Gamifying a Moodle course. What difference does it make? Week 2
You can read the post about week 1 here.
The course Context The course I have designed is nothing Earth-shattering, but it seems to work well in the given context (MYP Technology, 12 year olds). At the end of the 11 week unit of work (could be called ‘project’), students need to hand in two deliverables:
the product (usually a Scratch animation) their documentation of the process (usually a 15-30 page word processed document) In this unit of work students are to use technology to create a tutorial to teach others a dance choreography they have put together....
Gamifying a Moodle course. What difference does it make? Week 1
I announced a few weeks back that I would try and quantify the increase in engagement I have noticed when gamifying my Moodle courses. I have just started teaching two similar groups, and one has been exposed to the regular course, and the other to a gamified version of it.
I will post my findings every week, and will draw a summary at the end of the experiment. This post retraces what has happened in the first week of the experiment....
Increase student engagement with Moodle conditional activities & badges
What are conditional activities? Since the introduction of Moodle 2, it has been possible for users to track which activities/resources they have completed. This means that resources/activities are ‘aware’ of their completion status for each course user. This completion status awareness allows a teacher to have activities/resources show up only when certain conditions have been met, for example Resource B will only be shown to users who have completed Activity A....
