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Learning Through Storytelling in Higher Education

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Learning Through Storytelling in Higher Education

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Learning Through Storytelling in Higher Education

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Learning Through Storytelling in Higher Education has 2 ratings and 1 review. Learning Through Storytelling in Higher Education explores ways of using st...

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The Instructional Value of Digital Storytelling

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The Instructional Value of Digital Storytelling

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Also available at Western Libraries.

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Scenario Based Assessment

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A new yellow cab, and I play the role of a cool cab driver (well cab drivers have become really cool post introduction of app based taxi service like Uber). The game objectives are simple - drop each passengers on their exact locations and you get paid in the form of virtual coins that can be redeemed for discount vouchers.

But the challenge here is that the passengers will pay only if the cab driver is able to find the answers to the questions asked by them.
There are more challenges as every wrong answer will reduce your fuel level and there is possibility for a break down of you car and subsequently failure of the mission. Give them the correct answers and you get paid as well as the fuel meter rises up.

This was a small game based assessment which was included in the e-learning module designed by us recently. From the traditional MCQs, fill in the blanks etc, assessments have come a long way to create engagement and interactivity among the learners. More organisations prefer now to explore and include game based assessments in their learning modules than using the traditional MCQs.

Before we look into the game based assessments, let's also understand what are assessments in general?
We all know that assessments play an important role in measuring the success of any learning program. They help evaluate the comprehension levels of learners and determine whether the learning objectives of the training programs are met.
Be it an offline or online learning, assessments are always an important part in the learning process.
What are assessments?
In education, the term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.
(source edglossary.org)
What are game-based e-learning assessments?
Games Based assessments are games, which allow for the measurement of knowledge, skills, values, personality, motivation, and competencies of the learners. These fall into the broader category of "serious games" i.e. games designed for purposes beyond entertainment.
Why game based e-learning assessments?
1.Game based e-learning assessments have the power to influence the cognitive ability of the learners and make them actively engage with the module.

2.Game based e-learning assessments help in a psychometric analysis of the learners which can be very effectively used to collect more information about the learners behavior patterns etc.

3.Game based e-learning assessments can be used both for online and offline training.

4. With higher interactivity and engagement game based e-learning assessments will definitely appeal to the millennial workforce.

5.Game based assessments are fun and hence they can eliminate the tension of a traditional assessment.

These are some of the most important reasons to consider game based assessments in your learning strategy.

While I mentioned the reasons to consider game based assessments, let us also explore the practical examples of game based assessments .

1. Game based assessments can be used for sales e-learning

Sales force of any organisation, is always the bunch of highly active persons. They have a high adrenaline rush and you can see them always busy in their own world of calls, emails, the client meets etc.

A traditional classroom training or an assessment can make them bored as there is no or lesser interactivity and engagement.

By including game based assessments in sales training, it helps the learners to be engaged with the assessments. The learner is required to play the game actively and solve the assessments which include challenges and tasks.

The game elements used here induces motivation and the challenges and tasks further make the assessment effective.
2.Game based assessments can be used for both classroom and online training
Even when an organisation conducts classroom training programs, game based assessments can be really handy.
Organisations can easily develop small games and include the required questions to evaluate the learners.
The availability of game templates and software to develop games helps in quick development of game based assessments, which can be effectively loaded to the servers or LMS to be accessed by the learners.
3.Game based assessments for compliance e-learning
Compliance training- Speak this word to your employees and you may see many disappointing faces.
With the implementation of various new elearning strategies likeelearning gamification, game based elearning etc. compliance training is seeing a fresh life of engagement and interactivity among the learners.

Assessments in compliance training are very important as it becomes mandatory for the employees to undertake the course and for organisations they require to assess if the learners have understood the topics. For example, Info security is a compliance training topic which every learner should undergo and it becomes important for the organisation to assess if the learners have understood the topics.

The developer can choose a game theme of a superhero who protects a big data center from a large anonymous group of hackers who had threatened to steal the data. The assessments can be designed based on the choices the superhero character makes in the game.
4.Game-based assessments in onboarding
Game based assessments are actively used by organisations to recruit new employees and induct them within the organisation. With the higher employee turnover, organisations are trying hard to find the right candidates to fill up the job posts.

In the recruiting process, game based assessments induce competition, motivation among the learners.
In a recent study by Cut-e (Cut-e, 2017) it was found that 89% of HR & talent practitioners of MNCs would use games as part of their talent attraction campaign. 75% of HR and talent practitioners worldwide would use game based assessments as part of their screening strategy.

Game based assessments helps the organisation to refine the candidates easily. It helps to give more detailed and psychometric analysis of the candidates.
5. Game based assessments can be the driver for formative assessments
Formative assessments are the assessments that are conducted during the learning process. One of the important advantage of formative assessments are the ability to share the immediate feedback to the learners. With game based assessments, the learners gets the immediate feedback. The learners can understand where they went wrong and helps in taking corrective actions when necessary.

Here, the organisation can explore and include small game based assessments to measure the knowledge and skill of the learners.

So what are you waiting for? Let you next elearning module include game based assessments and experience how effective they can be from the traditional format of assessments in elearning. Try it to experience the difference!

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What are Game Based Assessments in E-Learning?

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A new yellow cab, and I play the role of a cool cab driver (well cab drivers have become really cool post introduction of app based taxi service like Uber).

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Applications for maths classrooms.

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The MIT Education Arcade, in collaboration with the Teaching Systems Lab, is creating a game-based assessment system that gives students and teachers access to ongoing authentic assessments that measure multiple learner outcomes in a deep and robust way. We are working to re-envision the role of formative assessment in math classrooms using digital games as a vehicle to assess learners' growth in core fundamental knowledge as well as in cognitive and non-cognitive skills, such as persistence and creativity. We will do this by using an ongoing game-based assessment model that doesn't rely on single observations and single types of game mechanics, but rather gathers data continuously over time and ubiquitously across contexts and standards. The psychometric qualities of the assessment results will be researched so that ultimately the assessment system could replace tests, and the implementation model of short, frequent interactions will make it feasible to integrate into classrooms. Our goal with this project is to not only create one game-based assessment system, but to develop a process whereby this type of tool will be more feasible to design and build, in order to reshape classroom assessment practices.

So far we have completed the background research phase and are moving into the design phase. We have selected the topic area of geometric measurement and dimension, including the relationship between 2D and 3D shapes, and we have brainstormed possible directions for the game's core mechanics and premise. Our goal is to create an environment in which students demonstrate their conceptual understanding of geometry and their spatial reasoning skills by imagining and building shapes to solve modeling problems. It will be open-ended enough that players can solve problems in multiple ways, but constrained enough to yield interactions and choices that can feed assessment models. These are the core goals that are driving our prototype development (see below), task design, and playtesting with students.

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The MIT Education Arcade, in collaboration with the Teaching Systems Lab, is creating a game-based assessment system that gives students and teachers access to ongoing authentic assessments that measure multiple learner outcomes in a deep and robust way.

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Highlights

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This study describes how to foster medical trainees' collaborative learning skills with the support of online advanced learning technologies and real-world clinical cases.

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Designed and developed an interactive Case-Based Learning System (iCBLS) for practising clinical cases before and outside the class.

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The iCBLS supports an innovative method to create real-world clinical cases using a semi-automatic approach.

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Two types of evaluations under the umbrella of the CIPP model have been performed in heterogeneous environments with a Glycemia study.

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The iCBLS achieves a success rate of more than 70% for students' interaction, group learning, solo learning, and improving clinical skills.

Abstract

Medical students should be able to actively apply clinical reasoning skills to further their interpretative, diagnostic, and treatment skills in a non-obtrusive and scalable way. Case-Based Learning (CBL) approach has been receiving attention in medical education as it is a student-centered teaching methodology that exposes students to real-world scenarios that need to be solved using their reasoning skills and existing theoretical knowledge. In this paper, we propose an interactive CBL System, called iCBLS, which supports the development of collaborative clinical reasoning skills for medical students in an online environment. The iCBLS consists of three modules: (i) system administration (SA), (ii) clinical case creation (CCC) with an innovative semi-automatic approach, and (iii) case formulation (CF) through intervention of medical students' and teachers' knowledge. Two evaluations under the umbrella of the context/input/process/product (CIPP) model have been performed with a Glycemia study. The first focused on the system satisfaction, evaluated by 54 students. The latter aimed to evaluate the system effectiveness, simulated by 155 students. The results show a high success rate of 70% for students' interaction, 76.4% for group learning, 72.8% for solo learning, and 74.6% for improved clinical skills.

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iCBLS: An interactive case-based learning system for medical education

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Medical students should be able to actively apply clinical reasoning skills to further their interpretative, diagnostic, and treatment skills in a non...

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Digital Body Language And Learning Analytics

Learning and Development today should be all about the learner-what they want, what they need, and when they need it. Despite the breakthrough technologies, the current scenario of L&D is uncertain, as the need to have a clear link between training and performance increases. And eLearning is not far behind. Deriving actionable information about learners' learning needs, pain points, and the learning intent are driving the L&D teams now. A newer concept has emerged that may have the answer to it, and that is digital body language.

So, What Is Digital Body Language?

Consider a traditional classroom. The student and the trainer are in the same environment at the same time. This makes the trainer more aware of how engaged the student is. Accordingly, if they notice the learners are disengaged, they can see their pain points and take corrective measures to increase the engagement. This is now possible in the digital environment, too.

Digital body language, or else known as DBL, a concept made famous by Steve Woods in 2009, was used to explain the science of tapping into the signals and activities customers are exhibiting that show what they want, and when they are likely to raise their hands. DBL gives electronic signposts to a person's interests.

Decoding Digital Body Language

"Digital body language represents everything that learners are online"

- Lori Niles-Hofmann.

DBL is the sum of all activities taken, the number of courses taken, pages visited etc. Learners might be able to hide behind their computer monitors and mobile phones, but their actions reveal key information about their interests.

Think of it like a learner's facial expressions. Instructional Designers need this data to accurately assess where the learner is on their learning journey so that they can adapt their strategies and approach accordingly.

Making The Data Accessible

The main use of DBL is that it can be objectively measured using data. By looking at just a few figures, L&D teams can immediately understand where the learner stands, what they are interested in, and what kind of approach or strategy can be followed. Information can be collected via feedback forms, polls, or even the number of visits to the course. These can be used to score the learning strategy.

Source Of Information

The information that can be unraveled from DBL is:

What device or browser does your audience prefer?

At what time or day of the week do they access content?

What content length is optimal?

Do they prefer videos, articles, or microlearning?

What are the potential obstacles learners are facing?

Compiling this data-and reporting it on a regular basis-is a good way to begin to bridge the content divide. But, how can we report, record, or track data at a micro-level? The answer could lie in xAPI and LRS or even custom coding.

xAPI, Learning Record System (LRS), And Custom Coding

xAPI or Experience API, the successor to SCORM, poses unique features such as offline tracking, tracking learner experience, reducing the need for an LMS etc. This gives rise to the question of how are we going to track our course without LMS? This can be done through LRS. We can track our eLearning courses wrapped in xAPI using LRS. Now, what is LRS? LRS is the heart of any xAPI ecosystem. LRS stores learning records and enables the export of raw learning data.

Now, coming to the main query, what do LRS and xAPI have to do with DBL? Adopting these technologies will help you build the right platform to decode DBL. However, only xAPI and LRS are not enough to get the complete picture. An adaptive learning platform is required, and here is where custom coding acts as a catalyst. xAPI recognizes and records learning experiences, LRS acts as a database, and custom coding gives the ability to draw the appropriate data.

On the other hand, when it comes to learning design, we need to factor into a few things. Let's look at this next:

Data-Driven Learning Design

Data-Driven Learning Design or DDLD gives us the evidence that we can no longer push the content we believe learners should or must digest.

Here are a few ways that DDLD can help in Instructional Design:

1. Designing The Learning Objectives

DDLD gives us insights into:

What type of media should we use?

Is the mobile access high or low?

When do learners log in?

Answering these questions helps us create better courses. For example, if learners are comfortable with more visuals than text on the screen, then you can consider giving concrete examples such as combining words and visuals. Depending on the learning strategy, learning objectives can be defined.

2. Content Design Decision

The intent of DDLD is to help Instructional Designers make decisions about whether to go for self-paced eLearning or a blended solution. For example, DDLD can help Instructional Designers decide when to put a quiz, what type of introduction the course will need, and when we can place a drag-and-drop or any sort of exercise.

3. Consulting And Evaluation

DDLD gives insights into how the training can have an impact on learner performance. Consulting and evaluation along with DBL help to build courses that align course objectives with business goals.

Conclusion

Digital body language helps you drill down into different levels of data and information. It's fun to observe and learn at the same time. Utilizing the insights drawn from DBL means taking on an iterative design mindset. Instructional Designers can constantly refine and improve what they do based on what they find out to increase engagement.

To conclude, data will leave you in amazement. It uncovers a veil of learners' preferences and helps to create courses which are more learner-centric.

So, what's your plan for understanding the digital body language of your learners?

Loved the article? Give your feedback by leaving a comment below.
References: The Everyday Guide to Learning Analytics

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Why Use Digital Body Language And Learning Analytics? - eLearning Industry

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Learning and Development today should be all about the learner-what they want, what they need, and when they need it. Despite the breakthrough technologies, the current scenario of L&D is uncertain, as the need to have a clear link between training and performance increases. And eLearning is not far behind.

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Learning dashboards: an overview and future research opportunities

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Learning dashboards: an overview and future research opportunities

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Good starting place for understanding learning dashboards and how to capture and visualize learning activities and learner performance.

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Katrien Verbert

Sten Govaerts

Erik Duval

Jose Luis Santos

Frans Van Assche

Gonzalo Parra

Joris Klerkx

Abstract

In this paper, we present work on learning analytics that aims to support learners and teachers through dashboard applications, ranging from small mobile applications to learnscapes on large public displays. Dashboards typically capture and visualize traces of learning activities, in order to promote awareness, reflection, and sense-making, and to enable learners to define goals and track progress toward these goals. Based on an analysis of our own work and a broad range of similar learning dashboards, we identify HCI issues for this exciting research area.

Keywords

Learning analytics Information visualization Dashboards HCI

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References

1. Chatti MA, Agustiawan MR, Jarke M, Specht M (2012) Toward a personal learning environment framework. In: Design, implementation, and evaluation of virtual learning environments. IGI Global, 2012, pp 20-40. Web 14 Dec 2012. doi: 10.4018/978-1-4666-1770-4.ch003

2. Son LH (2012) Supporting reflection and classroom orchestration with tangible tabletops. PhD Thesis http://biblion.epfl.ch/EPFL/theses/2012/5313/5313_abs.pdf

3. Siemens G, Gasevic D, Haythornthwaite C, Dawson S, Buckingham Shum S, Ferguson R, Duval E, Verbert K, Baker RSJD (2011) Open learning analytics: an integrated & modularized platform proposal to design, implement and evaluate an open platform to integrate heterogeneous learning analytics techniques. Retrieved online from http://solaresearch.org/OpenLearningAnalytics.pdf

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Learning dashboards: an overview and future research opportunities

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Katrien Verbert Sten Govaerts Erik Duval Jose Luis Santos Frans Van Assche Gonzalo Parra Joris Klerkx In this paper, we present work on learning analytics that aims to support learners and teachers through dashboard applications, ranging from small mobile applications to learnscapes on large public displays.

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Lori Niles-Hofmann discusses the importance of understanding learner engagement by analysing their digital body language.

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The Importance of Data Driven Learning Design

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Learner and Course Dashboards for intelligent learning management systems

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Learner and Course Dashboards for intelligent learning management systems

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Discusses various approaches to designing a learner analytics dashboard and provides a case study for the design of a learner dashboard.

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Learner and course dashboards for intelligent learning management systems - IEEE Conference Publication

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Visualization of data in learning management systems became essential for easier analysis of learner's behavior and interpretation of results on such syste