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When I do workshops on student-centered assessment practices or teach the Assessment Design course as a professor, I've noticed that people feel strong emotions about assessment. As educators, all of our assessment practices come from a set of values and beliefs that we hold. Do we give extra credit? If so, are we valuing accuracy or effort? Do we take points off for late work? If so, is this about measuring the mastery of learning or teaching students how to stick to deadlines and work hard? Do we grade for effort or grade based upon a set of criteria? Do we give group grades on projects or is that unfair to individuals who did all the work? Should we use weighted categories? Should students get the opportunity to resubmit work or retake tests? Does that help them gain perseverance or lead to laziness?

For the last decade, I have watched teachers engage in heated debates over these issues. And I understand why. These assessment practices are rooted in our values about fairness and justice. They connect to what we believe about teaching and learning and why we are in the classroom as educators. Tell me to try a new discussion protocol with small groups? I'm down for that. Tell me to eliminate zeroes from the grade book? I've got strong feelings about it.

At a basic level, most of us can agree that assessment exists for a few reasons:

Assessment helps teachers know how individual students are doing. Did this particular student master the learning target? Does this student understand the concepts? Has this student mastered the skills? Is this student engaged in the learning? Does the student need additional supports or scaffolds? These questions help us identify which students need enrichment and which need intervention (like a small group pull-out).

Assessment helps teachers know how the class as a whole is doing. What are the overall trends that you notice? This helps teachers with the larger lesson planning cycle of planning, implementing, and assessing.

Assessment helps students know their mastery level. They should be able to comprehend what they know, what they don't know, and where they will go next. But assessment might also help increase student motivation or self-efficacy. It might be less evaluative and be more descriptive.

So, I'd like to consider how AI might change our assessment practices in the upcoming years. The following are five potential trends we might see.

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Trend #1: Less Grading and More Assessment

When I interviewed Mark Schneider, he described how AI will be used in the future within speech therapy. Currently, speech pathologists spend hours doing the initial intake tests. The work can be tedious and time-consuming. With the combination of generative AI and voice recognition, we will eventually have AI tools that can run the speech test and provide the initial data that the pathologist needs. This data can go beyond the simple score and actually provide insights into what type of speech therapy the student might need. Speech pathologists can then engage in ongoing assessment in a way that's more dynamic and relational.

Now imagine a similar technology for something like reading fluency. Currently, early elementary teachers spend hours doing reading fluency tests on a one-on-one level. It can get boring at times and that's when human error begins to slip through. Fortunately, AI doesn't get tired. So, instead, we might see speech recognition technology used within AI for a reading fluency test. Students will take the test on a computer or a smart device, get an immediate score, and see how it compares to their reading goals. This frees teachers up to engage in student-teacher conferences and small groups. Teachers will also be able to adjust the small groups because the data is more frequent.

It's not that AI replaces teachers in the assessment process. It's just that we outsource the areas most prone to human error and focus instead of the more relational elements of assessment.

Trend #2: Faster Feedback

When I was a kid, I loved playing baseball. I spent hours hitting a ball off a tee. My twin brother and I would do soft toss in the backyard. I probably averaged 40+ hours per week in the summer just practicing the game of baseball. You'd think I would have been a stellar hitter. After all, practice makes perfect. But actually, I was awful. I couldn't see the ball well. When I hit it, I often fouled it away. Then, in the rare occasion that my coach corrected my swing, I found it nearly impossible to correct it. So, what was going on? I struggled from a lack of feedback and I had spent hours committing a poor swing to muscle memory.

For decades, we've known that it's vital for students to get immediate feedback. When learning a skill, a lag in feedback can mean students practice things incorrectly. It's not all that different from my baseball swing. When learning a concept, a lag in feedback can mean a misconception lasts for weeks and leads to multiple misconceptions. For some students, a delay in feedback leads to a loss in motivation.

With AI, we have the ability to provide faster feedback. A teacher might run an essay through an AI assessment tool and provide a set of suggestions that the student then uses. A teacher might use an AI tool with a math problem to get a quick diagnosis of what mistakes might be occurring in computational fluency or mathematical reasoning. With AI, we will see faster feedback that can lead to more timely corrections. While I generally embrace this trend, I think we need to be a little worried about the lack of struggle. If we are identifying mistakes fast and providing instant feedback, I worry that we might accidentally quash productive struggle and this could lead to learned helplessness.

As a diagnostic tool, AI has the potential to help us identify mistakes that we don't see and to provide targeted feedback quickly. But it might also move a step further in predicting mistakes before they happen.

Trend #3: Predictive Analysis

Machine learning tends to excel in finding patterns and using those patterns for predictive analysis. In assessment, this might look like:

Adaptive learning: AI algorithms can analyze data on students' past performance to develop adaptive learning plans that can help students learn more effectively and efficiently. They might take into consideration student interests, attention span, work completion rate, or any number of data factors to help predict what kind of assignment might lead to "stickier" learning for the student. For more on this idea, see my previous article.

Early identification of at-risk students: AI algorithms can analyze data on students' attendance, grades, and other factors to identify students who are at risk of falling behind or dropping out of school. This can help teachers and administrators intervene early to provide support and prevent students from falling through the cracks.

Adaptive assessments: AI algorithms can analyze data on students' responses to assessment questions to adjust the difficulty level of subsequent questions, ensuring that each student is challenged appropriately and accurately assessed.

Predictive modeling: AI algorithms can use data on past student performance to develop predictive models that can identify factors that are likely to lead to success or failure. This can help teachers and administrators make data-driven decisions to improve student outcomes.

I have mixed feelings on the predictive element. For example, if we use AI to identify "at-risk" students, are we creating a self-fulfilling prophecy? Are we falling into a deficit mindset? There's something vaguely Black Mirror about the use of Big Data and AI for predicting a student's performance. And yet, there's another side that feels more hopeful. If AI can look at past math performance, we might be able to predict upcoming struggles and actually move toward compacting, where students skip the standards they've already mastered and spend longer on the areas where they struggle.

Trend #4: More Differentiation within Assessments

Differentiation takes time. There's no way around it. Even when we empower our students to self-select scaffolds, it takes time to design those scaffolds. With AI, differentiation is now faster and easier. We might see a trend toward differentiated assessment. It might look similar to adaptive learning programs, where the assessment closely matches a student's current skill level. AI-powered adaptive assessments can provide teachers with more detailed insights into student performance by adjusting the difficulty level of assessment items based on student responses. This can help teachers figure out what students know, what they don't know, and what they need to do next. The result is more personalized instruction at each student's skill level.

Other times, we might use AI to take a current assessment and differentiate it for English Language Learners. Here, the AI might simplify verb tenses, provide a glossary of vocabulary, or even generate sentence stems. In some cases, you might create multiple types of assessments and let students choose their method. But we might also use AI to create targeted formative assessments for students with learning differences. It could be a rubric or checklist for a task related to an IEP goal. Here, a teacher starts with the AI-generated assessment and then modifies it based on what they know about the individual student.

Trend #5: Empowering Students to Own the Assessment

While differentiated assessment is important, we also want to empower students to own the assessment process.

Here are a few examples we might see:

Goal-Setting: Students can use AI to get personalized recommendations for areas to improve. They can take ownership of the learning process by evaluating their strengths and weaknesses and coming up with next steps.

Resource Recommendations: Students can use AI as a curation device to help find the scaffolds, tutorials, and resources they need when learning a concept. Whether it's a set of tutorials in an applied math exploration or a recommendation of sites to visit in a PBL, AI has the potential for students to move from "What do I need to know?" to "Where can I find this?"

Performance Feedback: As educators, we can use machine learning in video for surveillance purposes (like checking for misbehavior or catching cheating) but the combination of video and AI can also mean better feedback on physical performance. Imagine having AI listen to a musical practice and give feedback. Added bonus, they don't have to listen to "Hot Cross Buns" on the recorder. My heart goes out to every elementary teacher who has to listen to recorder music. Similarly, in a PE class, AI might be able to examine a video and provide feedback on form to increase safety. Students could essentially "chat" with the AI to learn how they might make adjustments.

Learning Portfolios: We tend to think of digital portfolios as a personal endeavor - which it is. But they are also inherently social. Students are sharing their work with a larger audience. AI can be used to help students create and maintain digital portfolios, which can showcase their achievements and growth over time. A student might select a three artifacts and then choose two more from a recommendation algorithm.

Time management: AI can be used to help students manage their time more effectively, by providing personalized reminders and recommendations for how to prioritize their tasks. It doesn't have to be heavy-handed or attached to a penalty. It could simply be an on-task score. If a student is working on a project and finding social media distracting, they might use AI to create a system to stay focused. That being said, there's also a time for ignoring metrics and embracing human inefficiency. Daydreaming, going for walks, taking brain breaks - these all lead to better problem-solving and improved creativity.

Facilitating Reflection: Assessment isn't always purely evaluative. Sometimes it's more descriptive in nature. Students can work with chatbots that can facilitate reflection in a way that allows for follow up questions.

Find what's missing: Sometimes we just need another set of eyes who can say, "Have you considered _______?" AI can function like a peer who can look at a work and say, "You might want to consider adding a piece here."

Personalized feedback: Students can submit an example and get immediate feedback. It could be diagnostic feedback (which we'll address in-depth in our chapter on math) to help determine mistakes. Or it could be an open-ended set of pros and cons. However, we can also teach students how to ask for specific and actionable feedback.

In some cases, the AI acts almost like a tutor. In other cases, it's simply a tool that students wield.

What Values Will Drive the Assessment Practices?

Earlier I mentioned how assessment practices are values-driven with significant variance and disagreement among educators. As we think about how we will use AI within our assessment practices, we need to recognize the role of these values and beliefs. Machine learning will not occur in a vacuum. Values, beliefs, and policies will shape the way engineers design and educators implement these AI systems. As a teacher, leader, or coach, it can help to look at any AI assessment tool and ask, "What are the values driving this design?"

I mention this because some of the AI assessment tools seem to be driven by a strongly behaviorist perspective of learning with an emphasis on surveillance and accountability. Think plagiarism detectors or facial recognition systems used to gauge student engagement and behavior. Others are quasi-behaviorist with elements of gamification (badges, levels, etc). Some treat knowledge as something obtained, retained, and explained rather than internally constructed. Some assessment tools are more diagnostic, others more descriptive (an extra set of eyes), and others evaluative.

My fear is that we will see AI assessment tools chosen largely by convenience and cost rather than pedagogical soundness or core values. I worry that we will see tools gain popularity due to clever marketing and cute design. As districts purchase these tools in a top-down fashion, some educational leaders will push for compliance in the name of having common assessments. Instead of providing a tool and trusting teachers to decide when and how to use it, we might end up with policies that outsource most of the assessment processes to a machine in a way that might conflict with a teacher's core beliefs.

On the other hand, if we empower teachers to use AI tools wisely, we will end up with a more human-driven approach. I think it's critical that we retain the human element in assessment.

Remember the Human Element

I showed my son how well ChatGPT does in analyzing writing and giving feedback. I explained that it could do feedback almost instantaneously in a way that I, as a teacher, cannot. I gave an example of one of my blog posts. It was a personal narrative about the lessons our greyhound taught me.

His response?

"That's horrible feedback."

"What do you mean? It's practical and actionable. It includes more positive than negative feedback. Everything about it is true."

My son said, "If a teacher did that it would be heartless. If someone writes about their pet dying the only response is 'I'm so sorry. Want to talk about it?' That's it."

He went on to say "Feedback is fine. I know that we need it and all but my favorite English teachers give feedback in a way that makes me feel known. The feedback makes me want to write. It's critical, yeah, but it's critical in a way where I think, 'My teacher gets me.' Does that make sense?"

It does make sense. What he's alluding to is that feedback isn't mechanical. It's relational. It's dynamic. It's contextual. It's even, at times, empathetic. I still think there's some potential promise in AI as a feedback tool but I don't think it will ever replace the relational aspect of assessment.

At the most human level, assessment is a conversation. Sometimes it's an internal dialogue we do in isolation. Sometimes it's a conversation with trusted peers. Often, it's a conversation between a student and a teacher. These conversations might be about word choice or style or argumentation. But they might also be about hopes and dreams and grief and loss. I never want to lose those conversations.

Similarly, there is something powerful about self-assessment in true solitude. I know it's inefficient and probably not eco-friendly, but every time I write a book, I print everything up in a manuscript format and mark it up by hand. I jot notes in the margins. I rip sentences to shreds. I circle segments and draw an arrow to a new spot. If I'm frustrated, I might just draw a cartoon character on the side. This messy annotation is a private space where I've learned to trust my voice and my inner critic. I don't want to invite an algorithm into this ritual. It's mine.

AI can function as a form of peer feedback. The algorithm can generate targeted feedback on voice and style and word choice. It can help me tighten up my writing to get rid of unnecessary words that I don't need to use. But it can't tell me what it's like for a person to read it. For that, I need a human on the other end who can say, "John that piece moved me."

That's the kind of feedback that makes me want to write more.

Where I am most hopeful is that teachers will spend more time giving the more human-oriented feedback while AI provides some of the instant feedback as a diagnostic tool. Many of my current students (preservice teachers at the elementary level) spend hours testing students on reading fluency. In the upcoming years, we will likely have AI that can listen to students do fluency practice and catch the mistakes to provide a fluency score but also diagnose areas where they might be struggling in phonics, blending, and phonemic awareness. This would then free teachers up to do conferencing or pull small groups.

My hope is not that AI will replace teachers in the realm of assessment. Instead, my hope is it will free teachers up to give the kind of feedback that only a human can give.

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5 Ways Artificial Intelligence Might Transform Assessment Practices

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When I do workshops on student-centered assessment practices or teach the Assessment Design course as a professor, I've noticed that people feel strong emotions about assessment. As educators, all of our assessment practices come from

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have you ever heard about the 6 thinking hats method ?

Are you aware of its efficiency when using it in project development ?
The 6 thinking hats approach has been created by Mr. Edward de Bono, doctor in medecine and physician, among other titles. Although he has a rich background, he is especially well-known for his theory on lateral thinking, the topic of this article.

Very similar to the 3 Disney chairs, this method enable to develop all the various perspectives on a defined topic, and avoid any unproductive arguments between colleagues with different opinions. In other words, The participants analyse all the different point of views on a project, to then determine if it is really applicable. One of the advantages here is that people need to work collaboratively, gathering each other's expertise and thoughts, which leads to a more consolidated project. This also encourages team building. Keep in mind however that as during any other Brainstorming technique, this one require the respect of certain general rules.

How does it work ?

To start with, have 6 hats of different color. Those colors have each a deeper meaning, allowing to better give diverse visions on a defined idea (don't worry, you can use images of colorful hats rather than spending money on actual ones). After that, arrange the 6 pictures on the tables and make small groups. Each team will have to "wear" the 6 hats, with the aim of creating as many opinions as possible. To simplify this explanation, let's analyse the following picture :

As you can see, a name / role is given for each color (or hat). It means that you need to develop opinions aligned with the role / hat you have. We will now go through each hat to better understand what is its role.

White hat : this one represents a neutral and objective point of view. Otherwise speaking, you should give perspectives based on existing data, without any judgement. Remember however that here you share opinions and not actual facts.

Red hat : in the contrary to the white hat, here the goal is to bring your own opinions, based on your emotions, intuition and judgement. No negative feedback should be made from other members of the team on what the person thinks. As during any step, you want each candidate to express themselves freely.

Black hat : this time, give negative opinions. Share with others why you believe the project is not promising, show all the problems you think will interfere and the project from being successful.

Yellow hat : oppositely to the black hat, this one brings out all the positive aspects of the idea. It means that you show motivation at this time and give the reasons why you believe so much in the project, why it will be a real success. On the other hand, stay down-to-earth, being positive does not mean being incoherent with your statements.

Green hat : here, be imaginative. You need to find creative alternatives helpful to answer the define problem. To validate the detected solutions, you can go through the black and yellow hats.

Blue hat : we can call it the disciplinary hat. The person given this role should mainly supervise the whole session. In other words, this supervisor is in charge of defining the problem and the context of the exercise, or also the objectives that need to be achieved. He should also determine which are the retained ideas and make a statement of the project progress.

Important

When applying the 6 thinking hats method, remember to communicate simply. This means you need to guide de candidates by mentioning the color of the hats and not their emotional equivalent. For instance, if you ask someone to wear a yellow hat, they will be able to think and act as the role they are given. Elseways, if you ask to wear the hat in order to be positive, it is much more difficult to act as such.

Finally don't forget, if you want you project to be successful, wear more than one hat !

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The 6 thinking hats method to develop projects collaboratively

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have you ever heard about the 6 thinking hats method ? Are you aware of its efficiency when using it in project development ? The 6 thinking hats approach has been created by Mr. Edward de Bono, doctor in medecine and physician, among other titles.

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Yu-kai Chou - Learn how to use Gamification to make a positive impact on your work and life

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This post is a high-level introduction to Octalysis, The Gamification Framework I created Octalysis is a powerful Gamification Framework created after extensive research and study by its creator over 17 years.

Gamification, a design approach centered around human motivation, takes elements from games and applies them to real-world activities. Octalysis emphasizes "Human-Focused Design" instead of mere functionality, optimizing human motivation and engagement within a system.

The framework comprises 8 Core Drives represented by an octagon shape, including Epic Meaning & Calling, Development & Accomplishment, Empowerment of Creativity & Feedback, Ownership & Possession, Social Influence & Relatedness, Scarcity & Impatience, Unpredictability & Curiosity, and Loss & Avoidance. By understanding and implementing these Core Drives, designers can create engaging experiences that cater to intrinsic motivators and promote positive user experiences.

What is Gamification?
Gamification is a design that places the most emphasis on human motivation in the process. In essence, it is Human-Focused Design (as opposed to "function-focused design").
Gamification is the craft of deriving all the fun and engaging elements found in games and applying them to real-world or productive activities. Click To Tweet

Gamification is the craft of deriving all the fun and engaging elements found in games and applying them to real-world or productive activities. This process is what I call "Human-Focused Design," as opposed to "Function-Focused Design." It's a design process that optimizes human motivation in a system, as opposed to pure efficiency.

The Challenges with Function-Focused Design

Most systems are "function-focused," designed to get the job done quickly. This is like a factory that assumes its workers will do their jobs because they are required to. However, Human-Focused Design remembers that people in a system have feelings, insecurities, and reasons why they want or do not want to do certain things, and therefore optimizes their feelings, motivations, and engagement.

Why Gamification drive human behavior?

The reason we call it Gamification is that the gaming industry was the first to master Human-Focused Design.

Games have no other purpose than to please the individual playing them. Yes, there are often "objectives" in games, such as killing a dragon or saving the princess, and sometimes saving a dragon, but those are all excuses to simply keep the player happily entertained.

Since games have spent decades (or even centuries depending on how you qualify a game) learning how to master motivation and engagement, we are now learning from games, and that is why we call it Gamification.

So in the past decade, I have been digging deep into forming a complete Gamification framework to analyze and build strategies around the various systems that make a game fun.

I saw that almost every game is fun because it appeals to certain Core Drives within us that motivate us towards certain activities. I also noticed that different types of game techniques push us forward differently: some in an inspiring and empowering way, while some in a manipulative and obsessive manner. I drilled down to find what differentiates one type of motivation from another.

The result is the Gamification Framework called Octalysis, designed as an octagon shape with 8 Core Drives representing each side.

With many years of trials and adjustments, I believe that besides a ninth hidden Core Drive called "Sensation," everything you do is based on one or more of the 8 Core Drives.

The 8 Core Drives of Gamification

Epic Meaning & Calling is the Core Drive where a player believes that he is doing something greater than himself or he was "chosen" to do something. A symptom of this is a player that devotes a lot of his time to maintaining a forum or helping to create things for the entire community (think Wikipedia or Open Source projects). This also comes into play when someone has "Beginner's Luck" - an effect where people believe they have some type of gift that others don't or believe they were "lucky" to get that amazing sword at the very beginning of the game.

Development & Accomplishment is the internal drive of making progress, developing skills, and eventually overcoming challenges. The word "challenge" here is very important, as a badge or trophy without a challenge is not meaningful at all. This is also the Core Drive that is the easiest to design for and coincidently is where most of the PBLs: points, badges, and leaderboards mostly focus on.

Empowerment of Creativity & Feedback is when users are engaged in a creative process where they have to repeatedly figure things out and try different combinations. People not only need ways to express their creativity, but they need to be able to see the results of their creativity, receive feedback, and respond in turn. This is why playing with Legos and painting are fun in-and-of themselves and often become Evergreen Mechanics, where a game designer no longer needs to continuously add more content to keep the activity fresh and engaging.

This is the drive where users are motivated because they feel like they own something. When a player feels ownership, she innately wants to make what she owns better and own even more. Besides being the major Core Drive for wanting to accumulate wealth, this deals with many virtual goods or virtual currencies within systems. Also, if a person spends a lot of time customizing her profile or her avatar, she automatically feels more ownership towards it too. Finally, this is also the Core Drive that makes collecting stamps or puzzle pieces fun.

This drive incorporates all the social elements that drive people, including mentorship, acceptance, social responses, companionship, as well as competition and envy. When you see a friend that is amazing at some skill or owns something extraordinary, you become driven to reach the same level. Also, it includes the drive we have to draw closer to people, places, or events that we can relate to. If you see a product that reminds you of your childhood, the sense of nostalgia would likely increase the odds of you buying the product. This Core Drive is relatively well-studied too, as many companies these days are putting a lot of priority on optimizing their online social strategies.

This is the drive of wanting something because you can't have it. Many games have Appointment Dynamics (come back 2 hours later to get your reward) - the fact that people can't get something right now motivates them to think about it all day long. This is the Core Drive utilized by Facebook when it first started: at first it was just for Harvard. Then it opened up to a few other prestigious schools, and eventually all colleges. When it finally opened up to everyone, many people wanted to join because they previously couldn't get into it.

Generally, this is a harmless drive of wanting to find out what will happen next. If you don't know what's going to happen, your brain is engaged and you think about it often. Many people watch movies or read novels because of this drive. However, this drive is also the primary factor behind gambling addiction. Also, this Core Drive is utilized whenever a company runs a sweepstake or lottery program to engage users. The very controversial Skinner Box experiments, where an animal irrationally presses a lever frequently because of unpredictable results, are exclusively referring to the Core Drive of Unpredictability & Curiosity, although many have misunderstood it as the driver behind points, badges, and leaderboard mechanics in general.

This Core Drive is based upon the avoidance of something negative happening. On a small scale, it could be to avoid losing previous work. On a larger scale, it could be to avoid admitting that everything you did up to this point was useless because you are now quitting. Also, opportunities that are fading away have a strong utilization of this Core Drive, because people feel like if they didn't act immediately, they would lose the opportunity to act forever.

Within Octalysis, the Core Drives on the right are Right Brain Core Drives, being more related to creativity, self-expression, and social aspects.
Note: the Left Brain/Right Brain Core Drives are not considered true brain science; they are merely symbolic as it makes the framework easier and more effective when designing. It's useful dividing things up between the logical and the emotional, and I just named them Left Brain/Right Brain Core Drives so people can remember them easily.
The Core Drives on the left are Left Brain Core Drives, being more associated with logic, calculations, and ownership.

Interestingly, Left Brain Core Drives are Extrinsic Motivators - you are motivated because you want to obtain something, whether it be a goal, a good, or anything you cannot obtain; on the other hand, Right Brain Core Drives are Intrinsic Motivators: you don't need a goal or reward to use your creativity, hang out with friends, or feel the suspense of unpredictability - the activity itself is rewarding on its own.

This is important because many companies aim to design for motivation based on Extrinsic Motivators, such as rewarding users at the end. However, many studies have shown that once you stop offering the extrinsic motivator, user motivation will often decrease too much lower to before the extrinsic motivator was first introduced.

Companies should design experiences that motivate the Right Brain Core Drives, making something in itself fun and rewarding, so users continuously engage in the activity.

Another element to note within Octalysis is that the top Core Drives in the octagon are considered very positive motivators, while the bottom Core Drives are considered negative motivators.

Techniques that utilize the top Core Drives are called "White Hat Gamification", while techniques that utilize the bottom Core Drives are called "Black Hat Gamification".

If something is engaging because it lets you express your creativity, makes you feel successful through skill mastery, and gives you a higher sense of meaning, it makes users feel very good and powerful.

On the other hand, if you are always doing something because you don't know what will happen next, you are constantly in fear of losing something, or because there are things you can't have, even though you would still be extremely motivated to take the actions, it can often leave a bad taste in your mouth.

The problem with Zynga games, according to the Octalysis framework, is that they have figured out how to do many Black Hat Game Techniques, which drive up revenue numbers from users, but it doesn't make users feel good. So when a user is finally able to leave the system, they will want to, because they don't feel like they are in control over themselves, just like gambling addiction.

Keep in mind that just because something is Black Hat doesn't mean it is necessarily bad - these are just motivators - and they can be used for productive and healthy results or malice and manipulative ones. Many people voluntarily submit themselves to Black Hat Gamification in order to go to the gym more often, eat healthily, or avoid hitting the snooze button every morning.

A good Gamification expert will consider all 8 Core Drives as a positive and productive activity so that everyone ends up happier and healthier.

How to apply Octalysis to actual systems

Now that we have the Gamification Framework laid out, the next step is to figure out how to utilize this framework.

Generally, any good and engaging product or system will have at least one of the Core Drives listed above.

The way to use Octalysis is to identify all the game mechanics that are used to appeal to each Core Drive and list it next to the Core Drive of the Octagon.

Afterwards, based on how strong these game mechanics are, each side of the Octagon will expand or retract.

If a side crosses the inside Octagon, then that side is extremely weak and the Gamification expert needs to improve on that area.

Of course, this is all very abstract, so let's look at a few examples.

A few Gamification examples with Octalysis

Here's an Octalysis did for a few products online:

And this is just Level 1 Octalysis

20 years of Gamification study and implementation resulted in a very robust framework that can become actionable towards driving higher user metrics. As people get more and more advanced in Octalysis, they can learn higher levels (up to 5 Levels...there are only a handful of people in the world who know what level 4 and above), which incorporates much more advanced design principles and in-depth analysis.

Level 2 Octalysis

1. Discovery (why would people even want to start the journey)

2. Onboarding (how do you teach users the rules and tools to play the game)

3. Scaffolding (the regular journey of repeated actions towards a goal)

4. Endgame (how do you retain your veterans).

Factoring in the 4 Phases of a Player's Journey Getting a feel about what players feel across the journey.
Once level 1 is mastered, one can then apply it to Level 2 Octalysis, where we try to optimize experience throughout all four phases of a player's journey:

Level 3 Octalysis
Pushing up a level further - Factoring Bartle's Player Type This way the Gamification Designer can feel that there's something for everyone at every stage.
Once you mastered Level 2 Octalysis, you can then push it one level higher to Level 3 and factor in different player types, so you can begin to see how different types of people are motivated at different stages of the experience.

The Octalysis Tool

Many fans of Octalysis over the years have helped contribute to making the framework more available to the public. They made an Octalysis Tool, which is not 100% perfect from an UX standpoint, but it has been a very useful tool for my clients and many people practicing Octalysis. Click here to check out the Octalysis Tool.

The Long Journey to GOOD Gamification

As you can see, creating a rich gamified experience is much more than simply slapping on various game mechanics to existing products. It's a craft that requires a lot of analysis, thinking, testing, and adjusting.

While there are 5 Levels in total, Level 1 is usually sufficient for the majority of companies trying to create a better-designed gamified product and experience. Higher Level Octalysis processes are there for organizations that are truly committed to making sure that they push their metrics in the right direction while improving the longevity of a gamified system. Many games are only popular for 3-8 months, but ones that have good Endgame design can last decades or even centuries.
Check out the video walk-through of the 8 Core Drives Check out the video walk-through of Octalysis
If the world adopts good gamification principles and focuses on what truly drives fun and motivation, then it is possible to see a day where there is no longer a divide between things people must do and the things they want to do. All people have to do is play all day. This way, the quality of life for everyone will be significantly higher, companies will perform better because people actually want to do the work, and society overall will become more productive. This is the world that I have dedicated my life to enabling.

Watch all of the videos in the Gamification Video Guide here.

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The Octalysis Framework for Gamification & Behavioral Design

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Gamification Design, With 8 Principal: Epic Meaning ,Accomplishment, Empowerment of Creativity, Ownership, Social Influence, Scarcity, Unpredictability & Loss.

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La pedagogía inversa o flipped classroom es una de las metodologías educativas que más revuelo están causando. Desde que los profesores de química Jonathan Bergmann and Aaron Sams la llevaran a la práctica por primera vez en las aulas del instituto Woodland Park High School, en Woodland Park, Colorado (Estados Unidos), ha ido sumando seguidores de manera progresiva.

Este nuevo modelo de enseñanza propone darle la vuelta a la case, de modo que los alumnos adquieren los conceptos teóricos en casa, a través de la visualización de un video, una presentación o cualquier otro recurso; y después, en clase, resuelven sus dudas y trabajan de forma individual y colaborativa.

Si quieres innovar y llevar a la práctica esta metodología, te recomendamos 40 herramientas que te servirán para poner tu clase del revés.

40 herramientas para darle la vuelta a tu clase

Crear videolecciones, murales virtuales, cuestionarios interactivos o presentaciones; controlar las tareas asignadas a tus alumnos, facilitarles un entorno para desarrollar trabajos colaborativos, utilizar herramientas para comunicarse con ellos y divulgar lo aprendido; evaluarlos mediante rúbricas... aulaPlaneta te facilita la realización de muchas de estas tareas. Te permite seleccionar actividades y recursos de todo tipo, asignarlos a los alumnos, controlar si los han revisado, crear tus propios guiones y resolver sus dudas con numerosos materiales de apoyo. Pero además, en la Red hay multitud de recursos que pueden servirte para darle la vuelta a tu clase. Te recomendamos 40 clasificados por su funcionalidad.

Crear videolecciones o videos interactivos

1. Panopto. Para grabar imágenes webcam, presentaciones o screeencast; e incluir actividades, encuestas u otro tipo de interactivos en la grabación.

2. Movenote. Permite seleccionar los materiales didácticos que necesitas de base y grabar tu propia imagen explicándolos. Puedes consultar un tutorial aquí.

3. Screencast_o_Matic. Para capturar lo que se muestra en la pantalla del ordenador y añadirle audio o video registrado a través de la webcam.

4. EDpuzzle. Permite seleccionar tus videos favoritos, editarlos, añadir un audio explicativo, asignarlos a tus alumnos y comprobar que los entienden mediante preguntas insertas a lo largo del visionado. Consulta un tutorial aquí.

5. Screenr. Para grabar lo que se muestra en la pantalla del ordenador y registrar a la vez las explicaciones en audio. Recomendado para realizar videotutoriales.

6. Educanon. Recurso para añadir a los vídeos imágenes, explicaciones, enlaces y actividades dinámicas, tanto de respuesta abierta como cerrada.

Permite añadir enlaces, textos, imágenes y cuestionarios de respuesta múltiple o abierta a tus videos. Consultar el video demo.

8. Blubbr. Para introducir cuestionarios o trivias a partir de videos de YouTube y compartirlos.

9. The Mad Video. Esta herramienta añade valor a tus videos con marcas o tags que permiten incluir enlaces, imágenes y explicaciones mediante unos característicos iconos circulares.

Crear murales virtuales

10. Mural.ly. Para elaborar y compartir murales digitales capaces de integrar todo tipo de contenidos multimedia.

11. Glogster. Permite generar murales digitales interactivos con texto, imágenes, gráficos, video y audio.

12. Padlet. Para crear murales virtuales de forma colaborativa.

Crear presentaciones

13. SlideShare. Popular herramienta para crear y compartir presentaciones online. Permite incrustarlas en webs y blogs.

14. PhotoPeach. Herramienta para crear presentaciones de imágenes, con transiciones, a las que se puede añadir música y texto sobreimpreso.

15. Prezi. Para crear exposiciones dinámicas y muy atractivas que permiten ir pasando de unos elementos a otros, mediante zooms y movimientos por un entorno interactivo.

16. Mydocumenta. Plataforma online para crear, publicar y compartir presentaciones y proyectos interactivos.

Generar cuestionarios interactivos

17. Google Drive. Crear formularios interactivos es una de las muchas posibilidades que ofrece esta herramienta de Google. Consulta este enlace para saber cómo crearlos.

18. Quizbean. Este recurso gratuito permite generar cuestionarios tan largos como quieras, con fotos y explicaciones.

19. Quiz me online. Concebida como una red social para estudiantes y profesores, ofrece la posibilidad de crear formularios y otro tipo de recursos como flashcards, guías de estudio y apuntes.

20. GoConqr. Antes conocido como ExamTime, es ideal para crear tests online y otros materiales de estudio.

21. Gnowledge. Para crear, publicar, compartir, y realizar tests, actividades y deberes.

22. Quizlet. Permite crear cuestionarios interactivos y ofrece un enorme repositorio de tests online.

23. QuizStar. Permite personalizar las preguntas, definir los intentos permitidos para acertar o crear clases para enviar automáticamente los tests a sus integrantes.

24. QuizWorks. Da la opción de preguntas con tiempo limitado, cuestionarios de valoración de resultado o exámenes tipo test.

25. Socrative. Brinda la posibilidad de realizar los tests con los alumnos en tiempo real y a través de cualquier dispositivo.

Desarrollar actividades individuales y colaborativas

aulaPlaneta te ofrece numerosas actividades individuales y colaborativas clasificadas por nivel de dificultad, así como un amplio repositorio de proyectos, y distintas plantillas para generar tus propios ejercicios. También puedes incluir en la plataforma actividades creadas con distintas herramientas de la Red.

26. JCLic. Para crear actividades interactivas atractivas para los alumnos. Admite la inclusión de audio y fotos.

27. Hot Potatoes. Programa para crear ejercicios de respuesta corta, selección múltiple, rellenar los huecos, crucigramas, emparejamiento y variados.

28. Geogebra. Sencillo software para seleccionar, crear y compartir actividades matemáticas.

29. Moodle. Además de permitir crear actividades, esta famosa plataforma permite a alumnos y profesores compartir todo tipo de documentos y contenido.

30. Educaplay. Plataforma para crear actividades de distintos tipos: Crucigrama, Adivinanza, Completar, Diálogo, Dictado, Ordenar letras, Ordenar palabras, Relacionar, Sopa de letras y Test.

Fomentar el aprendizaje colaborativo

31. Office 365. Entorno colaborativo de Microsoft que ofrece espacio para la creación de minisites, grupos de trabajo, almacenaje en la nube, creación online de documentos, chat etc.

32. Google Apps for Education. Entorno colaborativo de Google enfocado a los centros educativos que integra herramientas como Google Drive, Google Calendar o Google Sites entre otros.

33. Edmodo. Plataforma que permite crear grupos donde los alumnos pueden debatir, trabajar en equipo, compartir documentos, elaborar y participar en encuestas etc.

Evaluar a los alumnos a través de rúbricas

34. RubiStar. Permite crear y consultar rúbricas de otros usuarios.

35. Rubrics4Teachers. Además de las herramientas necesarias para elaborar rubricas, ofrece un amplio repositorio que puede servir de inspiración al docente.

36. TeAchnology. Ofrece distintos generadores de rúbricas en función de los aspectos y materias que se desee evaluar.

37. RubricMaker. Facilita la elaboración de rúbricas clasificadas por niveles educativos y temas.

Publicar o divulgar los trabajos

38. Twitter. La red social es ideal para compartir información interesante así como para informar de la evolución y progresos de un determinado trabajo o proyecto.

39. Blogger. Para crear de manera sencilla un blog de aula donde compartir contenidos, recomendar recursos, fomentar la participación y divulgar las experiencias realizadas.

40. WordPress. Permite crear blogs de aula y sites para compartir, divulgar y organizar contenidos.

¿Qué te parecen estas herramientas? ¿Conoces alguna más para flippear la clase? ¿Has aplicado la metodología de flipped classroom en el aula? Cuéntanos tu experiencia y comparte en redes sociales todos estos recursos.
Este contenido ha sido publicado originalmente por Aula Planeta en la siguiente dirección: aulaplaneta.com
Ahora puedes ver los pasos para implementar aula invertida en tus clases virtuales

(consideran algunas adaptaciones del método original)

Para empezar, te recomiendo que revises el o los OA que trabajarás en las próximas 2 o 3 semanas en una unidad de tu asignatura.

Para cada OA define:

2 o 4 metas de aprendizaje u objetivo específico a lograr por el estudiante . Las metas de aprendizaje las puedes redactar partir de los indicadores de evaluación.

Cada meta debe incluir alguna habilidad o competencia. Procura que las dos primeras metas incluyan habilidades iniciales y las otras de nivel superior ( taxonomía de Bloom). Las metas que contienen habilidades iniciales, pueden ser trabajadas por el estudiante en el hogar y las que contienen habilidades superiores las puedes trabajar en encuentros en vivos o con otra estrategia específica como por ejemplo tutorías entre compañeros.

Analiza cuáles serían los formatos actividades o tareas que permitirían al estudiante alcanzar esa meta de aprendizaje.

Considera si las características y formatos de las actividades permiten que se trabaje de forma autónoma o colaborativa por el estudiante. Generalmente las actividades que incluyen habilidades inferiores se pueden lograr con trabajo autónomo y las que consideran habilidades de nivel superior requieren un trabajo más guiado por el docente y con la interacción con los pares.

Revisa este ejemplo de formato para definir metas de aprendizaje para un OA de Ciencias naturales, 3ro Básico. Mineduc. Chile

(incluye la evaluación, evidencia de aprendizaje)

Las actividades que aquí diseñes serán trabajadas por el estudiantes de forma autónoma en el hogar en un lapso de tiempo definido por el profesor antes del encuentro en vivo, por si este es posible. El tiempo para desarrollar puede ser de 2 a 7 días.

Las actividades pueden ser de dos tipos:

Para estas actividades considera metas aprendizaje que desarrollen habilidades de nivel inferior o iniciales, que permiten ser trabajadas de forma autónoma por parte del estudiante.
2.1. Recursos base para acceder al conocimiento y actividades para ejercitar
Pueden ser recursos creados por el profesor u otros adaptados, lo más importante es lograr que realmente ayuden a lograr la meta de aprendizaje.

Aquí es clave tener el mejor soporte tecnológico para revisar y retroalimentar de forma ágil según los objetivos de aprendizaje. Debes poner a disposición del estudiante el paquete completo de actividades para una meta de aprendizaje con una fecha límite de entrega, incluyendo lo que será evaluado si correspondiese.

En las actividades o tareas que prepares considera lo siguiente:

Aquí debe existir un cambio de paradigma , como profesores siempre tenemos la idea que debemos revisar todo lo que el estudiante realice, sin embargo, aquí igual cabe la posibilidad de que el estudiante no realice todas las actividades de ejercitación enviadas, sino que sólo los formatos que lo motiven, lo importante es que realice algunas y logre enviar las evidencias de aprendizaje.

Deben desarrollar habilidades de nivel inferior (recordar , comprender..)

Utiliza distintos formatos considerando la diversidad de tu curso. El estudiante puede acceder a los formatos que más se ajusten a su forma aprender, pero idealmente a todas. Por lo tanto, no necesariamente deben ser todos secuenciadas entre si.

El tiempo que el estudiante invierta en realizar cada tarea o actividad no puede ser superior a 30 minutos . Considera los niveles de enseñanza y tiempo de concentración.

Siempre incluye algún formato simple de ejercitación para cada recurso que presentes. Por ejemplo, si vas a compartir un video de contenido de youtube, deja un espacio digital o impreso para que los estudiantes escriban comentarios o responder dos preguntas sobre el video.

Sólo solicita el envío de evidencias aprendizaje, es decir, hay tareas que incluyen ejercitación autónoma donde no es necesario que los estudiantes te las manden para revisar. Sólo solicita para revisión las tareas que impliquen el término del proceso y donde den a conocer el nivel de avance de sus aprendizajes en torno a la meta.

Si logra evidenciar aprendizajes, significa que realizó actividades de ejercitación y eso es lo más importante.

Ejemplo de recursos base de contenidos para trabajar :

Ejemplo de Recursos de ejercitación:

Lecturas complementarias breves

Videos breves de internet

Guías de aprendizaje (deben incluir contenido o citar páginas del texto escolar)

Texto escolar

2.2. Instrumentos de Evaluación (evidencias de aprendizaje)

Resúmenes

Diagramas

Mapas mentales

Encuestas

Guías de aprendizaje

Texto escolar

Creación de maquetas, modelos.

La evaluación en este modelo, cobra su real sentido para profesores y estudiantes. Se utiliza para retroalimentar , para mejorar y reenfocar las prácticas del docente con el fin de lograr aprendizajes en los estudiantes.

La evaluación permite recolectar información respecto al avance de los estudiantes y conocer en detalle brechas de aprendizaje que se presentan durante el proceso, conocer las preguntas menos logradas , analizar por qué, las mas logradas y que tipos de errores se están produciendo.

Con estos resultados el profesor podrá enfocar sus estrategias para por ejemplo decidir retroalimentar o profundizar en algún contenido específico en encuentros en vivo o por el medio que tenga para retroalimentar. Además puedes evaluar la efectividad de tu set de actividades de contenido y ejercitación.

Cuando el estudiante recibe el acceso al Set de actividades o tareas para lograr metas de aprendizaje , este debe incluir algún formato que evidencie aprendizajes que el estudiante debe enviar al docente.

Evaluar proceso (formativa)

Evaluar el cierre de un proceso (sumativa)

Incluye en el proceso la autoevaluación y coevaluación en la medida que las condiciones de trabajo de tu curso lo permitan

Puedes solicitar cualquiera de los insumos de ejercitación trabajados en casa del Set de actividades, seleccionando el insumo que de cuenta de la aplicación de aprendizajes (páginas del texto escolar, resúmenes, mapas mentales...).

Entrega siempre feedback . Puedes recomendar profundizar enviando lecturas complementarias, link u otros recursos. Entrega comentarios asertivos, breves y claros que permitan al estudiante mejorar.

En ambos formatos de evaluación es clave la retroalimentación a tiempo y entregar al estudiante las herramientas para mejorar sobre sus reales debilidades.

Como la enseñanza o las experiencias de aprendizaje son lideradas por los propios estudiantes, la evaluación de cierre de un proceso puede darse a través de proyectos individuales o grupales, debates, foros, rendir una prueba digital o en papel, una presentación oral, un informe, un ensayo u otro instrumento

3. Graba un video o audio (7-12 min) para acompañar cada recurso del set de actividades.

Los vídeos o audios creados por el profesor tienen el objetivo de apoyar, orientar y motivar el trabajo autónomo del estudiante con el fin de solicitar el mínimo apoyo de los padres, considerando el contexto actual donde las familias pueden estar viviendo situaciones muy complejas. El contenido y formato de estos recursos, son claves para lograr las metas de aprendizaje. Además tienen la ventaja que pueden ser vistos muchas veces por los estudiantes.

¿Qué deben contener los videos o audios grabados por el profesor?

Revisa estos videos para conocer herramientas que permiten grabar la pantalla de tu computador y audios de tu celular.

Pueden ser instrucciones para acceder al material.

Orientaciones de cómo profundizar por si surgen dudas. Por ejemplo cómo buscar en internet, sugiriendo palabras claves del tema.

Explicar lo medular de un contenido, profundizando en lo más crítico que quiero que logre el estudiante.

Mostrar una experiencia de aplicación o ejemplo.

Utilizar un lenguaje cálido y normal en un tono de conversación, no como un robot dando instrucciones.

4. Planifica un encuentro en vivo

Los encuentros en vivo pueden ser una vez a la semanas, si las condiciones del curso lo permiten (disciplina, cantidad de estudiantes, conectividad , etc.). Actualmente existe mucha controversia por la forma en se realizan las clases en vivo y es principalmente por la falta de un modelo pedagógico.

Muchos insisten en replicar la estructura de una clase sincrónica , lo cual es un error, los niños no mantienen concentración por 45 minutos ni menos 60.

Si en tu escuela existe factibilidad de realizar clases en vivo donde participen todos los estudiantes, te recomiendo dividir al curso en al menos dos grupos, inclusive podrías realizar encuentro en vivo en dos tipos de soportes según los accesos del los estudiantes, puede funcionar tan bien un encuentro en vivo en una sala Facebook ,en zoom, inclusive una llamada grupal por WhatsApp puede servir, siempre que la sesión este bien estructurada.

Las clases en vivo deben ser un elemento democratizador y no se debiesen realizar si no todos los estudiantes del curso pueden acceder, en este caso la puedes reemplazar por otro video bien enfocado donde sólo entregues retroalimentación, profundización o des las instrucciones para realizar un trabajo práctico. Y si necesitas interacción lo pueden hacer por mensajes de textos o comentarios sobre la tarea.

El método de aula invertida te permite replantear la forma enseñar, donde por ejemplo no necesariamente entregarás lo mismo para todos los estudiantes, sino que podrás enfocarte en algo específico por grupos.

Cuando decidas que actividad realizar en tu encuentro en vivo, utiliza las metas de aprendizaje donde los estudiantes puedan consolidar habilidades de nivel superior.
¿Cómo son los encuentros en vivo en la metodología Aula invertida?
Esto se puede reemplazar por un video audio sino te puedes conectar en vivo.
Para entregar retroalimentación del trabajo de la semana
Para realizar Profundización de contenidos específicos (clase magistral)

Si solicitaste evidencias de aprendizaje en la semana, tendrás datos respecto a las brechas de aprendizaje que están teniendo los estudiantes, conocerás las conclusiones erróneas, conocimientos y habilidades que no fueron alcanzadas por tus estudiantes.

Puedes entregar la retroalimentación utilizando un ppt u otro recurso para profundizar, también puedes realizar este proceso en dos grupos, según las brechas existentes, donde en cada uno puedes trabajar en errores específicos según los resultados en las evidencias de aprendizaje.

Puedes poner ejemplos de respuestas con errores frecuentes y explicar.

En cada tarea siempre solicita a tus estudiantes dejen sus dudas, inquietudes , comentarios . Esto igual te ayudará a recolectar información. Tu puedes escribir una pregunta orientadora para que respondan, por ejemplo: Queridos estudiantes al enviar sus tarea dejen un comentario : ¿Qué fue lo que más les dificultó realizar? ¿Qué aprendieron? ¿Qué dudas les quedan?...

Esto también se puede reemplazar por un video o audio.

El contenido de tus encuentros en vivo dependerán mucho de la conectividad y condiciones de tu contexto escolar. Si no los puedes realizar, puedes reemplazarlos enviando buena retroalimentación escrita, otros videos sólo de profundización de temas , probar la realización de tutorías entre estudiante o se pueden conectar por llamadas de WhatsApp en grupos pequeños.

Aquí es súper importante definir muy bien lo que presentarás , apóyate de un ppt, un diagrama , un mapa conceptual que contenga ideas claves. El tiempo de concentración de los estudiantes y la forma en que presentes, son importantes para lograr resultados positivos.

Los estudiantes pueden realizar presentaciones de sus trabajos en los distintos formatos. Aquí lo importante es poder mantener la disciplina y con el tiempo los estudiantes se adaptan a las dinámicas de estructuras de estas clases.

Para poner en práctica aprendizajes.

Esta forma es la más destacada del modelo de este modelo de enseñanza cuando se implementa en un modelo b - learning . Donde los estudiantes en clases presenciales ponen en práctica sus aprendizajes en un contexto más social.

En un modelo 100% a distancia también se podrían realizar algunas actividades prácticas como por ejemplo presentar algún proyecto individual o grupal, demostración de un experimento, tutorías, trabajos guiados e interactivos, talleres prácticos, presentaciones de los estudiantes, tutorías, foros, etc.

Para implementar 100% el modelo de aula invertida, es necesario realizar estos procesos

Tener dominio del currículum y disciplina que se imparte

Subir tareas conectadas a objetivos de aprendizaje

Crear videos o audios didácticos

Realizar comentarios en torno a una tarea

Revisar las tareas y retroalimentar de forma ágil

Evaluar formativamente

Ver el enganche de los estudiantes con el material enviado (la cantidad de veces que el estudiante accedió al material)

Recomendamos a la Comunidad Educativa Digital tener en cuenta que, el enlace y/o la carpeta en donde están alojados los libros, recursos y/o materiales, no es administrado por la Web del Maestro CMF, pueda ser que en cuestión de días (o según el tiempo transcurrido desde su publicación), los enlaces no funcionen y el material ya no se encuentre disponible. Gracias por su comprensión.
Este contenido ha sido publicado originalmente por Lirmi en la siguiente dirección: blog.lirmi.com
ENLACE DE LECTURA:

¡Comparte y así más docentes utilizarán estos recursos gratis! Muchas gracias.

ENLACE 1: DESCARGA EN PDF LA INFOGRAFÍA "40 HERRAMIENTAS PARA APLICAR LA METODOLOGÍA FLIPPED CLASSROOM EN EL AULA"

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Herramientas para aplicar la metodología de aula invertida

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La pedagogía inversa o flipped classroom es una de las metodologías educativas que más revuelo están causando. Desde que los profesores de química Jonathan Bergmann and Aaron Sams la llevaran a la práctica por primera vez en las aulas del instituto Woodland Park High School, en Woodland Park, Colorado (Estados Unidos), ha ido sumando seguidores de manera progresiva.

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Remove Background from Image for Free - remove.bg

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Remove image backgrounds automatically in 5 seconds with just one click. Don't spend hours manually picking pixels. Upload your photo now & see the magic.

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Descubra o editor de fotos online gratuito e premium! Efeitos, filtros, sobreposições, ferramentas simples e especializadas. Abre praticamente qualquer formato de imagem como PSD (Photoshop), PXD, JPEG, PNG (transparente), webP, SVG e muito mais. Você encontrará um editor de imagens Pixlr apenas para você!

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WordArt.com is an AI-powered word cloud generator that enables you to create amazing and unique word clouds with ease.

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WordArt.com is an online word cloud generator that enables you to create amazing and unique word clouds with ease

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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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Napier’s Smart Objective Generator ensures you will write objectives that are specific, measurable and time-bound by simply filling in a form.

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Create online photo collages

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Create
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H5P enables existing CMSs and LMSs to create richer content. With H5P, authors may create and edit interactive videos, presentations, games, advertisements and more. Content may be imported and exported. All that is needed to view or edit H5P content is a web browser. H5P content types and applications are shared here on H5P.org. H5P content may be created on any H5P enabled web site like H5P.com or your own Drupal or WordPress site with the H5P plugin installed.

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Wed, 10/25/2023 - 10:18

Learn how to use Chat GPT to create H5P content.

Thu, 06/29/2023 - 14:39

Teachers, instructional designers and other authors may now build content more than three times faster with the help of AI and the new tool, Smart Import. We have also launched a new version of the Moodle plugin for H5P.

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H5P empowers everyone to create, share and reuse interactive content - all you need is a web browser and a web site that supports H5P.

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Nearpod: Foster a love of learning in every student

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Create active learning experiences students can’t wait to be a part of.

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Os melhores softwares de e-learning: LMS e kit de ferramentas de criação | iSpring

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Canva: um Kit de Criação Visual para todos

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O Canva é uma ferramenta gratuita de design gráfico online. Use o Canva para criar posts para redes sociais, apresentações, cartazes, vídeos, logótipos e muito mais.

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Tutorial Genially (Parte 1 - O que é o Genially?)

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School education and Open Source Software (OSS): at first, these might seem like oil and water. We might think of OSS as something for developers and "technology wizards". But schools have practical reasons to use OSS, and arguably a societal duty to do so. In this tutorial, you will find out more about A) what OSS is and B) how it should feature in your school or classroom.

What is OSS?

Most modern software is sold under a proprietary licence, which gives the publisher or creator full control over its code, so that no one else can check it or modify it. In a movement that began in the 1980s, the idea arose that this practice is counterproductive and unethical - that it stifles innovation and grants companies too much power. That is why OSS programs are published under a free software licence, allowing anyone to study how they work, modify them and/or redistribute them. If you have ever browsed the web with Mozilla Firefox, or processed images with GIMP, or edited code with Notepad++, you've also used OSS!

The EU has committed itself to increasing the role of OSS for many of its key services, and 80% of OSS contributors (and rising) now come from outside the US:
Source: The state of the Octoverse, GitHub, 2019
OSS should not be confused with Open Education Resources (OER). While they both rely on open assets and open licences, OER merely provides an open product, whereas OSS goes a step further, and makes the source open, too. In doing so, it encourages collaborative development, especially at the level of code.

Why does OSS matter?

OSS is extremely important to schools and educators, although many might not realise it. On a practical level, it saves a lot of money: if the necessary software exists, the school system can give a copy of it to every school, which can then install it on its computers free of charge. If the necessary software doesn't exist, school consortia or interest organisations can work together to develop or maintain it. Schools can also freely ask parents to procure OSS, regardless of their economic status.

But these financial advantages play second fiddle to the ethical and social benefits of OSS. Richard Stallman, the founder of OSS, said: "We expect schools to teach students ... useful skills, but that is only part of their job. The most fundamental task of schools is to teach good citizenship, including the habit of helping others. In the area of computing, this means teaching people to share software."
Source: GNU Audio and Video
Besides promoting a sharing spirit, OSS frees schools from commercial interests and unshackles students from corporations. After all, when proprietary software developers offer free copies of their programs to schools, the motive is often not altruism but a desire to implant dependence on their products. These students will go on to use them in their private lives or the companies they work for, and this time, they will be expected to pay.

In addition, it also protects students' privacy and freedom to experiment. Makers of proprietary software may harvest student data and use it for things such as automated career suggestions, without ever revealing their algorithm: students' futures are determined by a black box. With OSS, there is no commercial incentive to gather data; moreover, schools have access to these algorithms and can decide what to do with them.

OSS in practice

Now that you have heard the case for OSS, here is a non-exhaustive list of OSS programs you can use in your practice and possibly introduce to your school community:

For the whole school

To support digital student life: Mastodon (to create a safe local school social network), Etherpad (for collaborative notes), Mahara (to create e-portfolios), Zotero (to collect sources & insert bibliographies), Klavaro (touch typing)

In the school library: Koha and VuFind (library management)

For online learning: Moodle (to augment face-to-face classes), Open edX (for online courses)

For administration: openSIS, Open Admin and Gibbon (student information management)

For groups and student & parent bodies: Loomio (discussion & decision-making)

For in the computer lab: Veyon (to view & manage computers)

For digital tests: TCExam and others

For teachers

For history: TimelineJS (to easily create timelines)

For languages: Anki (word & image cards)

For the arts: Blender (to create animated movies), LenMus (to study music theory), MuseScore and others (to create & play sheet music)

For geography: Celestia (space exploration), Marble (virtual globe & atlas)

For STEM: FisicaLab (to explore physics problems)

And beyond

OSS rejects the "priesthood of technology", which keeps the general public in the dark about how technology works, and encourages tinkering and experimentation. In principle, any OSS program can be used to teach students code! For example, students can develop mods (extensions) for an OSS game like 0 A.D. or explore one of the many maker projects with the Raspberry Pi.

But OSS programs can be used as springboards for other subjects, too. For instance, to teach media literacy, educators can show Mastodon to students, to give them an idea of how social media algorithms work and propose an alternative method for posts to be sorted/prioritised. In project-based learning, students can create a video report using OpenShot or another OSS video editor or a radio report with interviews using Audacity.

If you have found another great OSS application for your practice, please feel free to share this in the comments below.
Ismini Georgiadi works in Brussels as an Editorial Officer for European Schoolnet. She is in charge of the editorial content on School Education Gateway and manages the day-to-day work on Teacher Academy. Koen Glotzbach comes from the Netherlands and now works in Brussels for European Schoolnet, managing the technical development of different platforms. He is an active contributor to the OSS community.
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Open Source Software: how to use it in school and aid society in one go

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School education and Open Source Software (OSS): at first, these might seem like oil and water. We might think of OSS as something for developers and "technology wizards". But schools have practical reasons to use OSS, and arguably a societal duty to do so.

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Upright - Per una cultura del benessere nella scuola

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We also use different external services like Google Webfonts, Google Maps and external Video providers. Since these providers may collect personal data like your IP address we allow you to block them here. Please be aware that this might heavily reduce the functionality and appearance of our site.

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Realidade aumentada

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Metaverse is the easiest way to create Augmented Reality experiences. No programming required.

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Engage your Facebook, or YouTube, Live audience with interviews and shows; all the tools you need for professional shows right in your browser.

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Overview

In this lesson, learners of all ages get an introductory experience with coding and computer science in a safe, supportive environment. This lesson has two versions.
Option 1: Blocks
The first option uses drag-drop blocks. This version works best for:

Students on mobile devices without keyboards

Younger students (6+ because the tutorial requires reading)

International students

We recommend this for international students because JavaScript syntax is not translated and for the first Hour of Code, the translated blocks provide a better introduction.
Option 2: JavaScript
This option teaches the same basic concepts, but because it uses both drag-drop blocks and JavaScript, the students need to be able to type on a keyboard. For older students on computers, learning JavaScript can be fun and provide an additional challenge. This version of the tutorial is also great if you have some students in your class who have already learned some coding. It is recommended for ages 11+.

Purpose

This lesson introduces the core CS concepts of coding and programming including sequencing and events. The JavaScript version of the tutorial also lets the students experience typing code.

Agenda

Getting Started (5 minutes)

Activity (30-45 minutes)

Wrap Up (5 minutes)

Extended Learning

Assessment (2 minutes)

Objectives

Students will be able to:

Define "coding" and "computer science"

Identify key computer science vocabulary

Make connections between computer science concepts and the real world

Identify places to go to continue learning computer science and coding

Preparation

One Week Before Your Hour of Code

One Day Before Your Hour of Code

Write the words "coding", "programming" and "debugging" on the board or add them to your word wall if you have one.

Write the words "Computer Science" in the middle of your board or on piece of paper at the center of a bulletin board. This will serve as your "mind map" for the Getting Ready and Assessment activities.

Each student who completes the activity should receive a certificate. Print one for everyone in advance to make this easier at the end of your Hour of Code.

Vocabulary
Say: "Today we're going to spend one hour learning to code. Has anyone here heard the term "code" before? What does it mean?"

code - (v) to write code, or to write instructions for a computer.

Debugging - Finding and fixing problems in an algorithm or program.

Program - An algorithm that has been coded into something that can be run by a machine.

Getting Started (5 minutes)

Setting the Stage

Welcome students to class and very briefly introduce the day's activity.

Students might mention that a "code" is like a secret message, or that it's related to computers in some way.
Say: "You're right, folks! There are no right or wrong answers here...just about any job these days involves some sort of knowledge of code. While there are many, many careers that require some knowledge of coding, learning to code is something anyone can do. And we're going to do it today. The things we're going to do today may not seem immediately like those, but everything you learn today could lead into making the next Angry Birds or Twitter."
Explain that in computer science, "code" means a set of instructions that a computer can understand. Let students know that today, they are going to practice "coding," "programming" and "debugging".

Define:

Coding means to write code, or to write instructions for a computer.

Programming, similarly, means to write code or instructions. Today, you will program with blocks on the computer (if you're using an online tutorial) or with pen and paper (if you're using an unplugged activity).

Debugging means to check code for mistakes and try to fix errors.

Ask students to name some jobs they have heard of that are related to coding. Students might mention things such as "programmer", "computer scientist", "software developer," or "engineer". Capture student responses on your "Computer Science" board, making a mind map of the information your students share.

Activity (30-45 minutes)

Challenge your students to complete the Star Wars: Building a Galaxy with Code tutorial.

Depending on the age and ability of your students, you might consider:

For younger students, we suggest you break your class into pairs and ask each pair to work together to complete the tutorial using pair programming.

For older students, we find that working independently on tutorials works well. Sometimes it helps to allow students to choose their own tutorial. If students aren't interested in Star Wars, they can get a similar experience with the Write Your First Computer Program tutorial.

For adult learners, Star Wars: Building a Galaxy with Code works extremely well either as an independent challenge or a pair programming activity.

Teaching Tip

At the end of the tutorial, the students have the opportunity to build a Star Wars game. If students finish early, encourage them to try each other's games and then make their own games more interesting or challenging.

You can also let a group or individual attempt another tutorial by visiting code.org/learn.

Wrap Up (5 minutes)

Debrief

Give each student a few sticky notes or notecards. Facilitate a quick "Whip Around" activity:

Pose a prompt that has multiple answers such as "Share back something you really liked about the Hour of Code activity you completed" or "Share some skills you learned today."

Have students write down as many responses as possible, one idea per sticky note or note card. "Whip" around the room, calling on one student at a time. Have students share one of their responses. When called on, students should not repeat a response; they must add something new.

After completing the whip around, have students discuss which ideas and themes showed up most in their responses.

Celebrate

Explain that you are spending one hour coding today, because this week is CS Education Week, and millions of other students across the globe have also been learning one Hour of Code this week. Congratulate students on being part of this world wide movement.

Give each student a certificate with his or her name on it.

Next Steps

Let students know that if they enjoyed today's activity, they have many options for continuing to code. Encourage students to visit code.org/learn for a list of options, or, if you're planning any of the extension activities that follow, tell students what's coming next in your classroom.

Extended Learning

Beyond an Hour of Code

After your Hour of Code ends, there are many ways to continue teaching computer science in your K-5 classroom. Here are some ideas:

Teach the Code Studio Computer Science Fundamentals courses. These four courses are designed for young learners. Students work their way through a series of puzzles that teach them to code, and educators have access to engaging lesson plans that help make the learning coming alive. Code.org offers free professional development for these courses, online or in-person.

Research some of the careers in coding you identified today. Find resources on planning career research projects on Sharemylesson.com.

Invite a computer science expert to talk to your class about his or her work. Don't know any volunteers, reach out to a few on the volunteer map.

Assessment (2 minutes)

Ask students to add their "Whip Around" sticky notes or note cards to your "Computer Science" mind map on their way out the door. Try to populate the board with lots of great ideas about what CS is and why it matters.

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In this lesson, learners of all ages get an introductory experience with coding and computer science in a safe, supportive environment. This lesson has two versions.

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The explorer walks around the board from the starting point to the target, trying to visit all the boxes. As the explorer walks s/he leaves coloured footprints, which allow the robot to follow the steps by interpreting the colours. The game becomes even more intriguing when the explorer clears away the footprints leaving only the colours.

Required material: chequered board, tiles with footprint pictures, red, yellow, and grey markers (or pencils)

Questions

Q1. What is the difference between the board full of coloured footprints and the one with colours but no footprints?

Q2. Which board offers more freedom of movement, keeping the same rules for turning as indicated by colour?

Q3. Are there possible paths on the board with colours, which are not possible on the board with coloured footprints?

Q4. Are there possible paths on the board with coloured footprints, which are not possible on the board with just colours?

If you are interested in more unplugged activities, or activities in different programming languages, robotics, micro:bit etc., check out the EU Code Weeks "Learning Bits" with video tutorials and lesson plans for primary, lower secondary and upper secondary schools. Also have a look at the EU Code Week resources page for learners and teachers.

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The explorer walks around the board from the starting point to the target, trying to visit all the boxes. As the explorer walks s/he leaves coloured footprints, which allow the robot to follow the steps by interpreting the colours. The game becomes even more intriguing when the explorer clears away the footprints leaving only the colours.

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Calaméo - Publishing Platform for Documents and Magazines

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Publishing platform for digital magazines, interactive publications and online catalogs. Convert documents to beautiful publications and share them worldwide

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Lesson resources for teachers

Planning and teaching with the micro:bit

Primary ages 7-11

Complete, editable computing units of work and resources with cross-curricular links for art, science, geography and more, curriculum-linked to England KS2 and Code.org elementary CS Fundamentals.
Search primary lessons
Secondary ages 11-14

Units of work with downloadable, editable resources covering computing fundamentals through to cyber security, cryptography and creative design projects, curriculum-linked to England KS3.
Search secondary lessons

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The BBC micro:bit: the pocket-sized computer transforming digital skills learning.

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Seesaw | Elementary Learning Experience Platform

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Seesaw | Elementary Learning Experience Platform

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Elementary Learning Experience Platform | Seesaw

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Seesaw is a Learning Experience Platform with 25M+ users, enhancing elementary education, engagement, and school culture while improving academic success.

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Create your elearning courses or interactive lessons directly from the browser. Everything is done online, you do not have to download or install anything.

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Mark up websites, graphics, and photos, or start drawing on a blank canvas. Browse the web with your students or make that remote tutoring session more productive than ever. No plug-ins, downloads, or firewall voodoo - it's all here, ready to go when you are. Browser-agnostic, user-friendly.

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Twiddla is an Online Whiteboard for the Modern Classroom. Mark up websites, graphics, and photos, or start brainstorming on a blank canvas. Voice and Text chat too!

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Introduce the history and make the culture and values of your company known through a different onboarding.

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LearningApps - interactive and multimedia learning blocks

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LearningApps - interactive and multimedia learning blocks

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With Piktochart AI, you can create stunning infographics, reports, presentations, and more in seconds. No design experience needed. Start for free.

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AnswerGarden is a new minimalistic brainstorm tool for online brainstorming, real time audience participation and classroom feedback.

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Neste espaço estão disponíveis recursos de formação para professores, maioritariamente em língua portuguesa, divididos nas quatro categorias da ferramenta TET-SAT (Technology Enhanced Teaching - Self-Assessment Tool). Pretendemos que estes recursos sejam um contributo para o processo auto-formativo dos professores envolvidos neste projeto.

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Neste espaço estão disponíveis recursos de formação para professores, maioritariamente em língua portuguesa, divididos nas quatro categorias da ferramenta TET-SAT (Technology Enhanced Teaching - Self-Assessment Tool). Pretendemos que estes recursos sejam um contributo para o processo auto-formativo dos professores envolvidos neste projeto.

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Cookies

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We use cookies to help us offer you the best online experience. By continuing to use our website and/or clicking OK, you're agreeing to our use of cookies in accordance with our cookies policy. More Info

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If you're seeing this message, it means we're having trouble loading external resources on our website. Se estiveres protegido por um filtro da Web, certifica-te de que os domínios *.kastatic.org e *.kasandbox.org estão desbloqueados. Para poderes iniciar sessão e desfrutares de todas as funcionalidades da Khan Academy, por favor ativa primeiro o JavaScript no teu navegador.

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Online Math & Reading Programs for Students | DreamBox Learning

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Discover Engaging Online Math & Reading Programs For Students With DreamBox Learning. Foster Academic Growth & Success With Our Interactive Platform Today!

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Alta is Knewton's fully integrated, adaptive learning courseware. Everything you need to succeed in your course, including text-based and video instruction, interactive learning content, assignments and review materials, are all included in alta at one low price of only $39.95. And because alta is built on Knewton's adaptive learning platform, alta can quickly identify and dynamically boost knowledge gaps while you're completing assignments to get you to where you want to go.

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"I like how alta adapted to my learning. I knew my homework wasn't going to waste my time with problems I have already mastered but rather challenge me and make me understand what I struggled with."

- JoLynn, Diablo Valley College

"I liked alta's visual examples and explanations. I feel like using alta was necessary for me to pass my class. The purchase was very worth it."

- Kimberly, University of Texas Rio Grande Valley

"I will be receiving an A in my calculus class, and much of it is due to the practice I got in using alta."

- Samantha, Diablo Valley College

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Alta is Knewton's fully integrated, adaptive learning courseware. Everything you need to succeed in your course, including text-based and video instruction, interactive learning content, assignments and review materials, are all included in alta at one low price of only $39.95.

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A nossa missão é ajudar a fornecer os melhores resultados educacionais e de formação do mundo validados por uma abordagem científica de longo prazo. A plataforma da Area9 Lyceum adapta o seu conteúdo momento a momento para otimizar seu percurso pessoal de modo a atingir a proficiência e nível de automatização desejado.

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Non-professional course

A PLATAFORMA DE APRENDIZAGEM MAIS AVANÇADA DO MUNDO

Quer seja um educador, formador ou até mesmo um gestor, a plataforma da Area9 Lyceum permite uma experiência de aprendizagem interativa usando uma variedade de ferramentas e serviços - tornando o seu conteúdo excecionalmente ágil, relevante e usável para qualquer tipo de formando.

Este software de back-end inclui:

O NOSSO TRABALHO ADEQUA-SE A QUALQUER INDÚSTRIA

PERITOS EM APRENDIZAGEM ADAPTATIVA

Tashia Dam

Chief Pedagogy Officer

Karis Amata Zecchi

Learning Architect - Math

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Personalized adaptive learning in four dimensions | Area9 Lyceum

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A nossa missão é ajudar a fornecer os melhores resultados educacionais e de formação do mundo validados por uma abordagem científica de longo prazo. A plataforma da Area9 Lyceum adapta o seu conteúdo momento a momento para otimizar seu percurso pessoal de modo a atingir a proficiência e nível de automatização desejado.

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Alef Education, has signed today an agreement with Higher Colleges of Technology and Capital Health to announce the launch of the 'Alef Summer Program', to be held in July and August this year. The program is open for all students in the UAE from Grades 7 to 12, and will be made free to accepted students.