The concept of gamification and a rational for using games for language learning

The concept of gamification

Gamification is the use of game thinking and game mechanics in non-game contexts to engage users in solving problems and increase users' self-contributions. According to the article < A Comparison of Computer Game and Language-Learning Task Design Using Flow Theory>, the author mentioned that learning is an active process which alternately involves skill-challenging experiences and reflective thinking.  

Educators realized that the interactive dynamic of games has the potential to benefit teaching and learning, and recent years have seen considerable activity surrounding the use of game mechanics in higher education. Educational gamification proposes the use of game-like rule systems, player experiences and cultural roles to shape learners’ behavior. To understand the potential of gamification, however, we must consider how these techniques can best be deployed in practice.

A rational for using games for language learning

According to the article <Gamification in Education: What , how, why bother?> by Joey J. Lee and Jessica Hammer, gamification, or the incorporation of game elements into non-game settings, provides an opportunity to help schools solve some difficult problems.  In addition, according to the article <Technology—“Just” Playing Games? A Look at the
Use of Digital Games for Language Learning B> by Julie. M. Sykes, digital game principles offer a way to overcome challenges of the language classroom that are difficult, if not impossible, via other means. Also, digital game design provide the new framework for overall understanding about the language learning and thinking. 

Learners can benefit from many aspects of playing games in their language learning. In terms of orienting their own learning goal, learners are able to set their learning goal independently as they do in the game situations. This orientating goal experience function as a motivator to proceed to their goal at the same time.

In addition, they can interact with a lot of characters in games or interlocutors in ‘real world’. They provide useful feedback to encourage learners to solve the problem in some situation. All these problem solving tasks are provided in  contextualized environment.

With regard to intrinsic motivation, as games for education are based on Problem based-learning,  learners are able to improve self-confidence and courage to overcome the difficulties by themselves when learners encounter them in game situation.  After experiencing the game situation, the learned ‘problem-solving ability’ applied to their language learning process. Learners are more likely to be motivated to solve the problem of language learning by himself or herself.

Participation report in Twitter chat

Participation report in Twitter chat_

Promote and reading and literacy

Hashtag #titlechat

Participated Twitter chat: Promote and reading and literacy (every week Sunday 8 pm)

I have been quite interested in students’ performance in literacy task such as writing dialogic journals and peer-share reading and writing. I believe they can make our student’s literacy ability improved. However, the thing is students are reluctant to read assigned reading materials because they were boring. When they were poor at reading classroom material which can be good sources for their wiring, their journal or short essays could not express exactly what they really wanted to say through their writing. When I have taught in English for a year in Korea before coming to the US, I have concerned choosing reading materials to be read with ease and interest. For this reason, I asked this concern via Twitter chat. Some experienced teachers answered and recommended.

I think Twitter chat had pros and cons. In terms of providing educational sources, it could be a good channel. Actually, when I asked how to choose the appropriate reading materials, some experienced teacher recommended the reading materials name and useful links. But there are also a lot of deceptive advertisements which distracted teachers.

In addition, in case of some Twitter chat which people rarely come and go, teachers can even a piece of useful source or advice with that Twitter chat room. The one I participated in was also very ’quiet’, so even if I posted my questions, teachers rarely answered or the speed of their answering was too slow. In this case, it can be time-consuming for teachers who want to get some useful information. If teachers want a lot of sources about what they are interested, they had better navigate first which Twitter chat provide them and how many people usually participate in it. In this sense, I agree just partially Twitter chat can be a good source of professional development.

The potential for Twitter in Education

The potential for Twitter in Education

[1] Twitter: Potential for Use as a Pedagogical Tool?

http://www.atelier.net/en/trends/articles/twitter-potential-use-pedagogical-tool_430928

This article is intriguing because it introduce some controversial opinions about the use of Twitter for the purpose of education at students’ and university’s respective perspectives. It argues that there is still some way to go before Twitter becomes accepted as a pedagogical tool in its own right.

Twitter as a ‘complementary’ pedagogical tool

Oliver Ertzscheid mentioned that Twitter is ‘one piece of the puzzle’ among a range of tools that can be used in the classroom. Twitter use as a pedagogical tool depends on the particular type of learning, such as for a class on the sociology of networks. However, in terms of the use that might be made of Twitter during actual class work, academics are basically seeking ways to expand their audience among the general public and are much less interested in using the platform in an unnecessary way with their own classes.

Overall Twitter use differs according to the users

I totally agree with this article. University administration and students seem to use Twitter for the different purpose. In terms of what they use Twitter for in the university context and discovered that they find Twitter useful for different reasons than the staff, the vast majority of students wanted to receive practical information on their classes via Twitter. On the other hand, events at the university were being widely publicized on Twitter, despite the lack of interest on the part of the students in receiving this type of information.

[2] 30 Ways To Use Twitter For Education

https://www.hashtags.org/platforms/twitter/30-ways-to-use-twitter-for-education/

This post realizes for sure the benefit of using Twitter for the purpose of education and deals with specific and effective ways to using Twitter in education. I would like to introduce this writing to all visitors on my blog including my LAI 590 classmates.

First, it introduces Initial Steps for using Twitter. From making Twitter account to following interested person or twits of topics. Second, it explains the way to use Twitter with good online manners such as reading a rules, posting original things, separating public and private things and updating and so on. Third, it mentioned several ways to use Twitter as ways for effective communication and professional learning. Among these effective ways, using Twitter chat to be related to topics I’ve been interested. For professional learning, it advises to exchange idea and look for a mentor. Finally, it recommends some ways to apply it to the classroom setting. It contains building a community, giving assignments, providing materials and receiving feedback. 

Some projects from ePals

            

ePals

http://www.epals.com

              I would like to introduce some projects posted on ePals. ePals is Project-based learning website and it encourage teachers and learners all over the world to development their understanding about projects they are participating in. Through communication with global groups, we can share our ideas and develop our thought about teaching and learning.

1. A National Geographic Project

In this project, students will engage in a collaborative learning experience. Through email exchanges, students will build friendships and learn about the daily lives and characteristics of the local environment of students who live in another region of the world. This unit may be taught to both lower elementary students (grades 2-4) and to upper elementary and secondary students (grades 5-7). Their class is in North Carolina, USA.

2. A McGraw-Hill World Languages Project

This project is designed for native speakers of English who are learning Spanish, and native-Spanish speakers who are learning English. Only classes that meet this description will be accepted. Classes will be paired together for project collaboration so that students have the opportunity to practice the target language with native speakers. Personal interests, values, and beliefs all influence a person’s identity. Culture also plays a role in how humans see themselves and how they identify with the world around them. Through getting to know other people, especially people from different cultures, we have the opportunity not only to gain insight into how others view themselves but also to learn more about ourselves.

3. Education Around the World Project

This project is designed by Ms. Megan Wood, an education student in college at Missouri Western State University. She is a pre-service teacher looking to start a project about education curriculum and systems around the world. She wants to present this information at a conference. She wants to deal with communication (emails, letters, video chat) with elementary schools around the world, Media (pictures, videos, etc.) and contact with students, teachers, and administrators. As a teacher getting ready to go into the workforce, she wants to experience and learn as much diversity in the global education system to prepare herself.

Actually, I could not find lots of language learning projects in this website. However, there are many projects every age groups and interest such as culture, music, nature and so on. Especially, I would like to use 1. A National Geographic Project. Because I will be back to my country after graduation and teach Korean students, I want to apply this project in our EFL educational environment. Without visiting the real classroom of other countries, my future students will be able to communicate with students who live in other countries via email. Through this process, my students will not only learn other cultures and practice their English with friends all over the worlds. 

Connectivism through Social Networking_Classroom 2.0

YouTube video reference:

Alan Levine- New Media Consortium

Classroom 2.0 

http://www.classroom20.com/

           Using social networking, for example, Alan Levine referred to his personal experience that he could put out his ignorance and people who connected with him through social networking group can help or give him an advice for the problem. It takes some time to build up the network, but we can learn more than we expected and share our ideas with them through Facebook, Tweeter, Email, blogs. It is really important for us (teachers) to be able to stay connected to other teachers or learners than are smarter or experienced than us because we cannot know everything. For example, starting to learn new technology applied out classroom (or future classroom) can be intimidated first to know about them as a novice, but it can be very exciting as we learn and discover with help and advice for social networking group members.

             I would like to introduce Classroom 2.0 for social networking cummunity. This is social network for those interested in Web 2.0, Social Media, and useful Technologies in the classroom. It is also a free, community-supported network. Even beginner, anyone can use this community network because many experienced and supportive group members help them navigate and find the information through digital dialog. Participating in the discussions in Classroom 2.0, teachers and learners get useful information about their teaching and learning activities through Forum. In addition, teachers and learners can watch keynote recording videos in Recordings (button located in the upper side option bar).

Today's learner

Journal reference: 

Connectivism: A Learning Theory for the Digital Age (George Siemens, 2005)

http://www.itdl.org/Journal/Jan_05/article01.htm

YouTube Video reference: 

The Impact of Social Software on Learning

       Today’s learner is like an explorer not only for new knowledge itself but also for the capability of increasing their knowledge. Today’s learners use social media such as facebook, twittter, and so on to develop their current knowledge and find the way to increase their knowledge for the future. In this journal “Connectivism: A Learning Theory for the Digital Age (George Siemens, 2005)”, Siemens cited that Art Kleiner (2002) explores Karen Stephenson’s “quantum theory of trust” which “explains not just how to recognize the collective cognitive capability of an organization, but how to cultivate and increase it”. It means that learners are getting smarter to find how to get the information or knowledge, not just the information itself what they want.

       Also, today’s learners express their opinion and share their ideas with others. They know the importance of expressions of their knowledge and its impact. The more they express, the wider their knowledge gets. In the YouTube video named “The Impact of Social Software on Learning”, George Siemens referred to Vygotsky’s statement that “words really give the life to thought” and argued that “our Ability to express ourselves and our knowing increases as we express ourselves externalized our knowledge.” Through the process of ‘externalization’, which is the opposite concept of ‘internalization’, people also can teach and learn the new knowledge and concepts and spread it among others. Today’s learners also know the importance of knowledge’s expansion through interaction with people who want to know it. Therefore, exchange and transfer of knowledge through social media can be a very effective way to expand the learner’s knowledge and their learning. 

Diigo vs Pinterest (social bookmarking & curating)

Trying to use Diigo and Pinterest, I would like to write something I felt while using them. 

<Diigo>

<Pinterst>

-Can you highlight text in saved sites? 
With Diigo, I can highlight text in saved sites. On the other hand, I just chose the interesting website and pin it with Pinterest. 

-Can you use multiple tags? 
Both are good to add multiple tags. It is very convenient for users to find the website or blogs they want to visit.

-Can you copy and paste from original article to appear in comments about site? 
Yes. Both are convenient for copying and past text from original article. However, in case of Pinterest, I have to go into the original website for that. 

-Can others post comments on your site? 
I can put comments on Diigo and Pinterest. When someone feel something about the posts or websites I'm sharing, they can put comments on my Diigo and Pinterest pin post anytime.

-Can you follow others?  Can they follow you? 
Of course. We can share our interest with others! I followed many English teachers boards and blogs, and they also can follow me if they want.

-Can you message people you follow? 
Yes, using Pintest, I can message to them pushing button shaped paper plane.

-Are you offered suggestions for related articles? 
Yes, they show me related articles automatically when I click some pin posts. 

-Would you continue to use either of these?  Which?  Why? 
I would like to use Diigo and Pinterest both. Diigo is so useful to assess to my favorite websites, especially any devices! And Pinterest is so nice to see all the post I've interested, in one site at the same time. 

According to the purpose of using these social bookmarking and curating websites, we can use these tools effectively. It is certain that these website are quite useful for teachers and learners in that they provide various opportunities to access others' creative thoughts about the ways of teaching and learning.