconceptions and errors: Sometimes it’s helpful to see if students understand why something is incorrect or why a concept is hard. Ask students to explain the “muddiest point” in the lesson—the place where things got confusing or particularly difficult or where they still lack clarity. Or do a misconception check:
The Verb Collective is a toolkit for creating interactions and experiences in Unity. We employed a strategy of reducing code into very basic commands, such as “to look.” Each verb can be triggered by another verb or can be active on start, and each verb can act as a trigger for an array of other verbs. Our goal was to create a system inspired by the exploration of concrete experiences as a way to open the technology to users less interested in a specific outcome, such as a game, and more interested in exploring the material properties of the worlds they create. In doing so, we hope to bring in a more diverse set of makers that challenge existing notions or expectations of these media.
Located in a building renovated over the past two years, the Dreamscape Learn centre welcomed 1,000 students in this, the first full semester. In place of traditional biology laboratory time, these students attend labs in the state-of-the-art virtual learning centre that cost US$20 million, paid for by Dreamscape Immersive, philanthropy and ASU.
What we’re doing with the alien zoo is replacing conventional biology labs with these highly immersive laboratory modules in which students get to enter into a virtual world and really deal with the way real scientists collect data, look at problems, collaborate, come up with solutions, try the solutions and then come up with other hypotheses.”
Making the abstract concrete
As is the case in many video games, the avatars can travel back in time, in this case to Britain at the start of the Industrial Revolution, when widespread burning of coal began increasing the CO2 levels in the atmosphere. We have an amazing tool, Schlosser told the conference, to put students next to where things happened, next to where they might look into the future. Doing this makes the abstract become concrete.
Despite these claims, the legal status of virtual “owners” is significantly more complicated.
It is in these lengthy and sometimes incomprehensible documents where metaverse platforms spell out the legal nuances of virtual ownership. Unlike the blockchain itself, the terms of service for each metaverse platform are centralized and are under the complete control of a single company. This is extremely problematic for legal ownership.
For example, on one day you might own a $200,000 digital painting for your apartment in the metaverse, and the next day you may find yourself banned from the metaverse platform, and your painting, which was originally stored in its proprietary databases, deleted. Strictly speaking, you would still own the NFT on the blockchain with its original identification code, but it is now functionally useless and financially worthless.
Milliman also plans to create a U Arizona course tailored to individuals who might come to the university via the Age of Empires IV experience. “It will help them transition from being gamers to being students,” he explained. “This will get online students familiar with doing historical research and being a university student. There won’t be any textbooks or tests. It will be project-focused and based on the experiences they had playing the game with our additional content.”
The Metaverse is a fuzzy concept: It entered dictionaries via Neal Stephenson’s 1992 dystopian sci-fi novel Snow Crash, where the Metaverse is the virtual refuge from an anarchy-laden world controlled by the Mafia, and was brought back by a series of blogposts by VC Matthew Ball.
The morality of the Metaverse project is the least of its problems. Unlike Google Glass, the gold standard of tech blunders, it is not an overhyped (and ill-conceived) product: It is pure hype, without a product—except for some hypothetical “building blocks.”
A letter by the CEO of Japanese game developer Square Enix, in which the executive expounded on his interest in NFTs and drew an odd distinction between people who “play for fun” and those who “play to contribute” was also badly received.
Sean Gallagher is founder and executive director of Northeastern University’s Center for the Future of Higher Education and Talent Strategy, and executive professor of educational policy.
a new national survey of C-suite executives that we recently conducted, 70 percent said that U.S. workers should be worried about their skills becoming outdated over the next few years.
Online education services companies – or “OPMs” as many refer to them, have continued to play a major role in the scaling of online higher education, within, and now increasingly beyond the U.S.
Laubersheimer, J., Ryan, D., & Champaign, J. (2016). InfoSkills2Go: Using Badges and Gamification to Teach Information Literacy Skills and Concepts to College-Bound High School Students. Journal of Library Administration, 56(8), 924.
From online trivia and virtual board games to complex first-person perspective video games and in-person scavenger hunts, libraries are creating games for a variety of purposes, including orientations and instruction (Broussard,2012; Mallon, 2013; Smith & Baker, 2011).
Although the line between gaming and gamification can be blurry, most scholars recognize differences. Games are interactive, involvechallenge, risk, and reward, and have rules and a goal (Pivec, Dziabenko, &Schinnerl, 2003; Becker, 2013). Gamification, on the other hand, utilizes spe-cific gaming elements, often interactivity and rewards, to make an ordinary task more engaging (Prince, 2013). The gamification layer is not the focus of an endeavor, but rather can add enjoyment and a sense of competition toa task.
Battista (2014) argues that well-executed badges could represent an authentic assessment tool, because they often require the student to tangibly demonstrate a skill, competency, or learning outcome.
Use of the badges helped the team organize the Web site and provided a hierarchy to follow once the steps for earning each badge were created.Each badge consists of three to six tasks. A task can be a tutorial, a video, a game, or a short reading assignment on a given topic. An assessment is given for each task
The fourth and final platform the group considered was BadgeOS fromLearningTimes. BadgeOS requires a WordPress installation BadgeOS was designed to work with Credly (https://credly.com/) and Mozilla Open Badges (http://openbadges.org/) as standard features. LearnDash was the most useful plugin for the project beyond BadgeOS. Available for a reasonable fee, LearnDash adds tools and features that give WordPress the ability to be used as a complete learning management system(LMS). Available for free under the GNU Public License, BuddyPress(https://buddypress.org/) is another plugin that was capable of integrating with BadgeOS as an extension. The advantage of BuddyPress for the project group was the addition of social media components and functionality to the project Web site. Go-daddy.com offered comprehensive technical support, easy application instal-lation, and competitively priced hosting packages. A 3-year hosting agree-ment was purchased that included domain registration, unlimited storageand unlimited bandwidth.