RALfie: Gamified Online Makerspace for STEM Education
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Remote Access Labs for Fun, Innovation and Education project presentation for ACEC2014
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RALfie: Gamified Online Makerspace for STEM Education
- 1. RALfie: A game where Maker Faire meets Hackerthon Peer to peer Gamified Digital Futures Collaborative Research Network University of Southern Queensland RALfie: Remote Access Labs for fun, innovation and education
- 2. Imagine... a learning experience
- 3. Where you’re given a
- 4. in which you create an experiment
- 5. Then you connect it to the Internet RALfie Box
- 6. So that other kids across the country or the world can use it!
- 7. Makers Guild And when you need help, you can ask a whole community of people!
- 8. That’s RALfie Remote Access Labs for fun, innovation and education
- 10. To teachers and parents…
- 13. Why RALfie? Some challenges facing STEM education: Graduation RAL Teacher Rates Specific Knowledge More STEM graduates needed to meet demand in Australia. Little collaboration & communication between students using existing online experiments. To use RAL, teachers need Technical Knowledge; Pedagogical Knowledge; and Content Knowledge. The pathway ends for many by the end of primary school. No standard technical solution suitable for RAL. TPACK
- 14. The RALfie Project’s Goal is to lead in the development of an online makerspace to support engagement in STEM learning accessible to youth and families in all communities through a scalable, open online system, professional development, dissemination of resources, and a robust community of practice.
- 15. RALfie as an environment for Science and Technology learning. RALfie as a culture for learning by making. What we create Maker Approach: An Epic Classroom Flip
- 16. The RALfie Team: Engineering & Education Dr Andrew Maxwell Ms Wu Ting Dr Lindy Orwin Professor Peter Albion Mr Ananda Maiti
- 17. What’s missing from RAL?
- 18. What’s missing from RAL? Where is the communication and collaboration?
- 19. Use gamification to increase communication & collaboration around the use of RAL The Integrative Learning Design Framework Brenda Bannan You are here
- 21. Octalysis Gamification Framework: 8 core drives for 7. Unpredictability & Curiosity 8. Loss & Avoidance 6. Scarcity & Impatience 5. Social Influence & Relatedness 4. Ownership & Possession 3. Empowerment of Creativity & Feedback 2. Development & Accomplishment 1. Epic Meaning and Calling Yu-kai Chou
- 22. Octalysis Gamification Framework Yu-kai Chou
- 23. Octalysis Gamification Framework Yu-kai Chou
- 24. User Types Andrzej Marczewski
- 25. Amy Jo Kim Player
- 27. RALfie Website (prototype) Gamification elements 2 1 3 4 5 6
- 28. Game Elements & Roles • Context • Challenge • Reason to collaborate • Reason to share • Reason to communicate • Points • Badges • Leader boards • Extrinsic Reward • Community • Forums – help & sharing • Document repository • Peer to peer • Distributed expertise • Context – broad story that binds the elements together • Intrinsic motivation • Engagement • Fun (many types) • Reasons to collaborate • Reasons to communicate Narrative Achievements Quests Guilds
- 29. Level up Level up Level up Level up Flipped Assessment Achievement System
- 30. Achievement System Iteration 1.0 Trailing but unsuitable for project due to “one class” model Experience Points Status Bar Badges Achievements Awards
- 31. Quests Quest Information Bar Quest lists XP available Average time taken Ratings from other users
- 32. Quest in 3D GameLab Images Scenario Control system explained Link to the experiment
- 33. House Mouse (Marble) Entrance Controls
- 34. Help needed to develop & document
- 35. August 2013 Bench Test October 2013 Controlled Lab Conditions April –Nov 2014 Pre-service Teachers December 2014 Home Users 2015 Limited Schools Impact: Lifelong STEM enthusiasts The research outcomes: Demonstrate the pedagogical and practical advantages of RAL-based experiments to prepare Australian children for their digital future. Engage teachers & parents & children in using RAL for active learning in STEM. Design, develop and implement an infrastructure and technological solution for making and sharing community-developed, remotely accessible scientific & technological experiments. Engage children in experiential learning in STEM through a process of design, make, share, use and reflect employing a ‘Maker Community’ approach.
- 36. Research partners Teachers Youth Makers Learners Join us… Dr Lindy Orwin Postdoctoral Research Fellow Digital Futures Collaborative Research Network University of Southern Queensland Lindy.Orwin@usq.edu.au m. 0478 039 322 Twitter & Skype Lindymac ralfie@usq.edu.au Sign up to get announcements at http://tinyurl.com/ralfie-eoi This project is supported through the Australian Government's Collaborative Research Networks (CRN) program.
Notes de l'éditeur
- The RALFIE Project seeks to develop a community of learners who design, develop and use remote access laboratories (RAL) to develop knowledge, skills and understanding of Science, Technology, Engineering and Maths (STEM).
- Image CC by http://www.flickr.com/photos/junkoko/
- Cables https://openclipart.org/image/800px/svg_to_png/33919/EthernetCable.png https://openclipart.org/detail/25871/network-cable-by-jasonfilley
- Image source http://www.flickr.com/photos/joeshlabotnik/305410323/sizes/z/in/photostream/
- The RALFIE Project seeks to develop a community of learners who design, develop and use remote access laboratories (RAL) to develop knowledge, skills and understanding of Science, Technology, Engineering and Maths (STEM).
- To the users… RALfie will be a fun, challenging environment with engaging and stimulating quests that involve both making and using real experiments. It will be a ‘Maker Space’ with plans and guides; yet it will also allow the choice and freedom to explore and invent. It will have game-style guilds that provide a community where young people can safely tap into the expertise of their peers and experts as well as share their own knowledge through forums, videos and photo galleries. The guilds will also provide access to authenticated adult expertise in a range of science and technology fields. Users will showcase their achievements through game-style systems involving badges and awards.
- To teachers and parents… RALfie will provide an Internet-based, digital classroom in the form of a highly engaging, game-based, learning environment with custom-made quests that motivate young learners to delve into the built and natural world to create experiments and share them with others. Children and youth will be able to use RALfie to engage in formal and informal learning at school and at home. A constantly growing library of plans and guides will support the young makers of experiments which could include assembling a ready-made LEGO Mindstorms kit or creating experiments with simple sensors. When a teacher or parent is unable to help, children will be able to access just-in-time assistance through guilds where learners can safely tap into a wide community of experts and enthusiasts of all ages. The RALfie Project will also assist to build the digital confidence and technology literacy of youth that goes beyond merely accessing Wikipedia and social media. By learning how to interface experiments to the Internet, learners will develop deeper technical skills and understanding meeting the requirements of the new national Technology curriculum.
- Behind the scenes… RALfie will be a scalable, technical and communication system that authenticates users; delivers content; interfaces physical world experiments with remotely located users via the Internet; houses a repository for plans and guides; provides communication between makers, users and enthusiasts; provides scheduling of experiments; and interfaces with the game and achievement systems. Design challenges, perplexing social and environmental problems, and engaging narratives will provide contexts to the quests and stimulate intrinsic motivation. A system of customisable badges, awards and achievements will provide extrinsic motivation.
- Technical diagram Source:
- http://www.slideshare.net/fullscreen/Downes/2013-09-12-altc/10 slide 54
- Lack of communication and collaboration in the use of RAL Source Lindsay 2007
- Sources Bannan-Ritland, B. (2003). The role of design in research: The integrative learning design framework. Educational Researcher, 32(1). Bannan-Ritland, B., & Kelly, A. E. (n.d.). Teacher Design Research [PowerPoint Presentation Slides]: George Mason University. Bannan, B. (2007, November 23-26). The Integrative Learning Design Framework: An illustrated example from the domain of Instructional Technology. Paper presented at the An Introduction to Educational Design Research Seminar, Shanghai (PR China). Middleton, J., Gorard, S., Taylor, C., & Bannan-Ritland, B. (2008). The "compleat" design experiment: From soup to nuts. In A. E. Kelly, R. A. Lesh & J. Y. Baek (Eds.), Handbook of design research methods in education: Innovations in Science, Technology, Engineering and Mathematics learning and teaching. New York, NY: Routledge. Bannan-Ritland http://gse.gmu.edu/research/de/figure1.htm Alignment of the Integrative Learning Design Framework to other design methodologies that informed its development. Plomp, T. (2007, November 23-26). Educational design research: An introduction. Paper presented at the An Introduction to Educational Design Research Seminar, Shanghai, PR China. p56.
- Source Kevin Werbach Gamification MOOC 2014
- The gamification framework that provides the basis for planning is based on human-centred design and the “core drives” (motivation) to engage and stay engaged. Source Yu-kai Chou http://www.yukaichou.com/gamification-examples/octalysis-complete-gamification-framework/
- For core drive, there are many options for game mechanics that form a toolkit for gamification of the system.
- A selection of these game mechanics has been made to address the expected core drives of the RALfie users.
- The expected users may fall into any of these categories of user types and planning for all types is important if the system is to withstand their use and abuse as well as to build a robust system and community to meet their needs. Source Andrzej Marczewski 2014 http://www.gamified.co.uk/user-types/#.VCtA5haTIn4
- All gamification approaches must also cater for all the stages of the player journey if you want to retain users over the longer term. nOObs have different needs to elders Leveling is one game mechanic that can be used to cater for this. Sample Levels in Maker in RALfie Use and experiment Build a copy of an existing experiment Modify and experiment Create a new experiment using readymade materials Creat and experiment using some materials you have manufactured (eg 3D printed) Source Amy Jo Kim http://www.slideshare.net/amyjokim/gamification-101-design-the-player-journey
- The website provides a point of entry into the RALfie World. This prototype provides an opportunity for feedback from our early testers. Based on early feedback, the graphics for the characters have been modified to suit an older demographic. Also a number of items have been moved around to improve navigation. Site developer: Dr Lindy Orwin
- The gamification elements within the front page of the website are: The Narrative Characters (already being modified based on feedback) Quests Guilds Actions to change behaviour long term Join
- Throughout the entire system, various game mechanics are designed to create interaction dynamics between the users, the process of being a maker or user, the content, and the community. Narrative – role = context – large – like the story across a TV series. Quest – role = context – small – like the story across an episode in the series. Guilds = the learning community – not online alone, online together. Achievements for those who are motivated by development and accomplishment.
- Start at 0 (Fail) and work up to epic as opposed to starting with a potential A and knocking off points for omissions or mistakes. Failure is a part of learning. Repeat as many times as needed to succeed.
- Currently the Game management System called 3D GameLab is being used to manage quests and the achievement system. It allows the use of Experience points (called XP) displayed in a status bar. Badges - Often connected with activities (not just actions) eg. complete a set number of quests. Can be a prerequisite to access for other quests in a hierarchy (quest tree). Achievements - Rewards for behaviours the system looks for eg. Comments, ratings, completing quests in a specific amount of time. Awards - Non-automated awards given by the teacher to reward student behaviours. Issues: Class model of management unsuitable for a large project needing control of: Registration welcome letters Quest creators without having to participate in a lengthy accreditation process Isolating the instance from the 3DGameLab community No use of OpenID, Facebook, Google + or other ID management systems Targets single teacher in the logic
- Quests Episodes in the narrative Context for learning
- The current prototype in 3D GameLab allows the quest to be created in the content area in the same way that content is created in an LMS like Moodle. There is a template to complete. The current challenge is to create meaningful quests that maintain the narrative and support very targeted learning objectives. These might be in the content area, the processes and skills needed for making experiments, or in the protocols for digital citizenship.
- Mouse in the House
- Curriculum links to Australian Technology Curriculum
- This presentation is Copyright USQ 2014