Badge Ideas for Critical Thinking Challenges completed to acquire Achievements

1. Badge Ideas for Critical ThinkingChallenges completed to acquire Achievements Using Cognitive Presence Template from Garrison, Anderson, Archer (2001) Critical Thinking, Cognitive Presence, and Computer Conferencing in Distance Education Achievementhunter.com In Halo, Commendations instead of Achievements When hit the best, you will Prestige

2. Create a profile on eportfolio • Picture (student supplied) • XP Score (generated-calculated from class activities and discussion postings) • Major (student supplied) • Motto (student supplied) • Player profile/biography (One of the first discussion questions) • Badges/Achievements earned (generated from checklists of achievements/objectives)

3. Determination of Grade • Grade – overall XP score plus achievements? • XP Experience Points – get points for attendance, discussion posts, paperwork. Make sure the number of points are achievable every week. • Instead of giving points for attendance, only give points for active participation • Don’t want human logs in my class • A- 90% of XP + all achievements/badges • B-80% of XP + many of achievements • C-70% of XP + few achievements/badges • +/- variations can be subjective from different combinations of XP% leveled-up and number of achievements/badges

4. Karen Fletcher MBA Consectatio Excellentiae (in pursuit of excellence) 0

5. First Badges – Easy to opt in • First Step – Introduce yourself in the discussion board • Smart Starter – Three weeks of postings • Can Do – Complete a framework worksheet • Power of 3 – Create post, comment, rating

6. First Badges – Easy to opt in 3

7. Born to Share Before I can get my class to start becoming better critical thinkers and going through the sociocognitive process , I have to introduce the social process and start sharing. This badge will be available after 10 postings with positive ratings by others in the class have been achieved. NOTE: Check out Checklist on D2L. Can the students inform me when they have met the goals? Or can the checklists trigger something? Maybe each major checklist has a dropbox? Early questions/postings – create a player profile describing you, what is your Bartle’s player type? (take the test and find out, post the results, tell us whether it is accurate) Postings about our readings, including frameworks and questions that come out of those readings.

8. Positively Puzzled This is the first step in the sociocognitive process to create better thinkers. This badge: A question circling my mind is one of the questions of the framework. That needs to fit in here. I think I will also have my peer mentor post the best questions so that the student can contemplate the issues. How will the best be decided? We need to come up with a consensus in the class to determine what is an insightful, thought-provoking question of the ones created. Thought provoking questions that are posted are the only ones to get this badge. Early questions/postings – create a player profile describing you, what is your Bartle’s player type? (take the test and find out, post the results, tell us whether it is accurate) Postings about our readings, including frameworks and questions that come out of those readings. Table 1. Triggering Events Descriptor Indicators Sociocognitive processes Evocative Recognizing the problem Presenting background information that culminates in a question Sense of puzzlement Asking questions Messages that take discussion in new direction Example: It has been argued that the only way to deliver effective distance education is through a systems approach. However, this approach is rarely used. Why do you think that is?

9. Gone Fishin’ (for information) This is the second step in the sociocognitive process to create better critical thinkers. Exploration/Inquisitive (divergence, information exchange, suggestions for consideration, brainstorming) The second phase of the process is exploration. In this phase, participants shift between the private, reflective world of the individual and the social exploration of ideas. Early in this phase, students are required to perceive or grasp the nature of the problem, and then move to a fuller exploration of relevant information. This exploration takes place in a community of inquiry by iteratively moving between the private and shared worlds—that is, between critical reflection and discourse. At the end of this phase, students begin to be selective with regard to what is relevant to the issue or problem. This is a divergent phase characterized by brainstorming, questioning, and exchange of information. Students must find a question that interests them OR the response of a question that interests them and research the topic using valid sources. Their response will use in-text cites in the APA style and must include at least 2 sources. The references will follow the paragraphs and will be in the APA style. This must be done five times.

10. More on Gone Fishin’ • Table 2. Exploration • Descriptor Indicators Sociocognitive processes • Inquisitive Divergence—within • the online community • Unsubstantiated contradiction of previous ideas • Divergence—within a • single message • Many different ideas/themes presented in one • message • Information exchange Personal narratives/descriptions/facts (not used as • evidence to support a conclusion) • Suggestions for • consideration • Author explicitly characterizes message as • exploration—e.g., “Does that seem about right?” • or “Am I way off the mark?” • Brainstorming Adds to established points but does not • systematically defend/justify/develop addition • Leaps to conclusions Offers unsupported opinions • Example: • One reason I think it is seldom used is that it is too complicated to get cooperation. Another may be • the mind-sets of those in charge to change practices.

11. All Roads Lead to Convergence Integration/Tentative (connecting ideas, creating solutions, convergence)All Roads Lead to Convergence The third phase, integration, is characterized by constructing meaning from the ideas generated in the exploratory phase. During the transition from the exploratory phase, students will begin to assess the applicability of ideas in terms of how well they connect and describe the issue or event under consideration. Again, students move repeatedly between reflection and discourse. This phase is the most difficult to detect from a teaching or research perspective. Evidence of the integration of ideas and the construction of meaning must be inferred from communication within the community of inquiry. This phase requires active teaching presence to diagnose misconceptions, to provide probing questions, comments, and additional information in an effort to ensure continuing cognitive development, and to model the critical thinking process. Often students will be more comfortable remaining in a continuous exploration mode; therefore, teaching presence is essential in moving the process to more-advanced stages of critical thinking and cognitive development.

12. More for Convergence • Table 3. Integration • Descriptor Indicators Sociocognitive processes • Tentative Convergence—among • group members • Reference to previous message followed by • substantiated agreement, e.g., “I agree • because…” • Building on, adding to others’ ideas • Convergence—within a • single message • Justified, developed, defensible, yet tentative • hypotheses • Connecting ideas, • synthesis • Integrating information from various • sources—textbook, articles, personal experience • Creating solutions Explicit characterization of message as a solution • by participant • Example: • We also had trouble getting cooperation. Often the use of new tools requires new organizational • structures. We addressed these issues when we implemented a systems approach, and I think that’s • why we were successful. I think one thing we can do here is to read the book Ender’s Game and then run through the Gamification by Design worksheet and fill it out by creating Ender’s profile, answer Bartle’s player types as if the student is Ender, create the social actions and determine levels.

13. DotA – Defense of the Answers Resolution/Committed (application to real world, defending solutions) Don’t know how I’m going to do any of this yet. This is going to be the capstone project for the class. The fourth phase is a resolution of the dilemma or problem by means of direct or vicarious action. In most noneducational settings, this means implementing the proposed solution or testing the hypothesis by means of practical application. In an educational context, however, the concept is somewhat more difficult. It usually entails a vicarious test using thought experiments and consensus building within the community of inquiry. As will be noted subsequently, progression to the fourth phase requires clear expectations and opportunities to apply newly created knowledge. Educationally, the end of this phase may require moving on to a new problem with the assumption that students have acquired useful knowledge. In a less-contrived situation, the results of the application phase lead to further problems and new triggering events, thus causing the process to start over. At this point, there may be an intuitive leap apparently shortcutting the logical inquiry cycle. This process of apparent skipping of phases or making conceptual leaps introduces the concepts of intuition and insight covered in more depth elsewhere (Garrison and Archer 2000).r the class.

14. DotA Table 4. Resolution Descriptor Indicators Processes Committed Vicarious application to real world None Testing solutions Coded Defending solutions Example: A good test of this solution would be to … and then assess how …

15. ReflectionI’m sure I will have a badge based on reflections. Continuous reflection is part of the USemdefinition of critical thinkers

16. Tunnel TrekkerBadge for Project About Tunnel of Oppression

17. Read Between The LinesBadge for Maryville Reads Book