136 Matching Annotations
  1. Aug 2019
    1. manyuniversityfacultymembersarenotformallyoradequatelytrainedasinstructionaldesigners

      Sounds very similar to faculty never learning to be instructors in F2F classrooms, which is what the faculty developers in my teaching and learning center focus on.

    2. collaborationwithfaculty—aprimarymodeofchangemanagementforonlinelearninginitiatives—asthegreatestbarriertotheirworkinhighereducation

      A true collaboration is rare, but when they happen, they are magical.

    3. academicinitiatives,studentsuccessinitiatives,enrollmenttargets,financialstability,andcontributingtothestrategicgoalsoftheuniversity

      There is such variety that I can see how IDs end up in truly unique situations and skill sets.

  2. Mar 2019
    1. thought he understood how the university worked

      In my experience, departments tend to be siloed.

    2. the production quality

      I wonder if they also evaluated the facilitators of the courses.

    3. fractional credit

      If educational credits are the product of an institution, I can see how critical it is to get the Registrar on board from the start and accurate in its documentation.

    4. emphasized online classes

      It seems like online courses all too often tend to be the over-emphasized saviors for universities. That can be a great deal of pressure.

    5. globbed-together existing units

      Seems like a great lesson that we can all learn from - intentionality is key.

    6. results of repeated testing

      Without knowing too much about the research behind repeated testing, it seems like the feedback loop of formative assessment showed students' gaps that could be fixed before the more important, higher-stakes summative assessments happened. Definitely a great practice.

  3. Feb 2019
    1. it requires a“paradigmshift”for faculty development practitioners who are used to designing single pathwaylearning experiences that align objectives and content to particular, pre-set outcomes,to find ways to respect multiple learner epistemologies

      Thinking about working within the system to make change. Perhaps the two philosophies can co-exist. Learning outcomes with their linear path learning could be complimented by a student-decided outcome. The student could look at the syllabus for what faculty hope they will learn in the course, but then choose a final outcome or goal they personally have for taking the course. Then they could also propose how they are going to demonstrate their learning.

    2. But here I was talking tosomebody influential in the field, asking some basic questions and getting answers.

      The chat rooms are always so interesting. This space can really allow someone like this student to be a bit bolder.

    3. it is a good example of self-determination inthat the learner decides their own path:

      I've never attended a conference virtually before, but I can see how motivation is essential. In fact, it requires a plan for setting up the right space, computer connectivity, limiting distractions and joining with the intent to learn.

    4. Participants reflect on how they choose what gets said in thepublic and what stays in-group in the backchannel.

      This is a great distinction to make. I wish I would have been introduced to the digital realm with some understanding of what commentary is appropriate in different contexts.

    5. The tools chosen, together

      Does the in-the-moment tool selection ever pose unanticipated technical problems for the group?

    6. Public interactions are promoted by the facilitator oftenwith the facilitator engaging their own network to converse in community with the co-hort.

      I'm sure this can really stretch some of the participants. Various comfort levels with putting themselves out there.

    7. staff

      There are murmurings of letting the instructional designers from Pedago.me participate in a #digPINS session.

    8. But how are faculty ever to create networkedlearning experiencesin open online spacesfor students if they have never experienced learning for themselves in these spaces?

      Yes! This a brilliant way to build faculty's digital literacy. Provide and model the experience in order to build confidence.

    9. education is always political,

      I've never heard it put so plainly. Perhaps any time one challenges the status quo it is political. This also helps explain why making change can be so hard. It could be a really uncomfortable position especially when you factor in the different ages of faculty development that an educator might be in at the time of critical reflection and asking for change.

  4. Jan 2019
    1. finding mentors and collaborators whohave no hierarchical relationship with them internally

      This is an important point: mentors & collaborators outside of a program's hierarchical relationship. I am much more likely to be authentic about my personal/professional growth when there is no hidden agenda or expectations.

    2. ifferentiate between different ages of fac-ulty developmen

      I love how the ages of teaching are broken down here. There is almost an unfair expectation for all educators to be fully evolved right out of the gate, but as with all things expertise takes time. Being able to somewhat gauge where an educator is on their journey is a nice indicator to have, especially as an instructional designer who works hard to meet faculty where they are in their journey and not overwhelm them.

  5. Feb 2018
    1. Thank you

      The Pedago.me annotation jam was so much fun! Good, Clean Fun

    2. technical

      Least favorite part! Technical support.

    3. highly and diversely educated.

      I find this very interesting. We are coming to this line of work from a variety of backgrounds. Perhaps it's a sign of an emerging professional. There was no such thing as an instructional design degree when I got my undergrad.

    4. 32% have doctoral degrees

      But is the doctoral degree in instructional design?

    5. 49% train someone in the use of online pedagogy at least once a day

      This is where I am currently spending most of my time in my work. It can be quite the challenge to teach online pedagogy when faculty is focused on research or face-to-face course load.

    6. Does a network of instructional designers exist?

      Yas! Instructional and learning experience designers unite via Pedago.me! We are most active in our slack channel where we HOMAGO (hang out, mess around, and geek out). All are welcome.

    7. Instructional Design

      If you are here for the Pedago.me annotation jam, welcome! Please participate in the anonymous poll, so we can get a feel for the roles and organizations being represented tonight.

      Here's some music to help you find your reading/annotating flow. https://www.youtube.com/watch?v=1Cs0qyG78qY

    8. Palloff & Pratt

      I've been devouring their books as we prepare faculty to begin teaching online

    9. and

      No Learning Experience Design (LXD) title anywhere?

    10. too little time

      I often feel like there is not enough time to do all the things required of my job.

    11. so little public awareness

      Maybe we need a Public Service Announcement about our work :) http://www.storyboardthat.com/articles/e/public-service-announcements

    12. instructional designers have positioned themselves as pivotal players in the design and delivery of learning experiences

      Have you been able to play a pivotal role at your institution? If not, what pirvotal changes would you like to make?

    13. Personas

      Which persona do you identify with the most? If any?

  6. Aug 2017
    1. there is no structure to weight their commentary more heavily than that of other participants

      Might there be some scenario where an instructor/TA might want to emphasis a particular point. That way the point will not get lost in all the others. Ex: If one student has said something this is way off base and the instructor wants to regroup and redirect the class.

    2. When the discussion takes place alongside the text, it offers opportunity for students to easily contextualize their thoughts, questions, and curiosities.

      I agree with this statement. This is a great to way to tie comments back to evidence in the text.

    3. without being tied to other activities

      If we base a discussion around a synchronous assignment/activity, is that the most effective use of this type of conventional discussion board?

    4. However, using the right digital tools will make the process easier, and may even strengthen the quality of discussion.

      What is the scholarly evidence?

    1. immense and can create decision paralysis for students.

      I definitely experience some paralysis and thought a bit too much about assignments, not to mention putting in the legwork to actually execute the assignments - making videos, recording audio, etc.

  7. Feb 2017
    1. quality of our change processes.

      Our focus should not be the outcome, but the quality of the change process to get to the outcome.

    2. Stories help people understand the problem and indicate the kinds of solutions that are needed. Data then provides credibility for believing what the stories establish.

      Listening to faculties' stories make them feel heard and then we can understand what they are truly looking for.

  8. Jan 2017
    1. connecting disciplinary inquiry across multiple school, community, cultural, and online settings

      "The chances of a new sensory input getting into long-term memory vary dramatically from one input to another. The inputs most likely to make it relate to (1) threats to the learner's survival or well-being. In descending order, the next most likely inputs to be stored are those with (2) strong emotional associations for the learner; (3) meaning (relationships to the learner's interests, goals, prior knowledge, and past experiences); and (4) sense (comprehensibility)," (Felder & Brent, 2016, p 3).

      Felder, R. M., & Brent, R. (2016). Teaching and learning STEM: a practical guide. San Francisco, CA: Jossey-Bass, a Wiley brand. http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118925815.html

    2. across settings

      Let's get this #pedagome flash mob annotation party started as we annotate in the margins across multiple settings (hypothesis, twitter, slack & underwater). https://www.youtube.com/watch?v=DgDztBmfwzs

    3. However, other mathematics concepts and practices were either seldom investigated, only vaguely described, or not representative of K-12 students’ interests and cultures

      Is it that the concepts are too complex for this MMM framework, that the framework needs to be reworked, or a completely different curriculum needs to be developed for more complex mathematical concepts?

    4. nterest-driven and peer-supported

      educational pull and safe affinity space

    5. potential linkages with a wider variety of academic mathematics, such as the use of real world data, or their practicum teaching experiences

      perhaps potential linkages beyond math as well

    6. everyday activity of purchasing groceries

      These are big questions around buying groceries, which is something I have never taken the time to investigate and dissect. However, as reflect on my grocery store ritual and a conversation I had today, I am subconsciously making food decisions. A co-worker was telling me she shops at Whole Foods and I thought to myself, "I can't afford that place!"

    7. ranscended (what are often perceived as) the rigid boundaries

      very cool

    8. were not as immediately familiar to their daily experiences.

      this makes me wonder how one would bridge that gap

    9. M3 connection chart

      From my perspective, it looks like the PSTs began to look at the whole mathematical picture, where in M1 and M2 they are still learning to identify the categories.

    10. ound the price of a 12-pack of soda and compared it to the price of the same item at Fresh Market

      relevant to daily life

    11. ate, cost, and time

      a real life example of algebra!

    12. concepts (like inequality) and practices (such as operations) situated among everyday mathematics in activity

      I would love to see how these patterns emerged

    13. on top of the physical reality by drawing shapes

      Sounds like geometry and art. Beginning to decipher shapes out of "quotidian" objects

    14. When mobile learning traverses space, time, and tradition, it has been perceived to threaten the current order of schooling

      Disruptive innovation

    15. mobile learning is not synonymous with activity that occurs outside a traditional classroom and across settings

      I appreciate this distinction. It is really easy to misidentify what mobile learning is and is not.

  9. Aug 2016
  10. May 2016
    1. What does it mean to be an insider? How do you know? And how would you describe this space to an outsider?

      It appeared that you were an insider on this community given your knowledge and that you felt comfortable. Non-insiders would not be able to follow the conversations or be able to produce the caliber of work necessary for engagement.

    2. What does your peer perceive to be the limitations of this space?

      From what I saw in your presentation, this is not a site for beginners. Even though this was a nurturing affinity space, it seemed that there were multiple instances of blunt commentary. Was I perceiving this accurately?

    3. How did your peer first begin contributing to the affinity space?

      I like how you mentioned trying to draw forth discussions from different threads in the Unity Community. You mentioned that when your posts were brief, you would get the most engagement from people. Why do you think brevity attracted the most participation?

  11. Apr 2016
  12. gamesandlearning.wordpress.com gamesandlearning.wordpress.com
    1. all this sand, all these possibilities! They navigate among shifting social relations – first we’re builders, now we’re enemies, now it’s time for tag – all while pursuing emergent goals, from castle construction, to destructive battle, to collaborative artistic expression

      I had tweeted that I was in lurker mode prior to the flashmob, but once I stepped into the sandbox, I couldn't help but participate. What I found especially motivating was the song "Hip to be Square." Once that song was playing, I was digging all around the sandbox!

    1. I suspect that the ethical microtransactions played a significant role in fostering this atmosphere.

      Are there nonethical microtransactions on MMORPGs? It looks like a huge game sight that although games are free, it's all about the add-ons.

    2. “ethical microtransactions,”

      I wonder how many f2f players end up secretly switching over to the dark side simply to purchase cool player schwag? Wanting to feel like better players.

    3. This has an effect of increasing players’ sense of agency and intrinsic motivation to play the game (Deci and Ryan, 1985).

      Is this a fancy way of saying you give the player choice?

    1. When they create their own games, children learn to see the game world as an environment full of fabricated artifacts that beg for intentional interpretation and mindful analysis

      I can see how we are doing that in our Games & Learning course.

    2. Game design achieves a pedagogical trifecta.

      Pedagogical Trifecta = Quality Learning! -content

      -affective/experiential (best if experienced in a felt, embodied way)

      -metacognitive (best is ss reflect, analyze, & identify how the exp. influenced their thinking)

    3. They will be held in 20 different U.S. cities.

      No STEM Challenge workshop love for Denver, CO.

    4. STEM skills

    5. it is more like an app or a platform. Using Super Mario Maker, players build their own levels of the iconic Super Mario Bros. game. Then, they share those levels publicly for others to play.

      Sounds like a bit of an affinity space.

    6. The game implicitly tells kids that they might one day create their own digital media franchises

      Yes!!!

    7. They perceive their digital media to be fabricated artifacts requiring interpretation and analysis.

      That's pretty profound for a 7 & 9 year old.

    8. Gaming is getting “meta.”

      http://www.urbandictionary.com/define.php?term=meta meta A term, especially in art, used to characterize something that is characteristically self-referential.

      "So I just saw this film about these people making a movie, and the movie they were making was about the film industry..." "Dude, that's so meta. Stop before my brain explodes."

    1. importance of learning by doing.

      Amen

    2. as students, teachers, and community members deliberated, worked to under-stand conflicting perspectives, and made shared (albeit not always equal) decisions.

      A necessary skill to develop in civic matters - so many perspectives to consider.

    3. For a student whose family worried about the impact of proposed budget legislation, design work during the Capitol Protest project became an opportunity to share her family’s story.

      Huge educational pull.

  13. gamesandlearning.files.wordpress.com gamesandlearning.files.wordpress.com
    1. Perhaps most importantly, through all of this, the students engaged in and developed the literacy practices required to interact and learn in a participatory design community.

      Discourse!

  14. Feb 2016
  15. gamesandlearning.files.wordpress.com gamesandlearning.files.wordpress.com
    1. gns. In particular, the more social the jobs were, the more effective they seemed to be in promoting student engagement with the game, as well as reflection on thei
    2. es. Its possible that this was due to the fact that up to this point the game simulation had not tied the jobs in the game to the overall narrative,and thus writing was not seen as something valuable by the
    3. 78) including (but not limited to) activity theory (Emgestrom, Miettinen and Punamaki, 1999), situated learning (Lave, 1993; Lave and Wenger, 1991), mediated action (Werstch, 1991), connectionism (Bechtel and Abrahamsen, 1990), socially embodied cognition (Barsalou, Niendenthal, Barbey and Rupert, 2003), distributed cognition (Hutchins, 1995), ecological psychology (Gibson, 1977), Discourse theory (Gee, 1992; 1996; 2005), and sociocultural theories of literacy (New London Group, 1996).

      This study pulls from so many learning perspectives. Can anyone speak to any of these theories?

    4. students. While skeptics might claim that such interventions “taint’ the research context and diminish

      Sounds similar to Action Research, which is the research method used in the Research in ILT course. It's not so much about observing only, but actually being a stakeholder/participant in the study.

    5. s well. With the interactive design interview format, we took the first step into identifying better and more effective ways to assess the understandings of children in these contexts, an area of research that will play a key role in determining the effectiveness of 21st century curricula.

      That's an amazing step forward!

    6. ers. At the same time, these findings have suggested to us a diverse number of directions where future iterations could go, since questions such as how to best integrate writing into the game, or what the best way to structure its community components remain largely unansw

      It seems like literacy is complicated to teach and will continue to be a source of refinement.

    7. ations. In some of these cases, the verbal explanation, even using the specialist terms of game design, would have proven insufficient to communicate the designer’s point.
    8. w ones. Some of the participants were able to develop more sophisticated views of the game design activity, as well as of the systemic relationships between its sub act

      I wonder if these participants had gaming backgrounds

    9. Individual participants tended to specialize on specific game designs, preferring to perfect those designs than start completely n
    10. they tended to produce a lot more in the context of the collaborative exercises, an encouraging observation in light of the concerns about writing we had in previous tests.
    11. ame. In this way, as the assessment was ongoing in Madison, so was the feedback we provided Gamelab with being incorporated into the next implementation of the game: the alpha build.

      Clever design.

    12. guage. This suggested that a future iteration of the game should integrate the writing components more closely into the game if it was to promote 21st century literacy practices on children.

      What an excellent opportunity to weave in literacy in such a way the children would not even be aware of their learning.

    13. By the end of the workshop, more sophisticated responses such as “a game designer plays games, he learns about other games, and he designs games” were more common among participants, reflecting the activities that they would participate in with Gamestar Mechainc. However, these observations also suggested that the speed with which a player would increase in sophistication with their designs would have as a factor the previous gaming experience of the playe

      It seems participants were absorbing the discourse.

    14. ren. For the girls, this was characterized by intense spans of collaborative design and discussion. This provided an opportunity for Barbara to participate by making suggestions to the other girls as they designed. With the boys, these jobs were marked by a mood of competition with comments such as “check my game out, I bet you can’t win it!” typifying their exchanges during these j

      I wonder why the girls and boys were so different in their social gaming interactions.

    15. As before, the social jobs were the ones that seemed to generate most enthusiasm among the chil

      Could this be connectivism in action?

    16. vel. In the interest of assessing participant progress, at some points in the workshop I decided to use this framework in the context of an individual interactive interview, a method I designed where the participant would explain out loud their design process as they tried to tackle a job in the toolk

      I wonder if a individual's learning progression could be mapped from the recording?

    17. ers. Given our interest in collecting in-depth data on their enactment of the game designer Discourse, we chose methods that would capture as fully as possible the interactions between the participants, the toolbox and the job context.
    18. a) play jobs–where players needed to win a game previously designed, b) repair jobs –where they had to identify and fix a problem with a dysfunctional game-, and c) design jobs– where they had to design a game from scratch within constraints specific to the Disc

      This is an interesting scope of jobs. I wonder if they arbitrary or correlate to potential personality types in the participants.

    19. ing, the question still remained regarding whether they would sustain engagement with it over an extended period. We also wanted to know whether such engagement would lead to students appropriating more of the practices of the Discourse of game design, and whether the curriculum designed for the game would facilitate this appropriation.
    20. observe the way in which players could work around the limitations of the game to make their design intentions happen, as instead of creating a single game with multiple levels, they created multiple games representing different levels of difficulty of the same concept using the name of the game, and presented them to their peers this way
    21. the majority of them would take at least 15 minutes designing a game before testing it even the first time, leaving questions open as to what degree of understanding of individual components of their games they could get from the game
    22. t about half the students preferred designing games on their own, while the other half preferred to do it socially hinting at the possibility that we would have to implement multiple paths to advance in the game to keep players engaged.
    23. the boys tended to enjoy first designing complete games to share with friends more rapidly than girls. The designs themselves however would commonly use a shooting the enemy mechanic and tended to be more
    24. implistic. Girls in contrast tended to design in groups, with one girl controlling the mouse while others commented and made suggestions to her. The designs took longer to make, but were more complex in their use of space and used a variety of mechanics such as collecting coins or navigating a maze.
    25. I gave them the rules for a job that required making games for others to play test, and fix them using any feedback obtained from their peers.
    26. This protocol asked players to tackle both structured and open-ended design jobs
    27. We also had questions regarding the steepness of the learning curve that children would experience trying to play the game, especially given that some of the prototype’s functions had not been thoroughly tested yet
    28. writing. Being a product of design research, Gamestar Mechanic is not only meant to inform learning theory development, but also to be a reification of such theory at different sta
    29. At this point in the research one of our core questions was whether the game would be interesting and engaging to th
    30. tween them. The data sources for this study were collected by members of Gamestar Mechanic research team during the two years of research, and included transcripts of interviews with players and members of the Gamestar Mechanic team, naturalistic and participant observations, field notes, audio and video recordings, as well as digital and paper-based documents.

      I'm curious to know the actual number of participants.

    31. ) “In epistemic games, learners do things that have meaning to them and to society. Such games are knowledge games. They are meant to teach learners both how to navigate complex linguistic, cognitive, and symbolic domains and to innovate”.

      Quite an honorable cause.

    32. social constructivist perspectives of learn

      The theory that emphasizes the collaborative nature of learning. Clue #4:

    33. vide instructional designers contemplating the development of videogames for learning with useful insights for their own designs.

      I'm wondering how often instructional designers (ID) actually create games as learning tools? Or is it more of a collaborative effort with a team of IDs, videogame developers, etc?

    34. . When a published games is played, a rating scale and a form to provide comments are associated to it on the websit

      Is a rating system a fundamental component for a game's sustainability?

    35. e. It also provides others with a place to identify a specific mechanic’s game design interests and preferences through a character profile, as well as his/her relative status in the community in the form of an experience level and the ratings for the games he/she has creat

      Is it possible seeds of professionalization are being planted here?

    36. A fundamental aspect that the game exploits in order to foster the appropriation of a game designer Discourse by learners is framing these jobs in the conte

      Does Discourse in this statement mean that the learners fully take on the role of game designer as their expertise progresses?

    37. The Gamestar Mechanic project is a collaborative research and development effort between the Games, Learning and Society Group at the University of Wisconsin-Madison and Gamelab, a professional game design studio based in New York

      Remi, did you get to work on this project while you studied at your alma mater, University of Wisconsin Madison?

    38. d. Some have argued that the widespread dissemination and lowering cost of information and communications technologies have made it possible for new literacies to emerge, characterized by thinking and meaning production practices more attuned to the needs of an increasingly global society

      Can anyone offer examples where new literacies have made broader communication possible and perhaps helped solve a problem?

    39. One consistent message coming from those warning us of these issues however is that in order to tackle them we will need new ways of thinking, a new mindset that can harness our curiosity and imagination today so that we can find solutions tomorrow.

      I'm reminded of the book Ender's Game in this instance. I don't want to spoil the book for anyone, but the premise is that in future times the world has been attacked by aliens so we must learn to defend ourselves and survive as a species in light of tremendous challenges. Elaborate games are used as part of the cadets' training.

    1. In the end, it’s just a game. ♦

      Such is life.

    2. According to the SuperBetter method, you should turn your regret into a bad guy, do your power-ups, tell trustworthy people that you need their gameful help to lick the grief and move on with your life.

      I can absolutely see how this would help. The game gives your a reason to talk about it, air it out, and begin healing.

    3. McGonigal points out implications for P.T.S.D. treatment: offering victims a Tetris console in the chopper as they leave the battlefield could spare them a great deal of suffering.

      I've had images that were really hard to get out of my head. Wish I knew this then!

    4. Really?

      Really??

    5. “Work ethic is not a moral virtue,” she writes. “It’s actually a biological condition that can be fostered, purposefully, through activity that increases dopamine.”
    6. Having friends—or allies—around can cause cortisol levels to drop, indicating a decrease in stress.

      Yes, having a support system is huge.

    7. in a world of knowledge and technology, the only obstacle to happiness is your own state of mind.
    8. Institute for the Future, a nonprofit think tank in Palo Alto, designing video games for the cause of human progress.

      This sounds amazing. Thank you Silicon Valley!

    9. “You will hear stories from people who have adopted a gameful mindset to find a better job, have a more satisfying love life, run a marathon, start their own company, and simply enjoy life more.”

      Has anyone tried McGonigal's method?

    10. Now it’s Friday, and you’re due to give a terrifying presentation in three hours.

      My worst nightmare.

    11. when a jumbo bottle of shampoo fell on your foot

      The worst!

    1. gamification is marketing bullshit

      Using the words "game" and "education" for marketing purposes to create such trends as "gamification" and "edutainment" can harm the learning industry. Remi tweeted about this in the article Is the Educational Games Industry Falling Into the Same Trap It Did 20 Years Ago?

    2. The rhetorical power of the word "gamification" is enormous
    3. For those whose goal is to clock out at 5pm having matched the strategy and performance of your competitors

      What if people simply don't know any better?

    4. Game developers and players have critiqued gamification on the grounds that it gets games wrong, mistaking incidental properties like points and levels for primary features like interactions with behavioral complexity.
    5. Gamification is reassuring.

      Have any of you been given the task of implementing gamification to help your company achieve its goals?

    6. Gamification is bullshit.

      Up to this point, I have been a fan of gamification, so all I can say is (Clue #1) Image Description

    7. bullshit is used to conceal, to impress or to coerce.

      This makes me think about how Facebook is so full of illusion. I know that it's all about impressing others, yet I still play the game. Does anyone else experience Facebook bullshit?

    1. beginners; indeed, anyone can begin at any time.

      This is the way of the life long learner.

    2. ensuring the survival and flourishing of the passion and the affinity space, requires accommodating new members and encouraging committed members.

      I see this at my spiritual center as well. I'm always surprised when a long term member, doesn't make the extra effort to welcome a new person. Without new members, the center will cease to exist.

    3. This is the way in which many games today stress the role of players as designers

      This seems like the place where excellent scaffolding allows for players to design their experience.