Teacher’s public training on gamification
We contacted the Spanish eTwinning NSS offering the training as Learning Event, but it was not possible in the current school year, so offered a teacher’s training only as eTwinning webinar. The aim was to solve possible gaps in training of the teachers participating in the project, and to do it once. eTwinning webinar took place on 11.07.20018
The training was planned as a webinar or a MOOC online during the project’s life, and maybe more teachers from more schools would be interested to take advantage. But after many difficulties to match the agendas of teachers coming from six different countries, we decided to offer the training to the coordinators in the first transnational meeting, and exchanged good practice.
Coordinators transferred their knowledge to their fellow teachers and school management.
The following presentation is the teaching materials offered in eTwinning webinar. Just click over the image to access the teacher’s training presentation or click over this link.
eTwinning was key to find the partners, to meet the coordinators of all of the schools participating in the current project, and for preparations of the application form or learning activities tests. Advice from national ambassadors was included in the development of application and implementation.
Some of the teams tested many of the ideas of the current Erasmus+ in the classroom in advance and introduced in videoconferences the students showing a certain interest to take part in the project. The creation of a previous Twinspace was a good idea to introduce the main guidelines of the current Erasmus+ to the school’s community and especially the student’s parents.
We learnt from our previous Comenius experience that eTwinning is much more than a dull repository of documents: it is an asset to collaborate, share ideas, hold virtual meetings with the Adobe Connect videoconference device, get training on assessment and useful rubrics, and at last, but not at least, as safe and reliable difusion means.
As our project has an open approach, the Twinspace remains open to new activities and contributions, and to new partners after the end of Erasmus+ project.
eTwinning project kit can be downloaded here
KAHOOT’s sets of questions
The teacher’s team decided after some tests with Powerpoint presentations and Socrative to use Kahoot software. We found Kahoot a very well known, reliable and easy to use platform that performs very well. The students love the music and outlook, too. We created sets of questions based on CLIL and ESL lessons to be used in the games. They are about vocabulary and general knowledge. The worst of Kahoot is the lack of flexibility to get a printed copy of the questions uploaded, sometimes useful as a backup in the case that wifi fails in classrooms or outdoors.
Just type #clilheroes in www.getkahoot.com to find the sets. You can play too by typing the PIN 7303672 in kahoot.it and feel free to use them in your classes. We suggest to use the random feature and the team mode to get the most of them.
Design Thinking instructional development approach
Whenever we planned the current project’s Erasmus+ application, we were not aware of Design Thinking at instructional contents development, but in different fields. We just aimed to test different ideas in an international background about implementing Gamification in the classroom, and design a methodology mini-guide after. We learnt later that the test making is a newborn whole methodology for instructional development. So our collaboration has a very unexpected outcome for the teachers.
Each one of the learning activities for the pupils has been a prototype test, to refine ideas to be improved in the next stage, and implemented in the end one.
One of the teachers of the team attended a workshop for educators in Barcelona related to Mobile World Congress (EduHack: Teachers Co-Creating) in the month of November 2017 to learn more about the many possibilities of Design Thinking, and to transfer the knowledge to the team of coordinators. They will attend Mobile World Congress in the month of March 2018
The following video shows EduHack workshop in 2016.
Steps to create a good gamified approach according to Design Thinking strategies
- Discovery. Research local legends and castles.
- Frame opportunity. Find common characters, patterns and storytelling. Identify language scaffolding needs.
- Incubate. Share the local legends, create the rules of the game and create questions/quizzes.
- Ideate. Create a game framework.
- Evaluate/refine. Identify strengths and weaknesses of the proposal.
- Prototype/test. Play the game and evaluate.
- Deliver. Final test in the last stages of the game.
- Iterate & Scale. Creation of lesson plans, methodology guide. Transfer to schools.
Augmented Reality as technology aids
The project proposal didn’t plan to use Augmented Reality technology because we judged it as having a high learning curve at early 2015.
The project development revealed unexpected challenges to manage a very large group of international students outdoor, featuring a wide range of English skills, from native/bilinguals to low performers and many different accents involved.
Teachers found to be very useful for better understanding to make available a written version of questions, but handing out printed copies in a large playground would make the game too similar to an average lesson, only changing scenery and fellow’s citizenship. Another issue is castles as emblematic national monuments where in most cases it is not allowed to mark the ground or to use loudspeakers, or even the use of theater accessories and dresses, as happens in Greece. Asking the students to sit and wait for their turn provides the impression of a traditional classroom, even outdoor, but it was the only solution because students in motion tend to follow their own teachers and school fellows instead of follow general instructions. It is also boring and tiresome for everyone, and especially challenging for teachers as they need to manage group behaviour, ensure understanding of questions and even properly listening, and assess answers in open spaces at the same time.
We discovered that the use of virtual reality platforms was not suitable: headsets isolate people from environment, and interfere team interactions. Take advantage of heritage environment was also worth, so augmented reality became the best solution, but how?
We found Metaverse platform around september 2017 and we can say that fuelled our project and provided new possibilities: it is a very fine and reliable option that enables the creation of imaginative scavenger hunts for Language or Art teachers or secondary school students without coding skills. We even tested the use of 3D recreations of castles and objects with Sketchup, or geolocation features with varying levels of success.
2D characters and simple quizzes were enough for our purpose, and worked great, especially taking into account that we used international data connections and game takes place in somehow remote areas.
Metaverse is developed by GoMeta, Inc. a solid company and has a brilliant future ahead. They give a lot of importance to educational use and are developing lesson plans and augmented reality methodology for schools.
Students were really happy to feel they could own their learning process and receive playful, instant feedback of correct answers, collaborate to guess the meaning of key words or riddles, and to interact with scenery as characters appeared as if they were a part of the monument. Teachers were spared of heavier management and assessment tasks and chores, and could focus more on ensuring that no student was left behind and to coach them. Early project evidences like mark reports show that vocabulary retention and language performance have significantly improved, as well as collaboration and general soft skills. If you are curious about our game and want to learn more about our traditions or solve the Ghost’s riddles, please type #CLILHeroes on Metaverse app and enjoy!
You can access the whole gallery at clilheroes.com/gallery
General project development, lesson plans and methodology guide available on www.clilheroes.com
CLIL lesson plans on 3D modelling
We tested 3D modelling using Sketchup software to create a virtual reconstruction of castle to be uploaded as a character of Metaverse, but mobiles were not good enough to use 3D polygonal feature. But we created a set of CLIL lesson plans, so they can be still be used in technologies/technical drawing classes. They can be downloaded by clicking over the photo.
Two new lesson plans came up after the join of spanish as foreign language teachers in the team. They are included in the methodology miniguide.