BookStudy

FINAL SURVEY

8/2/2018

Please do not complete the survey until you have finished all aspects of the course: Your own comments, your replies to others' comments, and your contributions to the Presentation.

Please complete the following survey in order to receive your certificate of completion. This must be completed by the end of the day Monday, August 6th, in order to get completion certificates out.

CLICK HERE to access survey.

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Checklist

8/1/2018

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Before you finish the final survey, please be sure that you have:

Responded to question(s) in Task One
Responded to another participant’s response in Task One
Responded to each of the four questions in Task Two
Responded to another participant’s response in Task Two
Responded to each of the four questions in Task Three
Responded to another participant’s response in Task Three
Responded to the question in Task Four
Responded to another participant’s response in Task Four
Complete the Learning Goal Map in Task Five

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Checklist

8/1/2018

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As we wrap this online course up, be sure that you have contributed / responded to each of the tasks and all of the responsibilities within that task:

Task One:

Please look over these today and be sure you've completed all assignments. The final survey will be posted later today or tomorrow morning.

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Task Five

7/31/2018

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Read Chapter Six.

In this final task, you will create your own Learning Goal Maps.

After this course, you will be able to log into Solution Tree's website and download whatever resources you'd like to use in your classroom, including the learning goals maps. For the sake of our brief time together, I've created separate Google Docs for each of you below. Each Google Doc has the primary Learning Goal Map already embedded in it. You will create your Learning Goal Map in your assigned document by clicking your linked name.

NOTES:

These documents are open to the public. As such, I am not using your last names or any other associated or identifiable information. Please refrain from using identifying information such as your last name, your school name, your city, or any other information that you do not want to be public online.
Please do not copy and paste from copyrighted material.
You are absolutely welcome to use a previous unit plan or series of lessons to upgrade into the Learning Goal Map.
This is intentionally public so that your colleagues can benefit from your ideas and see different iterations of Learning Goal Maps.
I am extending the class until Wednesday, August 8 in order to allow you enough time to complete the map and fill out the final survey.
Note that in the CHALLENGE section, that is where a newly upgrade assessment will go.
Use the Learning Goals Map from the previous task as a model to guide your creation!

GOOGLE DOCS:

While it is not a requirement to respond to each other's work for this particular task, you are invited to leave comments if you wish.

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ANNOUNCEMENT

7/30/2018

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Hello Everyone!

After talking with some of you, I've decided to extend this online class until Wednesday, August 8th! I've also decided to change the hours awarded to 12. Sunny will be sending an email to participants sometime today.

Thanks,

Mike

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Task Four

7/28/2018

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Part One:
Create a free account on Solution Tree’s website here: https://www.solutiontree.com/customer/account/login/referer/aHR0cHM6Ly93d3cuc29sdXRpb250cmVlLmNvbS9jdXN0b21lci9hY2NvdW50L2luZGV4Lw,,/
Once logged in to Solution Tree’s website, search for “The Quest for Learning.”
Scroll down the page to access the Reproducibles and the Study Guide.

Or, you can click here to access the Study Guide and the Reproducibles directly, once logged in: https://www.solutiontree.com/free-resources/instruction/qfl

Part Two:

In preparation for putting it all together and writing your own Learning Goal Map, please access and read the following blog post to see a Learning Goal Map and a potential Student Version of the Learning Goal Map:

https://www.solutiontree.com/blog/designing-learning-goals/#more-4169

When you finish reading, come back here and comment on the following question, remembering to respond to one or more of the other participant's responses.

As a result of reading this blog post, what resonated with you the most?

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Task Three

7/27/2018

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This blog post is also a self-guided quest on using game design lenses to make your current curriculum more contemporary. You, the reader, ultimately get to decide your destination and the impact that this will have on curriculum design, instruction, and assessment. We are going to lay out some thinking points, and you will get to apply them to your current curriculum. We invite you to share any “AHA!” moments that you have in the comments section, so we can collaboratively grow from each other’s ideas and expertise.

Note: You can also lead students through this process to help them think of ways to make products and/or presentations more engaging.

Quest Action One: Introduction

Download Jesse Schell’s Art of Game Design app: A Deck of Lenses (iOS Link | Android Link). The app is free, and you can follow Jesse on Twitter if you are interested in more of his work: @jesseschell.
Scroll through the lenses to gain a sense of familiarity with them, noting ones in particular that grab your attention.
Think of a game you’ve played and lenses that might be involved. Have a discussion with someone else about how understanding design lenses impacts the player’s (your) experience and how the addition of other lenses might enhance the game.

Quest Action Two: Analysis

Let’s start with a popular game like Angry Birds. When you first open up the app to play the game, you are given a goal. There is also a visualization of what you must do to meet your goal.
You perform an action that either completes the goal or necessitates a do-over. The goal can be completed at a low level (one star) or a high level (three stars), with the higher level as an indication that you have an improved skill set.
Getting the stars and advancing (leveling up) to the next levels are affirmations of your skills. In the case of Angry Birds, there is actual cheering when you complete the level.
You continue to play so that you can reach your goals, which may include: leveling up, achievement of experience points, more stars, or actual rewards that may help you achieve subsequent levels.
The positive feeling reaching all these goals keeps you in a state of engaged play, a toward state that keeps you interested, motivated, and continuing to play.
In-game challenges give you opportunities to put your skill sets to the test in a uniquely challenging problem or scenario. These challenges often have additional rewards for completing them, maintaining that high level of intrinsic motivation.

Quest Action Three: Application
Note: Your response to these questions are just for you and you are not required to document your answers.

What lenses can you identify, using the Deck of Lenses App, when thinking about Angry Birds or any other game you play?
What lenses do you wish you saw?
How could you improve the games you play by using additional lenses?

Quest Action Four: Extension
Your responses to these questions will be documented in the Comments section. Directions for this are at the end of this blog post.

Thinking about the lenses you saw in the app, the lenses you aligned with a game you play, and your thoughts about improving the games you play with additional lenses, how could you improve your curriculum using these lenses?
In what ways could the lenses improve instructional actions?
In what ways could the lenses improve assessment?
What happens when you invite students into this conversation to co-create instructional actions and assessments?

The goal here is intentional thought about the impact that these game design lenses might have on your curriculum. This is not the same as Gamifying the curriculum, where science content is layered on top of Monopoly or Chutes and Ladders, or where video games might be used to improve content knowledge or motor skills. The is more along the lines of decisions we make about instruction and assessment, and in this case, those decisions include facets of what game designers consider to make their games more engaging, more addictive, and more exciting. We want those same things in curriculum design.

Please respond in the comments section to just the Questions in Quest Action Four. Be sure to comment on one or more of the other participants' responses.

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Task Two

7/27/2018

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Read Chapters 3, 4, and 5, on design components around Inquiry, Game Design, and Network Design.

Note that the authors specifically addressed these three elements as major components of Contemporary Learning. Please respond to the following and remember to comment on one or more of the other participant's responses.

What is resonating the most with you across these three chapters?
What questions do you have as a result of reading these three chapters?
What roadblocks do you foresee in the implementation of these ideas?
How might you get over those roadblocks?

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Task One

7/25/2018

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Read Chapters One and Two in The Quest For Learning.

Answer the following questions related to Chapters 1 and 2, then respond to one or more of the other participant's responses.

How do Generation Z's and Generation Alpha's perceptions of effectively engaging classrooms differ from previous generations' perceptions of classroom engagement?
Briefly describe how the extended cycle of expertise works and why it is effective in strengthening students' learning. What abilities does a student gain from learning how to learn through the extended cycle of expertise?

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Course Outline

7/19/2018

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*Note that dates/times are approximations...

By July 24: Email sent to participants giving access to website
By July 25: First task posted where participants will be asked to read and respond to Chapters One and Two
By July 27: Second task posted where participants will be asked to read Chapters 3, 4, and 5, then read and respond to the given prompts
By July 29: Third Task posted where participants will read a blog post and download an app to analyze their current curriculum through a Game Design Lens.
By July 30: Fourth Task posted where participants will be invited into multiple Quest Resources, read a blog post, and read and respond to others.
By July 31: Fifth Task posted where participants will read Chapter 6, then create their own Learning Goal Map Example using a template from the Quest Resources they accessed in the Fourth Task.
By August 1: The Final Survey will be posted
By August 3: at the end of the day, all coursework must be complete

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