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Rethinking CALL Teacher Preparation- To Gamify or not to Gamify?

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by

Greg Kessler

on 19 August 2013

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Transcript of Rethinking CALL Teacher Preparation- To Gamify or not to Gamify?

CALL Knowledge and Skills
In a Rapidly Evolving
Digital Landscape

Overview of My CALL Course
Daily exposure to research and practice

Daily hands-on requirements

Decision making skills related to:
learning environments
materials
tasks
activities
goals

Exposure to emerging technologies
Open-source

Syllabus http://www.ohio.edu/linguistics/people/kessler/syll20125510.pdf
Alternate evaluation methods
Course is divided into halves

First half - focus on knowledge development

Second half - focus on practical application
Curricular design project for specific authentic context

Midterm is dividing point
Collaborative constructivist exam
Alternate Delivery & Engagement
Rethinking CALL Teacher Preparation
To Gamify or not to Gamify?
Collaborative Constructivist Midterm
Individual & Collaborative Question creation

Collaborative Review

Exam day

Outcomes
Potential of the gaming structure
Potential of the gaming structure



Leveling up

Points

Public recognition for work completed
Limitations of the gaming structure
Games are fun, pretending class is a game might not be!

Still too connected to traditional means of instruction

Increased attention to grades

Superficial refocusing of attention

Gimicky
Self contained in Moodle

Students are instructors

During second half students lead each course

High engagement
Potential of the gaming structure
Gamification is intended to benefit from:

Investment

Collaboration

Virality

Epic Meaning
Games as a topic in CALL Classroom
http://www.escapetheroomgames.us/classroom-escape



http://www.molleindustria.org/everydaythesamedream/everydaythesamedream.html
Conclusions
Useful for developing specific skills, but:

More fun to incorporate real games

Other ways to increase engagement

CALL is compelling enough on its own
Thanks!

Questions?


kessler@ohio.edu
Full transcript