Course Reflection

Learning Evolved

            This term, I learning has moved from using technology as a convenient tool to using technology for a purpose. Begg, Dewhurst, and Macleod (2005) discussed two types of technological learning – game-based learning and game-informed learning. While game-based learning is using a game to make content more enjoyable, game-informed learning embeds the academic content within the actions of the game (Begg et al., 2005). For example, students in a business course had to use a new complex software system. The institution created a first-person shooter game to teach students the commands of the software through building forts or fixing weapons (Lucas, 2016). Game-informed learning allows students to use their personal experience and critical reflection to move through the game and debrief with peers (Begg et al., 2005). By using gaming with a purpose, students are more likely to integrate the content into their experience.  

Significant Concepts and Implementation

            The first concept that was significant to me was the flipped classroom. By placing instruction in short videos and cultivating problem solving in person, students are able to use what they are learning in real world situations (Lucas, 2016). My current plan is to use a flipped model for my tutor training. We are required to participate in at least 10 hours each year. I hire tutors on a rotating basis so running in person trainings has become more difficult. By placing content online and then implementing a real world experience day for training will allow for the flexibility of hiring.

            The second concept that was significant to me were the MOOC implementation. By using a platform to offer content to a broad audience, more individuals will receive the information needed (Lucas, 2016). I plan to start a MOOC for our parent orientation. During orientation, we give tons of information to parents, most of which they forget. By creating short videos and setting up relevant articles about student transition, more parents will obtain crucial information and have a place to go when they need help that is available all the time.

            The final concept that was significant to me was the information about e-mentoring. Akin and Hilbun (2007) purported that e-mentoring allows mentoring to happen at the convenience of both individuals by giving freedom in place and time. We have multiple mentorship programs on our campus and students can be overwhelmed by the time and place commitment. By making these commitments flexible, more students can engage in the mentoring experience to learn valuable information from a skilled peer.  My current plan is to take the athletic mentoring program and add the e-mentoring component so students can meet in their own locations but still connect with each other.

References

Akin, L. & Hilbun, J. (2007). E-mentoring in three voices. Online Journal of Distance Learning Administration. Retrieved from https://www.westga.edu/~distance/ojdla/spring101/akin101.htm.

Begg, M., Dewhurst, D., & Macleod, H. (2005). Game-informed learning: Applying computer game processes to higher education. Innovate. Retrieved from http://www.learntechlib.org.cupdx.idm.oclc.org/search/?q=Game-Informed+Learning%3A+Applying+Computer+Game+Processes+to+Higher+Education&scope=All

Lucas, H. (2016). Technology and the disruption of higher education: Saving the American university. Seattle, WA: CreateSpace Independent Publishing Platform.