DIGITAL FUTURES Next Generation Online Next Generation Blended
DIGITAL FUTURES Next Generation Online Next Generation Blended Readiness Blue Sky Gameful Design
Next Generation WSU • • • Consistency Standards Best practices / policies Measuring 4 support Library resources Hub and Spoke revisited …achievement of Learning Outcomes regardless of place or delivery mode (HES 2017)
Next Generation Online • Increased student engagement • Specialised support (Learning Science) • Build for analytics • Increase student-centricity • Best Practice – evidence-based • External support …access to learning resources does not present unexpected barriers (HES 2017)
Readiness • • • Literacy Digital Literacy Numeracy Academic Integrity WSU Community Australian ways… • Students arrive with a network, ready to go, with this still available as a resource. • What do your students need? …all users have timely access and training is available in use of the system (HES 2017)
Blue Sky • Experiential (OEL) • Big Picture Learning • Adaptive Learning 5 Motivation Activities engage with advanced knowledge and inquiry… (HES 2017)
“Mowing the lawn or waiting in a dentist’s office can become enjoyable provided one restructures the activity by providing goals, rules and the other elements of enjoyment. ” Mihaly Csikszentmihalyi - Flow 1960
Gameful Design: Creating Passionate Customers and Coworkers - Sebastian Deterding
Gameful Design: Creating Passionate Customers and Coworkers - Sebastian Deterding
Gameful Design: Creating Passionate Customers and Coworkers - Sebastian Deterding
Gameful Design: Creating Passionate Customers and Coworkers - Sebastian Deterding
Gameful Design: Creating Passionate Customers and Coworkers - Sebastian Deterding
Gameful Design • • • Rules Effortless Challenge Conflict/Cooperation/Collaboration Clear Goals Immediate corrective feedback Level Up / Progress Narrative / Curve of Interest Aesthetics Fear of Failure (reduced) Student Control (over actions) socially engaged, future-focussed, critical-thinking (TWSU)
Absent (0 pts. ) Rules; clear and effective Effortless involvement “pick up & play” (think i. Pad) Appropriate level of challenge (white water rafting) C. C. C. P Conflict, Competition, Cooperation are all possible Clear goals with inherent clear reward structures Immediate and continual feedback from instructor, peers and system Level up / clear sense of progress Narrative / curve of interest Stunning aesthetics Fear of failure reduced (mindsets) Student control over actions Arguably / could be (1 pt. ) Established / Functional (2 pt. ) Signature element (3 pt. )
Absent (0 pts. ) Rules; clear and effective Effortless involvement “pick up & play” (think i. Pad) Appropriate level of challenge (white water rafting) C. C. C. P Conflict, Competition, Cooperation are all possible Clear goals with inherent clear reward structures Immediate and continual feedback from instructor, peers and system Level up / clear sense of progress Narrative / curve of interest Stunning aesthetics Fear of failure reduced (mindsets) Student control over actions Arguably / could be (1 pt. ) Established / Functional (2 pt. ) Signature element (3 pt. )
University of New Hampshire Microeconomics Dr Neil Niman PAGE 15
Penn State University PAGE 16
Big Picture Learning In 2015 Virginia Commonwealth University was faced with a huge logistical challenge. Not an earthquake, or a flood, or some other emergency situation - a bike race! An international sporting event, the 2015 UCI Road World Championships race, would speed though town, disrupting traffic patterns, interrupting supply lines, and throwing the main undergraduate campus into potential chaos for a week. PAGE 17
Big Picture learning
Big Picture learning http: //rampages. us/coveringthecoverage/
Big Picture Learning Some of the reports that we got back from faculty were that there was a marked difference in the student behaviors and work that they were getting as a result of this project. What they were saying was, "We are seeing students learning for the joy of learning. They are not asking us about the required length of a paper, or percentage points that go into grading, and so forth. They just want to do something interesting that's related to this event. " That's the Holy Grail: intrinsic motivation within a framework that makes you want to commit and makes it clear that the real reward is in the experience. Our assessments indicate that both students and faculty found the project beneficial in this way, as well as in terms of disciplinary knowledge, digital technologies, and online learning. That's a great set of outcomes…. PAGE 20
Big Picture Questions 1. What do you see as the biggest opportunities for digital futures in teaching and learning at the University? 2. What elements need to be aligned or addressed for these opportunities to reach their full potential? 3. What are the risks of business as usual without development in this area? 4. Who is doing this well? Who should we benchmark with and/or learn from? 5. What are our best achievements in digital futures at Western Sydney University so far? How can we learn from them? PAGE 21
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