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CREATING LEARNING ADVENTURES

CREATING LEARNING ADVENTURES. WHAT WE’RE GOING TO TALK ABOUT. What is a learning adventure? The difference between the original learning adventures and Learning Adventures 2.0 Gamification elements Linking to a developmental progression How to make one Benefits of using them

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CREATING LEARNING ADVENTURES

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  1. CREATING LEARNING ADVENTURES

  2. WHAT WE’RE GOING TO TALK ABOUT • What is a learning adventure? • The difference between the original learning adventures and Learning Adventures 2.0 • Gamification elements • Linking to a developmental progression • How to make one • Benefits of using them • Challenges of using them

  3. What is a learning adventure?

  4. WHAT IS A LEARNING ADVENTURE? • Students work independently through an activity booklet • They complete activities in the activity booklet or in their exercise book • Each time they finish an activity they come and show the teacher • The teacher decides if the activity has been completed successfully – if so, this gets recorded on a spreadsheet that tracks XP and what level they are at • If the activity hasn’t been done correctly, you quickly reteach the material and they redo it

  5. WHAT IS A LEARNING ADVENTURE? • It swaps the learning from teacher-led to student-led • Content knowledge: • students learn at their own pace by reading textbooks or watching YouTube videos • They then do automatically scored tests to see if they know their stuff • Historical skills • The booklet contains the teaching of each skill, worked examples and a number of exercises • The teacher then sees if they have done it correctly or not, if not, they reteach there and then to just that one student

  6. Original learning adventures vs. learning adventures 2.0

  7. learning adventures 1.0 • Students worked in teams • Why it changed: not every student demonstrated a lot of learning, students learn at different pace • Random varied activities • Why it changed: didn’t develop any specific history skills • Only activities, no content knowledge • Why it changed: assumed they would develop content knowledge incidentally… they didn’t

  8. Gamification elements XP Levelling up

  9. Link to developmental progression

  10. Link to developmental progression

  11. HOW TO MAKE A LEARNING ADVENTURE

  12. ingredients Rubric or progression https://reliablerubrics.com/2015/02/09/rules-for-writing-quality-criteria/

  13. Link to developmental progression

  14. ingredients • Rubric or progression https://reliablerubrics.com/2015/02/09/rules-for-writing-quality-criteria/ • Activities linked to each level of this rubric or progression • Teach the skill • Example • Student exercise

  15. WAYS OF SHOWING WHAT YOU KNOW

  16. Skill / topic / xp / link to online test

  17. skill / topic / xp / activity / link to material on where to take notes

  18. Skill / topic / xp / activity

  19. Skill / xp / activity / link to material

  20. Skill / xp / activity

  21. ingredients • Rubric or progression https://reliablerubrics.com/2015/02/09/rules-for-writing-quality-criteria/ • Activities linked to each level of this rubric or progression • Teach the skill • Example • Student exercise • Write it up as a narrative

  22. benefits

  23. TRADITIONAL LEARNING

  24. USING A LEARNING ADVENTURE

  25. BENEFITS independence problem-solving creative thinking finding information (online or in books) student-centred engagement and motivation through competition

  26. BENEFITS • differentiation / targeted teaching • interpretation of questions • confidence with own work • students remember narratives • Game elements promoted engagement, motivation and allowed for easier negative feedback • Students are used to negative feedback from gaming

  27. challenges

  28. CHALLENGES • Takes time to create them • Solution: once created, you can reuse them again and again • solution: make them with other teachers • “gaming the system” • i.e. completing the tests incorrect, finding out what went wrong and then just redoing them • Solution: only open the tests once per week • Classroom management • Students have to be independent enough to work for long periods without direction instruction • Solution: engaging process (worked at our school anyway ;)

  29. STUDENT FEEDBACK

  30. STUDENT FEEDBACK we got to go at our own pace and we didn’t have to just sit there and listen like in other classes. it had the same concept as a game which made me want to do it all all assessments should be similar to this. I liked how I was able to work at my own pace, and how it was set in a storyline. you didn’t get controlled by the teachers it wasn’t the same thing the whole time and it allowed a fun time, instead of something boring we were independent and got to do the activities in what ever order we wanted to. the XP made it educationally competitive!

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