LRNT 522 - Team 2 - Assignment 2

Date: July 27, 2020

Students: Jean-Pierre Joubert, Christopher Rowe, Vanessa Tran, Eric YuProfessor: Dr. Loni Davis

Theoretical frameworks

LRNT 522 - Assignment 2

08. References

07. Conclusions

06. Gamified Learning

05. Community of Inquiry

04. Community of Practice

03. Adult Learning Theory

02. Theoretical Frameworks

01. Introduction

Index

It is essential to enhance engagement, motivation, and collaboration to foster positive learning outcomes for adult learners.

Introduction

.01

.01

Our Team

Team Awesome Force

Eric Yu

Vanessa Tran

Christopher Rowe

Jean-Pierre Joubert

IELTS Exam InstructorShanghai, China

Instructional DesignerOttawa, Canada

Marketing Advisor Ilderton, Canada

Instructional Designer Moncton, Canada

Examines the application of concepts typically associated with game development in the execution of educational design to increase student engagement.

Gamification Theory

Adult Learning Theory

Examines the distinct ways in which adults learn. It focuses on different assumptions and approaches that adults require in order for them to learn and be successful.

Community of Practice and Community of Inquiry Theory

CoP: A group of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.CoI: A process of creating a learning experience through 3 dimensions – social, cognitive and teaching presence.

.02

Three Theoretical Frameworks

Adult Learning Theory

.03

Dr. Malcolm Knowles

The learner should be actively involved in the learning process

.03

Motivation to Learn

Orientation to Learn

Readiness to Learn

Adult Learner Experience

Self- Concept

Dr. Malcolm Knowles

In 1980, Knowles made 4 characteristics of adult learning assumptions (andragogy) that are different than the characteristics of child learners (pedagogy). In 1984, Knowles added the 5th assumption.

.03

Knowles' 5 Assumptions of Adult Learners

.03

PROPLEM-CENTERED

RELEVANCE & IMPACT

LEARNER'S EXPERIENCE

Adult learners need to be involved in the planning and evaluation of their instructions.

The method and practice of teaching adult learners

Adult learning is problem-centered rather than content-oriented.(Kearsley, 2010)

Adult learners learn best when the topic is of immediate value, connecting the relevance to their jobs or personal lives.

Adult learners learn experientially. Task oriented instructions instead of memorization.

INVOLVED LEARNER

Knowles' 4 Principles of Andragogy

According to Slagter & Bishop, and their research:

• Learners need opportunities to interact with one another
• Learners must get the support they need to overcome communication or technical barriers
• Educators need to have persistent follow-up strategies to maintaina sense of connectedness

Adult Learners in an Online Learning Environment

.03

J. Mezirow

"We must learn to make our own interpretations rather than act on the purposes, beliefs, judgments, and feelings of others. Facilitating such understanding is the cardinal goal of adult education. Transformative learning develops autonomous thinking.”

Figure developed from readings of: Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult & Continuing Education, 1997(74), 5. https://doi.org/10.1002/ace.7401; Image is in the Creative Commons (CC BY-NC 4.0).

The process of effecting change in a frame of reference

.03

Transformative Learning Framework

Community of Practice Theory

.04

what is community of practice?

Long-Term Value

• Personal development
• Reputation
• Professional identify
• Network
• Marketability

Short-term Value

• Help with challenges
• Access to expertise
• Confidence
• Fun with colleagues
• Meaningful work

Members

A Community of Practice (CoP) is a group of people, passionate about a specific shared something (work, play, hobby, concern, etc.), who interact regularly in order to share and learn.As such, a CoP offers both short- and long-term value to both members and the organization at large.

Community of Practice

.04

.04

what is community of practice?

A Community of Practice (CoP) is a group of people, passionate about a specific shared something (work, play, hobby, concern, etc.), who interact regularly in order to share and learn.As such, a CoP offers both short- and long-term value to both members and the organization at large.

Community of Practice

Long-Term Value

• Strategic capabilities
• Keeping up-to-date
• Innovation
• Retention of talents
• New strategies

Short-term Value

• Problem solving
• Time saving
• Knowledge sharing
• Synergies across units
• Reuse of resources

Organization

Long-Term Value

• Personal development
• Reputation
• Professional identify
• Network
• Marketability

Short-term Value

• Help with challenges
• Access to expertise
• Confidence
• Fun with colleagues
• Meaningful work

Members

the 3 elements

Unlike friendship or a club, there must be a shared domain of inquiry and awareness of key issues that inspires participation, directs learning and gives meaning to actions.

Domain

Practitioners develop shared resources, including experiences, stories, tools, and ways of approaching problems. There is a collective body of resources and work.

Practice

Joint activities and discussions foster interactions in the community; This, in turn, develops relationships, a willingness to share ideas, and a social fabric for learning.

Community

Community of Practice

.04

Levels of engagement

PeripheralGroup

The majority of the community, this group still learns, however, they are passive participants

ActiveGroup

While not at the same intensity as leaders, this group attends and participates regularly

Core Group

Performs leadership roles and participate intensely in community discussions and projects

Community of Practice

.04

Hover over each stage to learn more!

Wenger describes a series of 5 sequential stages defining the lifecycle of any community of practice.

Community of Practice

Memorable Stage

Dispersed Stage

Active Stage

Coalescing Stage

Potential Stage

.04

Community of Inquiry Theory

.05

Community of Inquiry

.05

Long-Term Value

• Strategic capabilities
• Keeping up-to-date
• Innovation
• Retention of talents
• New strategies

Short-term Value

• Problem solving
• Time saving
• Knowledge sharing
• Synergies across units
• Reuse of resources

Organization

what is community of INQUIRY?

The Community of Inquiry (CoI) framework is a social constructivist model of learning processes in online and blended environments. The framework is built upon 3 dimensions: social presence, cognitive presence, teaching presence.

3 Dimensions

Teaching presence: The design, facilitation, and direction of cognitive and social processes for the realization of meaningful learning.

Cognitive presence: The extent to which learners are able to construct and confirm meaning through sustained reflection and discourse.

Community of Inquiry

.05

Figure: Title - Community of inquiry model; Author - Matbury; Adapted From - https://search.creativecommons.org/photos/01aae51e-c03f-4225-b547-6658e359e9b5; License - https://creativecommons.org/licenses/by-sa/3.0/?ref=ccsearch&atype=rich

Community of Inquiry Model

Learningexperience

Cognitivepresence

Teachingpresence

Social presence

Social presence: The ability to perceive others in an online environment as “real” and the projection of oneself as a real person.

Community of Inquiry

WHY Is It IMPORTANT?

The CoI framework explores underlying connections between education and the extrinsic motivation factors from social environment and cognitive ability.

.05

• Facilitate students’ learning activity
• Feedback promptly to students
• Offer instructions for all courses

TEACHING PRESENcE

• Identify key points of courses
• Design alternative representations of knowledge
• Design testing and feedback system

COGNITIVE PRESENCE

• Design teaching persona with digital tools
• Maintain connections with students
• Design collaborative activities

social presence

implementation

Community of Inquiry

.05

Gamified Learning Theory

.06

Introduction

INFO

INFO

INFO

The Importance of Strong Instructional Content

Gamification vs. Serious Games

Definition

Gamified Learning

The theory of gamified learning was introduced by Dr. Richard N. Landers in 2015. It outlines a series of propositions describing how the introduction of game elements in educational design impacts student interaction with course content.

.06

Reference

Click on an option for more information

Rules/Goals

Control

Immersion

Conflict/challenge

Human Interaction

Assessment

Game Fiction

Action Language

Environment

.06

Origins of Gamification Taxonomy

The taxonomy connecting game attributes to learning was presented by Bedwell, Pavlas, Heyne, Lazzara, and Salas (2012) when they determined nine categories of game elements which can be used to engage learners in instructional content. Those game elements are listed on the left.

Game Elements

Click on one of the options below for more information

Figure: Landers, R. N. (2015). Developing the theory of gamified learning: Linking serious games and gamification of learning. Simulation & Gaming, 45(6), 752-768. https://doi-org.ezproxy.royalroads.ca/10.1177%2F1046878114563660. Copyright 2015, Landers, R.N.

Proposition

Proposition

Proposition

Proposition

Proposition

.06

Theory Propositions

Conclusions

.07

learningoutcomes

community

collab-oration

motivation

Engagement

.07

Conclusions

References

.08

References

.08

Bedwell, W. L., Pavlas, D., Heyne, K., Lazzara, E. H., & Salas, E. (2012). Toward a taxonomy linking game attributes to learning: an empirical study. Simulation & Gaming, 43(6), 729-760. https://doi-org.ezproxy.royalroads.ca/10.1177/1046878112439444Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87-105.Huang, W., Hurt, A., Richardson, J. C., Swan, K., & Caskurlu, S. (2018). Community of Inquiry Framework [PowerPoint presentation]. Purdue University Website. https://www.purdue.edu/innovativelearning/supporting-instruction/portal/files/4_Community_of_Inquiry_Framework.pdf Kearsley, G. (2010). Andragogy (M.Knowles). The theory Into practice database. Retrieved from http://tip.psychology.orgKnowles, M. (1973). The Adult Learner: A Neglected Species. ERIC Document Reproduction Service No. ED084368. https://files.eric.ed.gov/fulltext/ED084368.pdf Landers, R. N. (2015). Developing the theory of gamified learning: Linking serious games and gamification of learning. Simulation & Gaming, 45(6), 752-768. https://doi-org.ezproxy.royalroads.ca/10.1177%2F1046878114563660

References

.08

Slagter van Tryon, P. J., & Bishop, M. J. (2009). Theoretical foundations for enhancing social connectedness in online learning environments. Distance Education, 30(3), 291–315. https://doi.org/10.1080/01587910903236312 Wenger, E. (2006), Communities of Practice: a brief introduction; https://teachingacademy.wisc.edu/wp-content/uploads/2014/12/CoP-Overview.pdfPhotos from Pixabay & Unsplash