scholarly journals Enhancing Motivation To Learn In A Biology Laboratory Course Through Gaming

2019 ◽  
Vol 10 (1) ◽  
pp. 53-63
Author(s):  
David C. Owens ◽  
Cindi Smith-Walters ◽  
Angela T. Barlow
Keyword(s):  
Game Design ◽  
Curriculum And Instruction ◽  
Learning Design ◽  
Motivation To Learn ◽  
Student Centered ◽  
Laboratory Course ◽  
Learning Conditions ◽  
Science Educators ◽  
Biology Laboratory ◽  
Mathematics And Science

In this design case, we describe our work to develop a gameful learning design for use in an introductory, under-graduate biology laboratory course for science majors. Our design team included three university-based mathematics and science educators and a biologist responsible for the management of curriculum and instruction in the course under study. The gameful learning design was employed during the four weeks of plant evolutionary life history in-struction. Key challenges to the design and implementation of gameful learning included the adaptation of instruction from teacher-centered to student-centered and establishing novel learning conditions in the eight laboratory sections so as to determine the value of two different elements of game design, repeat-testing and leaderboard with badges.

scholarly journals Learning design for science education in the 21st century

2013 ◽  
Vol 45 (2) ◽  
pp. 404-421 ◽  
Author(s):  
Daniel Churchill ◽  
Mark King ◽  
Bob Fox
Keyword(s):  
Information Technology ◽  
Information Transfer ◽  
Conceptual Knowledge ◽  
Conceptual Models ◽  
Technology In Education ◽  
Learning Design ◽  
Student Centered ◽  
Learning Modules ◽  
Design For Science ◽  
Support Evaluation

Contemporary technological and social developments demand transformation of educational practices. Teachers and schools are no longer fountains of knowledge that fill students with information. Rather, their primarily role is to equip students with new literacies, competencies for productive use of information technology, and sufficient disciplinary-specific bases of conceptual knowledge. This requires changes toward student-centered practices. In such contexts, teachers are designers of learning; therefore lesson planning is replaced with a concept of ?learning design.? This paper introduces the RASE (Resources-Activity-Support-Evaluation) learning design model developed as a framework to assist teachers in designing learning modules. Central to RASE is the emphasis on the design of activities where students engage in using resources and in the production of artifacts that demonstrate learning. The paper also emphasizes the importance of ?conceptual models? as a special type of educational multimedia resource, and its role in assisting learning and application of concepts, as opposed to the ?information transfer? models. RASE is beginning to emerge as a powerful framework for transformation of teachers and their traditional practices to contemporary, relevant student-centered practices. The model is also an effective framework for productive uses of information technology in education.

scholarly journals Learning through wonder: imprinting wonder in language learning for lifelong engagement

2021 ◽  
pp. 35-41
Author(s):  
Alessia Plutino
Keyword(s):  
Language Learning ◽  
Emotional Response ◽  
Language Learner ◽  
Learning Design ◽  
Motivation To Learn ◽  
The People

What is it? Motivation to learn starts with wonder and the breath of wonder transcending curiosity, which Piaget (1969) defined as the urge to explain the unexpected and Engel (2011) as the urge to know more. When wondering, learners express the desire to know what they do not know, as well as what they already know. In the modern languages curriculum, a language learner who uses ‘wonder’ is driven by curiosity for the language(s); has questions about the place and the people; has a wish to know more about various cultures; and eventually become a lifelong linguist. When we introduce learning design based on the pedagogy of wonder, we implement an approach that allows learners to become agents of their own learning by initiating the questioning themselves. L'Ecuyer (2014) defines the emotional response to this type of pedagogy as a possible consequence of wonder, rather than wonder as such.

Multimedia Learning Designs

2005 ◽  
pp. 350-376
Author(s):  
Mike Keppell ◽  
Jane Gunn ◽  
Kelsey Hegarty ◽  
Vivienne O’Conner ◽  
Ngaire Kerse ◽  
...  
Keyword(s):  
Multimedia Learning ◽  
Authentic Learning ◽  
Problem Based Learning ◽  
Health Sciences ◽  
Instructional Designers ◽  
Learning Design ◽  
Student Centered ◽  
Context Learning ◽  
Pedagogical Design ◽  
Multimedia Resources

This chapter describes the learning design of two multimedia modules which complement a problem-based learning health sciences curriculum. The use of student-centered, authentic learning design frameworks guide academics and instructional designers in the creative pedagogical design of learning resources. The chapter describes the educational context, learning design of two multimedia modules and suggests a number of strategies for improving the design and development of multimedia resources.

scholarly journals Teaching a biology laboratory course using Dictyostelium

2019 ◽  
Vol 63 (8-9-10) ◽  
pp. 551-561
Author(s):  
David A. Knecht ◽  
Kate M. Cooper ◽  
Jonathan E. Moore
Keyword(s):  
Dictyostelium Discoideum ◽  
Cell Biology ◽  
Room Temperature ◽  
Model System ◽  
Educational Settings ◽  
Biology Teaching ◽  
Laboratory Course ◽  
Cellular Processes ◽  
Laboratory Courses ◽  
Biology Laboratory

The Dictyostelium discoideum model system is a powerful tool for undergraduate cell biology teaching laboratories. The cells are biologically safe, grow at room temperature and it is easy to experimentally induce, observe, and perturb a breadth of cellular processes making the system amenable to many teaching lab situations and goals. Here we outline the advantages of Dictyostelium, discuss laboratory courses we teach in three very different educational settings, and provide tips for both the novice and experienced Dictyostelium researcher. With this article and the extensive sets of protocols and tools referenced here, implementing these labs, or parts of them, will be relatively straightforward for any instructor.

Interaction with MMOGs and Implications for E-Learning Design

2009 ◽  
pp. 1204-1217
Author(s):  
Panagiotis Zaharias ◽  
Anthony Papargyris
Keyword(s):  
Adult Learning ◽  
Game Design ◽  
Instructional Quality ◽  
Online Games ◽  
The Internet ◽  
Learning Design ◽  
Alternative Mode ◽  
Design Elements ◽  
E Learning

E-learning is emerging as one of the fastest organizational uses of the Internet as a supplementary or alternative mode for corporate training. However its effectiveness is questioned and most of e-learning courses and applications have been accused of being quite static, non-authentic and superficial, poorly designed, and thus non-motivating. Their philosophical assumption views learning as an isolated phenomenon, a static knowledge in a can that could be transmitted to the learners. In this chapter it is argued that many useful lessons for e-learning designers can be learned from game design and especially from the design of massive multi-player online games (MMOGs). A review on instructional quality of games and design elements of MMOGs is conducted under the perspective of adult learning, in order to identify, adapt, and propose design implications for e-learning design.

scholarly journals Game Factors and Game-Based Learning Design Model

2015 ◽  
Vol 2015 ◽  
pp. 1-11 ◽  
Author(s):  
Yen-Ru Shi ◽  
Ju-Ling Shih
Keyword(s):  
Game Design ◽  
Past Research ◽  
Design Model ◽  
Educational Game ◽  
Learning Design ◽  
Digital Game ◽  
Game Based Learning ◽  
Game Value ◽  
Design Factors

How to design useful digital game-based learning is a topic worthy of discussion. Past research focused on specific game genres design, but it is difficult to use when the target game genre differs from the default genres used in the research. This study presents macrodesign concepts that elucidates 11 crucial game-design factors, including game goals, game mechanism, game fantasy, game value, interaction, freedom, narrative, sensation, challenges, sociality, and mystery. We clearly define each factor and analyze the relationships among the 11 factors to construct a game-based learning design model. Two application examples are analyzed to verify the usability of the model and the performance of these factors. It can assist educational game designers in developing interesting games.

Learning by discovery: what is learned?

1964 ◽  
Vol 11 (4) ◽  
pp. 226-232
Author(s):  
Bert Y. Kersh
Keyword(s):  
Experimental Research ◽  
Discovery Learning ◽  
Student Learn ◽  
Science Educators ◽  
Practical Implications ◽  
Learning By Discovery ◽  
Mathematics And Science

It goes almost without saying that discovery learning is in vogue today, especially where mathematics and science educators are concerned. This observation is supported by the substantial curriculum efforts in mathematics and science [1, 2, 3, 4]†, and by the programmatic research endeavors on cognition [5], not to mention the numerous independent efforts by researchers over the country. The reason for tills is not entirely clear to me, however, so I would like to consider what is known about discovery learning that has some basis in experimental research. Specifically, I will attempt to a nswer the question, “What does the student learn when he discovers a principle or generalization in mathematics independently tha t he may not learn when taught these same principles or generalizations directly?” Then I would like to suggest some practical implications.

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