Gamification

Assessment type Self-assessment in POGIL structure
Assessment method/tool Guided Self-Assessment in small groups
Operationalisation (what is being assessed and why, how to conduct it) What is being assessed:
Four instructor skills – leader skills – monitoring/assessing skills – facilitator skills – evaluator skills.

This assessment method could be used for several learning outcomes:
  • Develop assessment strategies using gamification to assess learners’ achieved learning outcomes.
  • Integrate briefing and debriefing strategies to assess learners’ performance based on the dynamics experienced in the game.
  • Generate support and manage competition situations during learning to promote problem-solving dynamics between learners.

    • With this model one Learner of the ToT program will play the role of an instructor. He or she will be the one whose skills are being assessed. The others will support the instructor as “students”.

    The instructor will give the team a problem that could be solved within 20-40 minutes. Then another student will have the instructor’s role and so on.

    The concept is described through a whole POGIL session

    1 The First Session: Introduction to the Workshop Sessions
    Introduce the course structure. Emphasize that the purpose of the lectures and text is to provide information and model how to apply concepts in solving problems, and that the homework and workshops help develop essential skills in information processing, critical and analytical thinking, and problem solving.
    Example: Students of the Weldone ToT course are seeking the possibilities of applying cheap Augmented Reality solutions to exploit their learners addiction to mobile phones.

    2. Introduction to Learning Teams
    This introduction is important in getting students to be committed to this approach and motivated to make it successful. Introduce the benefits, then organise students into teams of 3-4.
    Example: The instructor lists some advantages of using AR in the classroom – using AR is fancy, makes things more interesting, keep the students high etc. Then he assigns four roles in each group: manager, spokesperson, recorder, and strategy analyst.

    3. Define specific objectives (there are two types):
    The content objective is to complete the workshop activity correctly and to understand the concepts and their application. (Example: The students receive valuable new information on AR solutions)
    The process objective is to have all members participating constructively, understanding the material, and demonstrating and developing skills in the areas of learning, thinking, problem solving, teamwork, communication, management, and assessment.

    4. Work
    Do the teamwork with the specific roles described above. (both teachers and students).
    Example: Each team finds valuable information on Augmented Reality solutions that suitable for a classroom and discuss their benefits, pros and cons and form reports out of their discussion within the given timeframe.

    5. Closure
    As the teams finish working, ask the spokesperson to put the answer and method of solution for one of the problems on the board. When a few answers are on the board, ask the class for agreement and disagreement on each in turn. To resolve the disagreements, ask teams to help each other or ask the spokesperson to provide an explanation. Get students to do the explaining, avoid giving mini-lectures yourself. Allow five minutes or so near the end of the session for the teams to finalize the reports. You can hand out the take-home quizzes during this time.

    6. Self-Assessment
    First, run a reflection on Learning – ask the students a few questions you find below in Appendix 1.
    Second, do a Self-Assessment on the performance on the team (see Appendix 2)
    Remarks

    Useful LINKS/ATTACHMENTS:

    Appendix 1.

    Appendix 2.

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