CSU Resources

Here are some resources you may find helpful from the workshop.

When you are in the classroom or teaching online, you may want to find new and interesting ways to engage students. Here is a course titled How to Increase Learner Engagement which provides ten great ideas for breaking away from the lecture and working toward engaging students on a meaningful level.

If you are thinking about being more adventurous in your teaching, think about gamifying some of your instruction. Start small and then add more and more game elements. It’s effective from a learning perspective and really engages students. If you are not sure where to start, check out “The Gamification of Learning.” It will help you think through the gamification process and to create meaningful gamified instruction. Here is a sneak peak.

I’ve included the slides from the presentation and slide on using PollEverywhere and writing directly in PowerPoint in slideshow mode.

Article:

Here is an article on my process. It’s called Gamification via Segmented Polls.

BOOKS:

REFERENCES:

(Challenge) Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational reform. North Central Regional Educational Laboratory. [Online]. Available: http://www.ncrtec.org/capacity/profile/profwww.htm and Schlechty, P. C. (1997). Inventing better schools: An action plan for educational reform. San Francisco, CA: Jossey-Bass. Chapter 2 “The Gamification of Learning and Instruction.”

White, R.W. (1959) Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333.

(Action) Active learning increases student performance in science, engineering, and mathematics Scott Freemana,1, Sarah L. Eddya, Miles McDonougha, Michelle K. Smithb, Nnadozie Okoroafora, Hannah Jordta, and Mary Pat Wenderotha. PNAS Early Edition (Proceedings of the National Academy of Sciences)

(Mystery and Fantasy) Lepper, M. R. (1988). Motivational considerations in the study of instruction. Cognition and Instruction, 5(4), 289-309.

Malone, T.W., & Lepper, M.R. (1988). Making learning fun: A taxonomy of intrinsic motivations for learning. In R.E. Snow & M. J. Farr (Eds.), Aptitude, learning and instruction: Vol III. Cognitive and affective process analyses (pp. 229-253). Mahwah, NJ: Lawrence Erlbaum Associates.

(Failure) Moser, J. Schroder, H.S., Heeter, C., C., Moran, T.P., & Lee, Y.H. (2011) Mind your errors: Evidence for a neural mechanism linking growth mindset to adaptive post error adjustments. Psychological Science, 22, 1284-1489.

(Choices) Cordova, D.I., & Lepper M. R. (1996) Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization and choice. Journal of Educational Psychology, 88, 715-730.

(Storytelling) Carey, B. (2007) this is Your Life (and How You Tell it). The New York Times. Melanie Green http://www.unc.edu/~mcgreen/research.html. Chapter 2 “The Gamification of Learning and Instruction” by Karl M. Kapp.

Speer, N. K., Reynolds, J. R., Swallow, K. M., & Zacks, J. M. (2009). Reading Stories Activates Neural Representations of Visual and Motor Experiences.Psychological Science, 20(8), 989–999. doi:10.1111/j.1467-9280.2009.02397.

(Cramming)Larsen DP, Butler AC, Roediger HL. (2009) Repeated testing improves long-term retention relative to repeated study: a randomized controlled trial. Med Educ. 43: 1174–1181.

Dobson, J. L. (2013) Retrieval practice is an efficient method of enhancing the retention of anatomy and physiology information. Advances in Physiology Education. 37: 184–191, 2013; doi:10.1152/advan.00174.2012.

Carpenter SK, DeLosh EL. (2005) Application of the testing and spacing effects to name learning. Applied Cognitive Psychology. 19: 619–636, 2005. And Cull W. Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psychology. 14: 215–235, 2000. And Cull W, Shaughnessy JJ, Zechmeister EB. Expanding understanding of the expanding-pattern-of-retrieval mnemonic: toward confidence in applicability. Journal of Experimental Psychology Applied. 2: 365–378, 1996.