Dr. David Gibson: Challenge-Based Learning
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The document discusses the role of challenge-based learning and gamification in enhancing student engagement and developing higher-order thinking skills required for global leadership. It highlights various programs aimed at empowering learners through creative problem-solving and strategic thinking, as well as the integration of digital metrics for evaluating learning outcomes. Additionally, it emphasizes a collaborative approach to develop a challenge-based learning network, alongside research initiatives to explore its impact in educational contexts.
Dr. David Gibson: Challenge-Based Learning
- 1. Challenge Based Learning Creating engagement by learning from games & gamification
- 2. Why ‘Challenges?’ Work-ready global leadership requires higher order thinking, and this calls for a new way of teaching
- 3. People’s Car In 2011, Volkswagon crowd-sourced a product plan that engaged 33 million people in China – via a digital challenge activity
- 4. $112 Billion by 2015 Gartner estimates that the majority of people in the workforce will be using game-based apps every day
- 5. Horizon Report 2013 This is a good strategic direction for higher education
- 6. Gradebook vs Challenges • Games are effective for scaffolding concepts and simulating real world experiences. • Gamification includes the larger canvas of social processes and game design.
- 7. Challenges = Aspirational Problems Student choices = engagement moments New data = unintentional actions & products Challenge-based = guidance feedback + rewards
- 8. Student Engagement The hidden agenda of challenges is to teach
- 9. Empowered Learners • Co-Design • Customize • Identity • Manipulation & Distributed Knowledge
- 10. Creativity & Innovation Challenges develop: •problem-solving skills •strategic thinking •improvisation
- 11. How are challenges created and badged? Game-based methods create ‘big data’ and require more up-front team-based authoring, but can then be scaled to engage the whole world.
- 13. Authoring Transmedia Storyboard Experience-First Learning Interactions vs Text Interdisciplinary Research Play Testing Drafts & Iterations Quality Checks Iterate
- 14. Curtin Leadership Centre Self-guided online experience in Leadership Reaching 25,000 students Badged levels of achievement across twelve modules introduce the Social Change Leadership Model.Successful completion of the challenge leads to partial credit for the Leadership certificate and recognition on the Curtin Extra certificate.
- 15. Careers Illuminate Self-guided online experience in Career Development Target: 60,000 students Badged achievement across twelve modules lead to recognition on the Curtin Extra Certificate
- 16. Campus Quest Aim: Raise aspirations and build confidence to attend university Target: Rural, indigenous communities Successful completion will signal that you are ready for university.
- 17. Balance of the Planet International teams propose feasible & scalable solutions to Sustainable Development Goals Winners receive badges, awards and letters of recommendation
- 18. Badges @ Curtin Policy document drafted for academic and administrative review International benchmarking and feedback Outlines ‘internal’ and ‘open’ badges and guides best practices
- 19. Research Frontiers Transmedia Storytelling Digital Media Learning Learning Analytics Psychometrics of Digital Experience
- 20. The Premise In an interactive digital simulation, traces of a learner’s progress, problem-solving attempts, self-expressions and social communications can entail highly detailed and time-sensitive computer-based documentation of the context, actions, processes and products.
- 21. New Psychometric Landscape • A “do over” for performance assessment • New ways of performing & new methods of data capture, analysis and display • Complex tasks and artifacts containing: – higher order thinking (e.g. decision sequences) – physical performances demonstrating skills – emotional responses
- 22. Research Frontiers: BioSensors • Wireless EEG • Facial muscles, emotional clusters, raw EEG • Wireless Galvanic Skin Conductance • Arousal level • Eye Tracker • Gaze-point, duration, mouse-clicks • Haptics • Button presses, head tilt
- 23. Data Dashboard at ASU Helen Chavez and Javier Gomez
- 24. Research Questions • What patterns are found within & between sensors? • How do these patterns relate to baseline and experimental activities?
- 25. Interaction Traces = Evidence There is a need for new frameworks, concepts and methods for measuring what someone knows and can do based on game interactions and artifacts created during serious play Why? Ubiquitous, unobtrusive, interactive big data (fast, varied & voluminous) created by people working in digital media performance spaces
- 26. New Psychometrics • What are some of the measurement and analysis considerations needed to address the challenges of finding patterns and making inferences based on data from digital learning experiences?
- 27. Example • Contexts: Farm, Playground, Science Lab • Actions: Talking, Testing, Walking to… • Processes & Products: Test Results, Explanations Clarke-Midura & Gibson, 2013
- 28. Example • Ecological rationality & Empirical probability Clarke-Midura & Gibson, 2013
- 29. Network Graphs Digraphs illustrate structure in the causative factors during a time slice or event frame.
- 30. Network Analysis Adjacency tables Centrality AF3 F7 F3 FC5 T7 P7 O1 O2 P8 T8 FC6 F4 F8 AF4 GX GY AF3 F7 F3 FC5 T7 P7 O1 O2 P8 T8 FC6 F4 F8 AF4 GX GY
- 31. Symbolic Regression Automated search for algorithms Clarke-Midura & Gibson, 2013
- 32. New Space for Performance • Unfold in time • Cover a multivariate space of possible actions • Assets contain both intangible (e.g. value, meaning, sensory qualities, and emotions) and tangible components (e.g. media, materials, time and space) NOTE: Asset utilization during performance provides evidence of what a user knows and can do
- 33. Example Students who had this pattern of resources were most likely to show evidence of forming a hypothesis Clarke-Midura & Gibson, 2013
- 34. Performance Space Features • Unconstrained complex multidimensional stimuli and responses • Dynamic adaptation of items to user, which entails interactivity and dependency • Nonlinear behaviors with both temporal and spatial components NOTE: Higher order and creative thinking is supported in such a space
- 35. Thinking States Rise in uncertainty and interest Agreement & concentration drop During thinking
- 36. Conclusion Methods based in data-mining, machine learning, model-building and complexity theory form a theoretical foundation for dealing with the challenges of time sensitivity, spatial relationships, multiple layers of aggregations at different scales, and the dynamics of complex behavior spaces.
- 37. Research Frontiers: Heuristic & Haptic Knowledge • Movement-based • Incidental Learning • Feedback
- 38. Research Frontiers: Brain Food Challenges help stimulate the production of dopamine, a chemical that provokes learning by reinforcing neuronal connections and communications.
- 39. Next Steps • Establish a Challenge Based Learning network with international and Australian HE providers, innovators and scholars to advance scalability and portability • Research and publish on impacts on students, international collaborations • Provide leadership for higher education and NGO providers to join or replicate the challenge approach in new contexts • Host an international forum with UNESCO Bangkok, with free webcast access to all Asia Pacific HE providers, to showcase high profile invited international thought leaders and introduce the concept of challenge-based learning to ministers of education in the region.
Editor's Notes
- #13: Drag and drop – create a list using pre-populated ideas and add your own (as shown) Interactive form / Multiple Choice - for selecting definitions, reflection text boxes etc (HIGH FREQUENCY USE) Slider Mechanism (e.g. how confident are you in each of the SCM capacities) Checklists - ideas for reflection questions/topics for setting goals/things to incorporate into practice Dynamic Form – for quizzes and customised questions based on responses (e.g. leadership wheel quiz with feedback) Interactive images – can click on the image for more info (e.g. Social Change model overview, bubbles etc) Interactive Choice Game – earn points for sorting different statements (e.g. collaborative teamwork do’s/don’ts) Interactive Match – connect stages of a theory with examples of a scenario/story (e.g. Tuckmans model) Timed Quiz – e.g. 'hot or not' Interactive diagram – e.g. Spin the Diversity Wheel (as shown) Interactive timeline – e.g. Stories of Leadership (as shown)
- #14: Challenges It’s a significant time investment up front to create modules, get them designed by graphics experts and integrated into the platform. We’re looking to streamline this process. We started with nothing and had to take lots of big leaps in very short time periods – this has been a steep learning curve! Required bucket loads of creativity and experimentation Our previous Blackboard content needed much more reviewing than we anticipated The process involved 1 full time content author, PLUS a Linley and Andrew as supports, AND Joe as a spelling and grammar check We had to build the platform and author content at the same time – lots of chicken and egg problems! And multiple business units working collaboratively in ways that our current systems don’t facilitate particularly well (i.e. document sharing, multiple offices, budget gaps in Marketing etc)