Games 4 Change 2013

This is my third year of attending the Games 4 Change conference* and I am excited about the growth of the serious/social impact/persuasive game genres.  I love to infuse games in the curriculum I teach AND the curriculum I help design with ASU Online faculty.  I’ve seen and experienced the power of games — immersive and tiny (non-immersive).  Simply, good games enhance learning. Continue reading

The Value of Group Work

Although most educators now recognize that the instructional paradigm has transitioned from an instructor-centered model featuring lecture as the primary means of delivering content, to a more student-center model featuring active learning to promote increased student engagement; old habits are hard to break. While we may intuitively understand why it is important for students to work collaboratively, it is often hard to find time and space in a course where students can collaborate or work in groups. Continue reading

Student Success with Video Chats on Google+ Hangouts

Christina Carrasquilla, a lecturer for ASU’s  Graphic Information Technology Program, presents the hows and whys of using Google+ Hangouts in her courses. She discusses how video chats enhance student engagement, promote social interaction, encourage course community, and lead to higher student performance and satisfaction. Using the Google+ social network for course interactions is easy. All students are given an ASU gmail account due to ASU’s partnership with Google. Why Google + Hangouts? Listen and learn!
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The Flipped Classroom

All summer long we will be exploring the topic of flipped classrooms through a series of posts here at TeachOnline. These posts will serve as a how-to guide examining different approaches you can take to easily begin to flip your classroom. We will identify common challenges instructors face when flipping their classrooms and provide information about readily available resources and technologies that can be used to create amazing content and activities.

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Design Thinking for Educators

Design Thinking Can Make You a Better Teacher! Getting Started

Design Thinking is a mindset grounded in believing that you can make a difference and using an intentional process in order to get to new, relevant solutions that create positive impact.

Design Thinking is optimistic, human centered, collaborative, and experimental in a structured process to generate and evolve ideas.

Design thinking is a deeply human approach that relies on your ability to be intuitive, to interpret what you observe, and to develop ideas that are emotionally meaningful to those you are designing for; all skills you are well versed in as an educator.

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Create Embeddable Videos with YouTube in 5 Steps

During the planning and design phase with an instructional designer, an instructor decides the best method to deliver content and present information. It might be that a Google doc, infographic or mentormob is needed, but keep in mind the value of video. Research supports the effectiveness in creating a sense of instructor presence through the use of video.

When instructionally aligned and where appropriate, engage your students with a video announcement, video introduction to a chapter, video demo, video instructions, video discussion of a complex topic, video of a special guest or get creative and make a video to promote an activity or assignment. Remember to offer options, consider accessibility, pay attention to camera angle, sound quality and lighting, but most of all enjoy the experience. Solicit feedback from your students to find out what worked. Start small and keep it short.

Follow these five easy steps for creating embeddable videos with YouTube. The timing of each step can vary depending on your skill and YouTube’s processing speed.
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Using Mini-Games in the Classroom

Professor Marilyn Dantico talks about her experiences incorporating games in her required upper division research methods course.  Hesitant at first, she included word search, jeopardy, scatter, and arcade games that highlighted important course concepts.   Comparing class mid-term performance against a previous semester, student scores improved while standard deviation and mean difficulty remained stable.  The high score went up six points, and the mean, median, and mode went up four points.  For the final, the high score increased two percent and the mean and median increased.

Will she use games again?  Watch and find out!

Teach. Play. Learn.

Let’s talk games. Not Gaming. A little interactivity in your online course to break up the monotony of lecture, video, discussion board, paper, and quiz. Nothing too threatening, too disruptive, too time-consuming. But fun. And different. And doable.
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