Rob, Here are some resources/links to resources that I've found helpful, from educators who have implemented "gaming grading strategies." - Perhaps the most well-known is the work of Lee Sheldon (game designer & professor), who implemented a "gamified" grading strategy in 2009-2010. A more current version (I think) of his syllabus can be found here<http://gamingtheclassroom.wordpress.com/syllabus/> . (or <http://gamingtheclassroom.wordpress.com/syllabus/> if you don't have embedded links). - There's also Lee Sheldon's book, The Multiplayer Classroom: Designing Coursework as a Game<http://www.amazon.com/The-Multiplayer-Classroom-Designing-Coursework/dp/1435458443>(I think it's very interesting/practical) < http://www.amazon.com/The-Multiplayer-Classroom-Designing-Coursework/dp/1435...
- An 2010 blog post with some bullet-point-based advice on how to implement Lee's model: http://terranova.blogs.com/terra_nova/2010/03/build-your-own-sheldon-syllabu... - A more interesting recent post, just after GLS 8.0 (2012), covering some of the debate: http://gamifymyclass.blogspot.com/2012/06/gamification-debate-in-schools.htm... - Here's a citation for a really nice article by Joey Lee/Jessica Hammer (Teachers College, Columbia U, NY) about "gamification": Lee, J. J., & Hammer, J. (2011). *Gamification in Education: What, How, Why Bother?* *Academic Exchange Quarterly*, 15(2), 146–151. Beyond Lee Sheldon.... - Dan Hickey, Indiana University, has also done research on assessment/peer assessment, and he has written some thoughtful posts recently about "Badges" as an assessment tool: - - http://remediatingassessment.blogspot.co.uk/2012/07/responding-to-michael-co... - http://remediatingassessment.blogspot.com/ *Caveat:* From an academic/research/awareness perspective, I have found the resources above quite helpful. HOWever, I personally have only implemented one component of the multiple strategies for "gaming a classroom" - as a member of a research team that designed a little "badge-based" assessment into an Alternate Reality Game with middle schoolers last year. We found it worked fairly well in terms of student-engagement and pride in accomplishment, but the game was relatively short (consequently, not sure how it would have done in long-term), and we did not have a "control group" to compare against, as it was mostly exploratory. I'm very interested to what others who have done more experimentation/implementation have to say! Hope this is helpful, -Elizabeth -- ebonsign@umd.edu elizabeth.bonsignore@gmail.com @ebonsign (twitter) Graduate Research Assistant PhD student Human-Computer Interaction Lab College of Information Studies (Maryland's iSchool) University of Maryland, College Park
Message: 2 Date: Thu, 2 Aug 2012 12:26:11 -0400 From: "MacDougall, Robert" <robert_macdougall@post03.curry.edu> To: "air-l@listserv.aoir.org" <air-l@listserv.aoir.org> Subject: Re: [Air-L] grading schemes that emulate gaming achievements, quests, etc. Message-ID:
<4CBFD6A4A6D0954B90CC0FE98D8B7090E01A2F0F35@EXCCRMBX01.Currynet.local> Content-Type: text/plain; charset="iso-8859-1"
Hi All,
I recall a few people who have discussed various "gaming grading strategies." In theory, these can streamline the grading process, enhance student awareness and tracking of their progress through our courses, etc, but I have not actually gotten any detail on how this actually works in practice.
If anyone on this list has experimented with such grading methods, or can point me to a few links they might know of that can provide this sort of info, please pass along. I have several colleagues interested in the possibilities.
Thanks -rob
Robert MacDougall Professor, Communication/Media Studies Coordinator, Faculty Center for Professional Development and Curriculum Innovation Curry College 65a Atherton St. Milton, MA? 02186-2395? USA Office Ph: 617-333-2265 Skype: rhyperborean
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