Center for the Advancement of Teaching & Learning

CATL

Reading Group Archive

Spring 2017

Gamification

“Gamification” generally refers to the translation of game elements, mechanics, and dynamics for use in other areas—and often with the end goal of increasing engagement. When used in education, gamification takes on a unique form and raises an additional set of questions, which we will explore through these readings and lively discussion. This discussion's follow-up workshop invites instructors to create a game, develop a badge, or re-consider how they might make their entire course more game-like. We'll consider: To what degree is a course already a game and in what ways might a “gamified” course increase student engagement? How might a "game," simulation, or making your coruse a game affect cognitive load? What is the (potential) distinction between extrinsic and intrinsic game content? In what ways might gamification (either explicit or implied) alienate certain students? And more.

Reading group led by Luke Konkol. Apr. 11, 2017. 3:30PM. UU103.

Readings 1 & 2: A very short overview of “Gamification” and some of the thinking surrounding it.

Reading 3: A simplified yet thought-provoking how-to for designing your own “educational game.” Reading 4: A case study in which an American Politics professor modifies the game Battleship to illustrate course content. Feel free to skim!

Digital Natives?

This first series of readings asks instructors to consider how we move beyond seeing digital devices as distractions, and to question whether or not students who are supposedly “digital natives” know how to engage their devices to enhance learning. This informal discussion will be followed by a workshop designed to help instructors find ways to assist students in using technology to develop skills important for learning in mid-March.
Reading group led by Todd Dresser and Caroline Boswell. Thursday, Feb. 16 at 3:30pm