Date post: | 27-Jul-2015 |
Category: |
Education |
Upload: | pedro-fernandes |
View: | 98 times |
Download: | 1 times |
2014-07-03 "Key-terms" - det2014 11
“Key-terms” a learning game for conceptual
consolidation
Pedro L. FernandesInstituto Gulbenkian de CiênciaOeiras, PT
2014-07-03 "Key-terms" - det2014 22
Purpose
● To create an engaging activity that helps to consolidate new knowledge in the context of a hands-on training course.
● To introduce improvements in training course design based on enhanced incremental concept consolidation.
2014-07-03 "Key-terms" - det2014 33
Launching the activity
● At the end of a day of intensive training, learners are too tired to make the best NEW connections between the newly acquired knowledge and the one that they had before.
● At the beginning of the next day, the first activity is a “wrap-up” session, where the instructor quickly reviews the subject matter of the eve.
● Learners are invited to take notes, recording the “key-terms” that they recognise as relevant to understand the content.
2014-07-03 "Key-terms" - det2014 44
Data capture
● In a training room with computers, “key-terms” can be collected in text files.
● Alternatively, learners can use mobile devices to record “key-terms” in text messages, to be sent at the end of the wrap-up session.
● The training facilitator (or the instructor) collects all the texts and merges them together in a single text file.
2014-07-03 "Key-terms" - det2014 55
Processing the texts ● In order to obtain a single list of unique “key-
terms” from the learners, the merged text file is then expunged of repeated or redundant terms, using simple text processing tools.
● The least relevant entries are removed in a quick revision by the instructor.
● Terms are then printed in big card size pieces of paper (suggested size: A5) using a large font size.
2014-07-03 "Key-terms" - det2014 66
Starting the classroom game
● The cards are held in a pile, one is taken at random and placed in the middle of an empty cork board.
● A set of rules is arranged between the instructor and the learners, such as:
– Related terms should be pinned near to each other.
– Important terms should be placed higher.
– Optionally, left-to-right placement can reflect a chronological order.
2014-07-03 "Key-terms" - det2014 77
Continuing the classroom game
● The learners carry on placing the cards on the board until the pile is exhausted, using the established rules.
● The Instructor overlooks the pinning operations, but leaves as much room as possible for the learners to collectively decide where cards are placed.
● The instructor rearranges the board in needed, explaining all his/her moves.
2014-07-03 "Key-terms" - det2014 88
The role of the learner
2014-07-03 "Key-terms" - det2014 99
The role of the instructor
2014-07-03 "Key-terms" - det2014 1010
Arranged terms
2014-07-03 "Key-terms" - det2014 1111
Testimonials
● The game helps a lot in identifying knowledge that has been accidentally skipped.
● ... it was crucial for me to assess what I had learnt and gain self-confidence.
● Playing “key-terms”revealed underlying relationships between concepts that were otherwise disconnected.
2014-07-03 "Key-terms" - det2014 1212
Upcoming developments
● Documenting the results using mind-mapping software, collectively.
● Comparing the learners' mind-maps with relevant ontologies.
● Using the results to refine the course design.
2014-07-03 "Key-terms" - det2014 1313
References
● Robert Chambers.
Participatory workshops – a sourcebook of 21 sets of ideas and activities. (Earthscan)
● Dave Gray, Sunni Brown, James Macanufo
Game Storming. A Playbook for Innovators, Rulebreakers, and Changemakers. (O'Rielly)
2014-07-03 "Key-terms" - det2014 1414
Upcoming developments
● Documenting the results using mind-mapping software, collectively.
● Comparing the learners' mind-maps with relevant ontologies.
● Using the results to refine the course design.