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Gamification
1. GAMES
Let’s learn/teach with games
2013-2015
Comenius Project - Lycée Giraux Sannier
Marie-Hélène Fasquel
October 13, 2014 – LPM.
2. Biography
Language and Literature teacher, Lycée
International Ile de Nantes, American OIB,
Formerly ESL teacher at Lycée Giraux Sannier,
ICT trainer,
eTwinning ambassador,
Microsoft Expert Educator (International
Innovation Prize in 2014, UNESCO National
Innovation Prize, 2013),
Writer (Ellipses & Hatier, author &
co-author)
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3. Birth of the project
Teacher’s needs
• Engaging the students (weak/shy),
• Promoting self confidence,
• Bringing out the students’ various talents.
Students’ needs
• Having their work and efforts recognized,
• Studying in an innovative and creative way
• Having fun and enjoying the course.
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4. Main objectives
Combining 4 essential motivation factors
ICT collaboration, content creation,
online publishing,
fun and engaging activities
Opening onto the international
authentic communication
Draws/competitions and prizes
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5. The project’s objectives
Motivation
nurturing creativity
(games and engaging activities),
sharing online,
Task-based approach,
Improving one’s command of English,
Communicating.
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6. 2 ongoing projects
Online curation on Scoop.it!
2 ongoing experimentations (2013-15)
Gamification: learning while producing
games for one’s partners (Comenius
Project)
Gamification curation
flipped classroom curation
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7. An engaging approach
Project-based approach
To make games, you need to master the topic
Students want to do well – everything is published
online pride in their work/in the outcomes
They share and help others learn
The constant goal = engage students, help them
improve their command of English, learn about
different cultures, new technologies
Playing the partners’ games to learn
Communicating directly in English, ony common
language of the 7 different partner countries--
authenticity
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8. Gamification
Games are very useful to teach as…
• They are interactive,
• fun,
• The student has a problem 8
to solve,
• He/she can win and plays/works without
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realizing it.
9. A few examples:
Who am I?
Games
e-book
New technologies
Link
Padlet
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10. Online tools & websites
creating games
Spelling city
Classtools
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Quizlet
environment quiz
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14. Any questions?
Have you tried to gamify your classes?
Let’s share other ideas to help our students
improve and engage!
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Our pad
What about you?
15. Competitions
diploma generator
Best works
Certificate
Gift
Handed out by the school’s headmaster
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16. Engaging and meaningful
topics
For instance: the fight for the
environment, a real life issue.
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17. Outcomes/Conclusion
For the students:
• Pleasure to study
• More personal work
• MOTIVATION
For the teachers:
• Students tended to improve
• More ambition on the part of students (published works)
• Students created content (new role)
Difficulties:
• A lot of energy and work is needed to set up a Comenius project
• Differences in availability (international project, different
holiday dates, different types of lessons, different school
systems)
• Destabilization of some students at the beginning of the project
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18. What about you?
Any questions?
Any feedback?
Any other useful websites to gamify
our classrooms?
Our pad
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19. Content curation and new projects
Scoop.it! curation
2 ongoing projects:
Gamification learning while creating
games and playing them.
games curation
The Flipped Classroom
flipped classroom curation
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20. International community
The program Partners in Learning (PiL) allows
educators to
Join a worldwide community of dedicated and
innovative teachers &
Get free training (tutorials,webinars,
resources).
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21. International community
• My profile
• Documents
• Feel free to contact me, to join the community
(I will invite you), to work together or to ask
further questions!
• Write your information (name/email address)
on our Pad please?
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22. Contact -- References
Feel free to contact me!
mhfasquel@gmail.com
On Twitter: @mariehel2
Slideshare
My files on Slideshare.
blog
On Facebook, LinkedIn &
Google+, eTwinning: Marie-Hélène Fasquel
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Numérique – entrer dans le monde des élèves mais aussi dépasser leurs usages du numérique leur faire découvrir des outils nouveaux, leur permettre d’approfondir ce sujet.
Décrite par Vallerand et Thill en 1993 comme composée de 4 phases – le déclenchement (créer la curiosité) – l’orientation (guider les élèves dans une voie) – l’intensité (favoriser un certain degré d’implication) – la persévérance (permettre à l’élève de continuer en dehors de la présence en classe).
Écoute /collaboration / partage – écrire pour être lu / pour engager la communication – pas seulement avec partenaires étrangers mais aussi au sein de la classe.