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book1-toc [2024/06/13 23:32] – [Chapter 5.Starting Small] beckerbook1-toc [2024/11/01 17:51] (current) – [How to Bring Joy back to Learning By Making Your Classroom Gameful] becker
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-Note that this book is a work in progress and things may be added (or deleted) as the book takes shape.+[[https://www.amazon.ca/dp/1773707744|This Book is now available !!!!!]]
  
-It should be available in the fall/winter of 2024. 
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 ===== Chapter 4. Enter: Gamification ===== ===== Chapter 4. Enter: Gamification =====
-{{::gamification-01.png?nolink&400 |}}+{{::fig_400.png?nolink&250 |}}
 Finally, we get to the heart of the matter. We start by introducing the term gamification, what many (most?) people think about when they hear it, and then explaining what gamification ACTUALLY is/should be. We connect the dots between what is needed as we have outlined it in the previous chapter, and how gamification fits the bill. We do that by drawing on Reigeluth’s New Paradigm and reframing gamification within that context. We will also expand on what we mean by cumulative grading, what we gain by relaxing deadlines, and some ways to encourage creativity by adjusting our assessment practices. Finally, we get to the heart of the matter. We start by introducing the term gamification, what many (most?) people think about when they hear it, and then explaining what gamification ACTUALLY is/should be. We connect the dots between what is needed as we have outlined it in the previous chapter, and how gamification fits the bill. We do that by drawing on Reigeluth’s New Paradigm and reframing gamification within that context. We will also expand on what we mean by cumulative grading, what we gain by relaxing deadlines, and some ways to encourage creativity by adjusting our assessment practices.
  
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   * Always Start at the End   * Always Start at the End
-  * Gamification is NOT PBL and Narratives +  * Recap: Gamification is NOT PBL and Narratives 
-  * Examples +  * A Gamified Instructional Design Model 
-    * Example ONE – A 1st Year Non-Major’s Introduction to Computing Course +    * Needs Analysis 
-    * Example TWO – A 1st Year Nursing Introduction+    * Instructional Objectives 
 +    * Learning Path 
 +    * Mise-en-Scène 
 +    * Narrative 
 +    * Development of Instruction 
 +    * Instructional Strategies 
 +    * Quests 
 +    * Rewards 
 +  * The Original Course Design and Syllabus 
 +    * Basic Design 
 +    * Assessments and Evaluation 
 +    * Schedule 
 +  * Backstory 
 +  * The Redesign of a 1st Year Non-Major’s Computer Literacy Course 
 +    * Iteration One 
 +      *  Needs (Re)Analysis- Why Does This Course Exist? 
 +      * Instructional Objectives - How Will Learners be Different at the End? 
 +      * Original Course Critique 
 +      * Learning Path - How Do We Meet the Objectives? 
 +      * Mise-en-Scéne - What does the Overall Course Look Like? 
 +      * Meat and Potatoes - Instruction, Strategies 
 +      * Quests and Rewards 
 +      * The Final Product 
 +  * The Current State of a Whole Hog Gameful Design 
 +  * A Last Word on The Whole Hog
  
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