Disruption, destruction and chaos has become the new way of governing
It is really about how the world now works, and reflective of ideas that first gained ground in the 1980s and 90s. Back then, the French theorist Jean Baudrillard contended that the difference between actuality and mere simulation had long since broken down, a notion encapsulated in the postmodern concept of “hyperreality”.
The sociologist Zygmunt Bauman, in his book Intimations of Postmodernity, summarised Baudrillard’s portrayal of a culture in which “images represent nothing but themselves, information does not inform, [and] desires turn into their own objectives”.
“We live in a world where there is more and more information, and less and less meaning,” wrote Baudrillard in 1981.
34 TOP TIPS FOR USING GAMIFICATION IN ONLINE LEARNING
34 Top Tips for using Gamification in Online Learning
1. KNOW WHAT YOUR GOAL IS
2. DESIGN YOUR GAME MECHANICS TO DRIVE POSITIVE BEHAVIOURAL CHANGES
3. CREATE A BUZZ AROUND THE LAUNCH
4. WELCOME WITH A BADGE
5. KEEP IT FUN
6. KEEP IT SIMPLE
7. LET LEARNERS CREATE AVATARS
8. MAKE PROGRESS OBVIOUS
9. MAKE ALERTS OBVIOUS
10. USE LEVELS TO DEFINE A LEARNING JOURNEY
11. START WITH EASIER, SHORTER LEVELS
12. MAKE IT CLEAR WHAT NEEDS TO BE DONE TO PROGRESS
13. WEIGHT YOUR POINTS ACCORDINGLY
14. GIVE MORE REWARDS TO USERS WHO ARE LESS ACTIVE
15. USE INTRINSIC REWARDS TO SPARK BEHAVIOURAL CHANGE
16. LET LEARNERS EXCHANGE POINTS FOR PRIZES
17. USE EXTRINSIC REWARDS SPARINGLY
18. LET THE LEARNER BECOME AN EXPERT
19. TIE LEARNER GOALS TO LARGER COMPANY GOALS
20. CREATE AN AREA FOR COMMUNITY
21. CREATE DISCUSSION GROUPS
22. INTEGRATE WITH SOCIAL MEDIA
23. MAKE SURE IT LOOKS GOOD
24. MAKE SURE IT’S ON BRAND
25. CATER FOR EVERY TYPE OF GAMER
28. ASK FOR FEEDBACK
29. KEEP CONTENT FRESH & REGULAR
30. YOU CAN NEVER HAVE ENOUGH BADGES!
31. GROUP BADGES IN SETS
32. USE LIMITED EDITION BADGES
33. GENERATE ENVY
34. ENCOURAGE COMPETITION
a tour of the Academy LMS, the world’s #1 gamified learning management system
more on online learning in this IMS blog
This article pleads for a consideration what now is a full-blown reform in Finland (replacing subjects with topics) and seriously considered in the UK, as reported in this IMS blog: https://blog.stcloudstate.edu/ims/2015/03/24/education-reform-finland/
Broadening Pedagogical Knowledge by Learning from Other Disciplines
By: Maryellen Weimer, PhD
there’s a long-standing and still fairly widely held belief that the teaching needed for a particular kind of content is unique. Unless you know the content, you can’t know how to teach it.
What and how we teach are linked, but there are other connections besides those between method and material, and those connections aren’t all unique to the discipline. All (well, almost all) teachers want students engaged, and student engagement in physics and philosophy doesn’t look all that different. All teachers are concerned with classroom management issues. If students are dealing more with their phones than the material, the content is irrelevant. All teachers have a responsibility to prevent cheating. All teachers aspire to use fair and equitable grading practices. Course design principles transcend disciplines. The features of a good multiple-choice question are not discipline specific. And then there are those student characteristics that challenge teachers in every field: passivity, lack of motivation, low self-esteem, less than adequate study skills, and excessive grade-orientation start the list.