In talking with some colleagues about gamification and my idea for a gamified intercultural inquiry preparation course, Richard Swan from the BYU Center for Teaching and Learning recommended finding the primary generator for my design (see Jane Darke’s “The Primary Generator and the Design Process”) in one of three aspects of the learning experience I . . . → Read More: cultural inquiry course: core performance and challenge
There are a couple of projects I’m playing around with this semester, just for fun. For one of those I’m exploring how a university course I’ve been involved with over the past several years could be gamified.
Gamification has to do with incorporating game-like elements into the design everyday tasks and activities in order to . . . → Read More: a gamified cultural inquiry course
Last semester I helped revise an open source textbook on project management for an instructional design audience. At the conclusion of the project, I was a bit stumped when David Wiley, who’d been overseeing the project, asked our team what we had learned about management through the process. Although we’d spent four months running the . . . → Read More: what i’ve learned about project management
In the studio class I’m taking this semester, each of us will be choosing a project, and will then study whatever computer programming skills are necessary to complete the project. The philosophy is actually almost identical to the approach to education taken in BYU Field Studies, where I’ve been working for a number of years . . . → Read More: studio project options
My last semester, despite a decently project-heavy design class, was focused on getting oriented to the major theories and methods in the world of instructional design. I’m not sure how complete my orientation is at this point, but this semester my time will be more devoted to getting practical experience with design projects. My efforts . . . → Read More: looking forward to the semester