Project-based learning (PBL) is a student-centered methodology that encourages students to learn and apply knowledge and skills through an engaging experience and active exploration of real-world problems (Dewey, 1997). Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem (Markham, 2011). PBL contrasts with traditional teaching since it doesn’t portray a linear knowledge path but instead poses questions and problems, thus enabling the motion of learning by doing.
What is Informal Learning? What is the difference between Informal and Formal Learning? How can Informal Learning be applied to eLearning scenarios?
Informal learning is any learning that is organized differently compared to the formal learning that happens inside classroom, either online or regular, because it has no pre-determined and clear objectives in terms of knowledge or learning outcomes.
Flipgrid is a video discussion platform which allows the sharing of user-generated videos, among groups of people. It is currently used in over 50,000 classrooms to empower students and ignite discussion.
What is it?
The process is really easy. In Flipgrid, teachers post discussion topics to which students then reply using videos. Learners can pause and flip their camera while recording, add pictures or documents, trim unlimited clips and include a whiteboard, video styles, text, emoji, inking to their stories. Teachers and students can post replies to videos, like them and provide feedback to their peers. Every video along with its replies forms a Grid. Grids are the meeting place for classrooms, schools, departments or any learning community to discuss specific topics. Those Grids can be easily embedded in a variety of other platforms such as Wordpress, Moodle etc.
The "Civilization" computer game series is a creation of Sid Meier,a well known digital video game producer and creator.
Minecraft is a building game in which the user is called within its virtual world to place and customize bricks (or as they are called in this game, Blocks) and materials to build constructions that can be functional or not. The user also has to choose from a series of playable scenarios that are distinguished in creative, adventure and survival modes and can also chose to play alone or with others in the multiplayer mode (Nebel, Schneider & Rey, 2015). The particularly useful scenario of creativity is one that provides the greatest potential for educational use as players have unlimited materials to develop the constructions they desire, without being limited by drawbacks such as slow movement from one place to another or the risk their virtual character experiences death, like it happens in the survival mode (Overby & Jones, 2015).
The nature of the game that involves the player in problems with various objects that interact with his decisions, the plethora of choices the user allows, the freedom of movement and choices from the creation of the character to the development of the constructions, puts him in the place of the creator and not just the consumer, resulting in Minecraft being a tool that contains many of the elements of constructivism theories (Overby & Jones, 2015; Nebel, Schneider & Rey, 2015), redefining it as a highly lucrative and benefitial application to any class (Petrov, 2014).
The game is extremely easy to install and can even work on computer systems or mobile devices with low limited infrastructure, although the multiplayer mode obviously requires internet access (Overby & Jones, 2015; Nebel, Schneider & Rey , 2015). The offered actions that can be implemented in the world are varied and can be used to enhance various teaching subjects such as arts, environmental sensitivity, architecture, mechanics, physics, mathematics and history. (Petrov , 2014; Overby & Jones, 2015).
The benefits associated with the use of Minecraft for educational purposes are a lot. The most important are that Minecraft is linked with the development of students' critical thinking, enhancing creativity, and fostering digital literacy in an environment with increased motivation (Petrov, 2014 (Nebel, Schneider & Rey, 2015). If used in an online environment that allows multi-player involvement, it increases student collaboration and teamwork since it operates as a tool of social constructivism (Nebel, Schneider & Rey, 2015).
In conclusion, it is worth mentioning that there is also an educational version of Minecraft available, MinecraftEDU, which provides the appropriate tools for teachers to evaluate student-player moves, easier game management, and a range of other objects to smoothly adapt to the learning process (Nebel, Schneider & Rey, 2015).
Find more at https://minecraft.net/
Nebel, S., Schneider, S., & Rey, G. D. (2016). Mining Learning and Crafting Scientific Experiments: A Literature Review on the Use of Minecraft in Education and Research. Educational Technology & Society, 19 (2): 355-366.
Overby, A. & Jones, B. L. (2015). Virtual LEGOs: Incorporating Minecraft Into the Art Education Curriculum. Art Education, 68 (1), 21-27.
Petrov, A. (2014). Using Minecraft in Education: A Qualitative Study on the Benefits and Challenges of Game-Based Education (Unpublished Doctoral Dissertation). University of Toronto, Canada.
The integration and exploitation of technology in in recent years takes place through pleasant environments of learning, collaboration and authenticity. Such an environment is the Quizizz. It requires the student's active engagement and the emergence of a learning experience that no longer relies on the sterile knowledge of the content. The use of such tool keeps students' interest and commitment to acquiring new information (The effect of Kahoot, Quizizz, 2017).
Quizizz is a free learning application designed for mobile phones that uses wireless handhelds to collect student responses and then show the results in the classroom while collecting direct feedback by answering questions posed by the educator (Kahoot, Quizizz, 2017). The teacher selects a quiz that has been structured for the particular subject of interest and then provides a pin for the students. Students then use the pin and the questions appear on their mobile devices. They are required to answer a timeframe predetermined by the teacher. Questions appear randomly to each student, and then the learner observes the results of the choice he/she made (Boulden, Hurt & Richardson, 2017). The total results are also shown at the interactive whiteboard with the help of the teacher’s computer and a projector.
Students play together, but each at their own pace. Gamfication elements like avatars, leaderboard and funny memes add to the fun. At the end of the game, the educator receives detailed class and student-level reports to understand where the pupils need help.
It is a tool based on behavioral learning theory as learning through quizizz is done with specific activities to achieve goals that are designed by the teacher (Learning Theories, n.d.). Thus, the student is not in control of the application since the teacher is the creator. As far as the evaluation of the learner is concerned, the behavioral patterns are also followed, since the results of the quiz appear at the scoreboard.
Effects on the learning process:
By studying the positive results in the learning process, many pedagogical benefits are attributed to Quizizz. Students perceive commitment and acquire a different perception of learning as their motives multiply (The effect of Kahoot, Quizizz, 2017). Studies show increased collaborative learning and engagement as well as increased learning outcomes (Boulden, Hurt & Richardson, 2017). Then the concentration of children in the process increases as well as their active engagement (The effect of Kahoot, Quizizz, 2017). As far as the teacher is concerned, the contribution of the tool is to control the level of understanding or lack of knowledge through the feedback system provided at the end of the process.
In conclusion one could imply that the inclusion of games and technological tools offers all the resources to students for communication, contact and collaboration. In the context of teaching, the tools that technology has provided us, ensures a more extensive and cost-effective exploratory work on the subject of teaching (Cardet, 2013).
Create your own Quizizz at http://quizizz.com
Boulden, D. C., Hurt, J. W., & amp; Richardson, M. K. (2017). Implementing Digital Tools to Support Student Questioning Abilities: A Collaborative Action Research Report. I.E .: Inquiry In Education, 9 (1), 1.
CARDET (2013). Authentic Learning. Report within the project Developing Authentic Learning Environments through School and Business Collaboration. Nicosia: CARDET Press.
The effect of Kahoot, Quizizz and Google Forms on student perception in the classroom response system. (2017). 2017 International Conference on Digital Arts, Media and Technology (ICDAMT), Digital Arts, Media and Technology (ICDAMT), International Conference on, 178
Games in education are the teacher’s weapon to try and involve students in activities that combine the element of fun and learning with a meaning. Mobile devices have reshaped the way of teaching and have created new opportunities towards this approach.
This article will present one of the most useful tools, Kahoot! which combines beautiful graphical representations and sounds, turns the classroom into a playroom, with the teacher being the "show" coordinator and the students to be the contestants (Fotaris, Mastoras, Leinfellner & Rosunally, 2016). Students are asked to give the appropriate answer to the current question they are dealing with using their mobile devices and according to their responses they earn points that rank them in a rating scale (Wang, 2015).
A Kahoot! is a collection of questions on specific topics. Create a fun learning game in minutes – called ‘kahoot’. The format and number of questions are entirely up to you. Add videos, images and diagrams to your questions to amplify engagement and make learning so fun that your students will literals beg to be assessed
The benefits that Kahoot offers! in the learning process are many, but in summary, one could claim that it transforms the learning process into a more efficient and productive one (Katyshev, n.d.). The ease with which students receive feedback individually on their devices promotes self-evaluation, while the teacher's report on the distribution of student responses gives him the opportunity to identify potential gaps, make further analysis as well as explanation of the right choices (Katyshev, nd; Wang, 2015; Dellos, 2015; Fotaris, Mastoras, Leinfellner & Rosunally, 2016). Besides, as Dellos (2015) points out, creating the conditions for a comfortable environment for feedback in their responses without the stress of evaluation is critical to assimilation of knowledge. The user-friendly interface is also enhanced by the fact that there is no need to download a separate application, although there is such a possibility, since the game can be played through any web browser (Katyshev, n.d.). Even the existence of the scoring system exploits the innate tendency of man to compete, effectively giving players an incentive to improve the position on the ranking board (Katyshev, Wang, 2015; Fotaris, Mastoras, Leinfellner & Rosunally, 2016)
Being a system of responding to student choices in a pre-created game of questions by Professor (Dellos, 2015) and according to the foregoing, it is concluded that this application is largely a behavioral tool in which the right options have been set beforehand and students are asked to identify them, ultimately leading to the reward of this desirable option. Of course, if used in ways other than the above, it has the potential to become a tool of social constructivism
If used properly, It has the potential to create a social, fun and game-like learning environment.
Visit http://create.kahoot.it to make your own quizzes using Kahoot! or discover Kahoots! made by others
Dellos, R. (2015). Kahoot! A digital game resource for learning. International Journal of Instructional Technology and Distance Learning, 12 (4), 49-52.
Fotaris P, Mastoras T, Leinfellner R and Rosenally Y (2016). Climbing Up the Leaderboard: An Empirical Study of Applying Gaming Techniques to a Computer Programming Class. The Electronic Journal of e-Learning Volume 14 (2), 94-110.
Katyshev, V. (2005). Effective Educational Use of Kahoot. Retrieved October 13, 2017, from https://meantechtools.wikispaces.com/file/view/Kahoot%20description%20of%20use%20new.pdf/541271970/Kahoot%20description%20of%20use%20new.pdf
Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217-227.