Gamifying and going OER, A Design Study Josh Yavelberg

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<ul><li> Slide 1 </li> <li> Gamifying and going OER, A Design Study Josh Yavelberg </li> <li> Slide 2 </li> <li> S tat us Q u o </li> <li> Slide 3 </li> <li> T heD es i g n I s s u e : Student Demographics and Background No Textbook Learning Management Systems </li> <li> Slide 4 </li> <li> Course Syllabus Spring 2015 Textbook: The textbook Required for this course is: Gardner, Helen, and Fred S Kleiner. Gardners Art through the Ages: The Western Perspective. Boston, MA: Wadsworth/Cengage Learning, 2014. Print. Textbook: The textbook Required for this course is: Gardner, Helen, and Fred S Kleiner. Gardners Art through the Ages: The Western Perspective. Boston, MA: Wadsworth/Cengage Learning, 2014. Print. Open Educational Resource Modules </li> <li> Slide 5 </li> <li> Course Syllabus Spring 2015 Learning Outcomes: After completing this course, you should be able to apply principles of visual literacy in order to develop an awareness of the visual components of the world describe, analyze, and contextualize content and formal elements of art in order to communicate ideas about the world differentiate the various historic periods and styles of art (from prehistory through the Middle Ages) in order to recognize the complexity and diversity of the human experience develop aesthetic appreciation of diverse expressions of art in order to define one's sense of self within the continuum of human creative endeavor </li> <li> Slide 6 </li> <li> Course Syllabus Spring 2015 </li> <li> Slide 7 </li> <li> Team-Based Learning (TBL) Conrad &amp; Donaldson (2012), Donalson (2014), Harrell (2013), Ko &amp; Rossen (2010), Malopinsky &amp; Osman (2014), Oh, Ying, &amp; Reeves (2014), and Simpson (2012) are just a few scholars describing the benefits of TBL. Partnership for 21 st Century Skills (2009) </li> <li> Slide 8 </li> <li> Course Syllabus Spring 2015 Gamification Extra Credits (2012) Gamifying EducationGamifying Education Sheldon (2012) The Multiplayer Classroom, Designing Coursework as a Game. Upward Grading Model, Leveling System, Rewards, Leaderboards Guilds, Avatars, Non-Player Characters Narrative Structure, Authentic Assessments, Farming Course Syllabus Spring 2015 Rule Book or User Guide </li> <li> Slide 9 </li> <li> Course Syllabus Spring 2015 Narrative In this course, you are interns at a failing museum. Your task will be to learn about the history of art in order to curate a museum exhibition and save the museum. To do this, Yavelberg, the museum director, will be providing some thematic insight into various cultures and time periods and you, as researchers will be sent back in time to discuss these themes with a character from each time period. Following this trip, you will be required to work with your intern group to discuss the aspects of that time period and choose works that you would like to integrate into your museum exhibition and respond to any prompts or challenges that the museum director may throw into your groups path. To pass this course, you will need to level-up by completing the tasks provided and side tasks such as providing definitions, weblinks, asking questions, among other means. Course Syllabus Spring 2015 Rule Book or User Guide </li> <li> Slide 10 </li> <li> Course Syllabus Spring 2015 Game Components: Non Player Characters Badges and Leaderboard Upward Grading Model and Levels Museum Exhibition Project Farming exercises: Term Definitions, Resource Library, Q&amp;A, Create a Character Course Syllabus Spring 2015 Rule Book or User Guide *Whomp Whomp </li> <li> Slide 11 </li> <li> DESIGN IMPLEMENT EVALUATE ITERATIVE DESIGN PROCESS NOTES &amp; REFLECTIONS </li> <li> Slide 12 </li> <li> Gamifying and Going OER with Art History Survey Author: Josh Yavelberg Produced by: ArtHistorySurvey.com With support from: Foundations Art Theory and Education (FATE) Randy Horst and Experiential Learning in Art History Surveys Referencing: Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives; the classification of educational goals, by a committee of college and university examiners. New York: D. McKay. Broekman, P. V. M. (2014). Open education: a study in disruption. London; New York: Rowman &amp; Littlefield International. Conrad, R.-M. (2012). Continuing to engage the online learner: activities and resources for creative instruction (First edition). San Francisco, CA: Jossey-Bass, a Wiley imprint. The Design-Based Research Collective. (2003). Design-based research: an emerging paradigm for educational inquiry. Educational Researcher, 32, 58. http://doi.org/10.3102/0013189X032001005 Donahue-Wallace, K., La Follette, L. A., &amp; Pappas, A. (Eds.). (2008). Teaching art history with new technologies: reflections and case studies. Newcastle: Cambridge Scholars. Donaldson, J. A. (2014). E-Collaboration challenges. In A. A. Pina &amp; A. P. Mizell (Eds.), Real-Life distance education, case studies in practice (pp. 95106). Charlotte, N.C.: Information Age Publishing, Inc. Eisner, E. (1998). The enlightened eye: qualitative inquiry and the enhancement of educational practice. Upper Saddle River N.J.: Merrill. Extra Credits (2012). Gamifying Education. Retrieved from https://www.youtube.com/watch?v=MuDLw1zIc94 Gardner, H., &amp; Kleiner, F. S. (2013). Gardners art through the ages: a global history (14th ed). Australia; United States: Wadsworth, Cengage Learning. Gee, J. P. (2007). Good video games + good learning: collected essays on video games, learning, and literacy. New York: P. Lang. Gee, J. P. (2013). The anti-education era: creating smarter students through digital learning. New York: Palgrave Macmillan. Harrell, L. (2013). A learner centered approach to online education. Charlotte, North Carolina: Information Age Publishing. Janson, H.W. &amp; Janson, D.J. (1963). History of art, A survey of the major visual arts from the dawn of history to the present day. Englewood Cliffs, NJ &amp; New York: Prentice- Hall, Inc. &amp; Harry N. Abrams, Inc. Khan Academy. (2015). Prehistoric art. Retrieved March 21, 2015, from https://www.khanacademy.org/humanities/prehistoric-art Kapp, K. (2007). Gadgets, games, and gizmos for learning : tools and techniques for transferring know-how from boomers to gamers. San Francisco CA: John Wiley. Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer. Kinkley, J. (2009). Art Thief: an educational computer game model for art historical instruction. Leonardo, 42(2), 133 137. Knowlton, D. (2007). Idesign; Therefore I research: revealing DBR through personal narrative. Educational Technology &amp; Society, 10(4), 209223. Ko, S. S., &amp; Rossen, S. (2010). Teaching online: a practical guide (3rd ed). New York: Routledge. Kozma, R., &amp; Bangert-Drowns, R. (1987). Design in context: A conceptual framework for the study of computer software in higher education (Technical Report No. 87-F-001.0). Ann Arbor, MI: NCRIPTAL, University of Michigan. Lehman, R. M., &amp; Conceio, S. C. O. (2014). Motivating and retaining online students: research-based strategies that work (First edition). San Francisco, CA: Jossey-Bass, a Wiley brand. The Metropolitan Museum of Art. (2015). Heilbrunn Timeline of Art History. Retrieved March 21, 2015, from http://www.metmuseum.org/toah/ Malopinsky, L. V., &amp; Osman, G. (2014). Facilitating with the learner in mind: Strategies for cross-cultural online collaboration. In A. A. Pina &amp; A. P. Mizell (Eds.), Real- Life distance education, case studies in practice (pp. 107 138). Charlotte, N.C.: Information Age Publishing, Inc. Minor, V. H. (1994). Art historys history. Englewood Cliffs, N.J: Prentice Hall. Oh, E., Liu, Y., &amp; Reeves, T. C. (2014). Supporting adult learners authentic learning experience by optimizing collaborative group work in distance learning courses. In A. A. Pina &amp; A. P. Mizell (Eds.), Real-Life distance education, case studies in practice (pp. 139158). Charlotte, N.C.: Information Age Publishing, Inc. Partnership for 21st Cenutry Skills. (2009). Framework for 21st century learning (Framework). Tuscon, AZ: Partnership for 21st Century Skills. Retrieved from http://www.p21.org/index.php?option=com_content&amp;task= view&amp;id=504&amp;Itemid=185#reports Prensky, M. (2001). Digital Game-Based Learning. McGraw- Hill. Rogers, E. (2003). Diffusion of innovations (5th ed.). New York: Free Press. Sheldon, L. (2012). The multiplayer classroom: designing coursework as a game. Austrailia; Boston, Mass: Course Technology/Cengage Learning. Simpson, O. (2012). Supporting students for success in online and distance education (3rd ed). New York: Routledge. Smyth, C. H., &amp; Lukehart, P. M. (Eds.). (1993). The Early years of art history in the United States: notes and essays on departments, teaching, and scholars. Princeton, N.J: Dept. of Art and Archaeology, Princeton University. Squire, K. (2011). Video games and learning: teaching and participatory culture in the digital age. New York: Teachers College Press. UNESCO. (2012). Open Educational Resources Congress passes historic declaration | United Nations Educational, Scientific and Cultural Organization. Retrieved March 21, 2015, from http://www.unesco.org/new/en/communication- and-information/resources/news-and-in-focus-articles/in- focus-articles/2012/open-educational-resources-congress- passes-historic-declaration/ Waxer, B. M., &amp; Baum, M. L. (2006). Internet surf and turf-- revealed: the essential guide to copyright, fair use, and finding media. Boston, Mass: Thomson Course Technology. Wenger, E., McDermott, R. A., &amp; Snyder, W. (2002). Cultivating communities of practice a guide to managing knowledge. Boston, Mass.: Harvard Business School Press. Retrieved from http://www.books24x7.com/marc.asp?bookid=3483 Copyright 2015 Download the paper from ArtHistorySurey.com Dss </li> </ul>