Personal Learning Environment
Recent developments in research (a more individual focus on learning and competence development) and technology (mashups and widgets) has got me thinking that there is a new kind of PLE. Learners are now able to design their own learning environments whereas before they were positioned by the educator such as the tutors, teachers or administrators. PLEs typically consist of distributed web-applications and services that learners integrate according to their own wishes. This begs the question “How do we assess this new found independent learner” when the learner is creating not only their own meaning but their own knowledge as well.
Student report cards re-enforce negative aspects of learning. There seems only one way to get a good mark, through testing or a teachers opinion.
give the students a ranking and then to move from one level to the next they would have various ways of levelling-up not just a test. Extra course work, different methods of assessment.
Lets say a student gets caught plagiarising, rather than fail them and warn them not to do it again, they could take an academic skills class and gain some of the marks for the assessment back. Positive reinforcement, not hitting them with a stick. That’s how games work.
Students when they arrive at college spend half their time trying to figure out how many classes they can skip before they fall below the 80% attendance score.
give the students 0% attendance at the start and then they have to work their way up to 80% attendance.
They have to achieve something to level-up
skipping class is negative, their actions re-enforce the negative action.
Levelling up is a positive. A student’s action influences their attendance in a positive way.
Re-enforce positive actions.
Billions of hours are spent every year playing games.
This blog is not about using games in the classroom its about how we can influence student learning behaviour through game dynamics.