{"id":5022,"date":"2015-07-20T09:00:11","date_gmt":"2015-07-20T15:00:11","guid":{"rendered":"http:\/\/minkhollow.ca\/beckerblog\/?p=5022"},"modified":"2015-07-20T09:38:25","modified_gmt":"2015-07-20T15:38:25","slug":"8-part-series-on-gamification-as-reigeluths-post-industrial-paradigm-of-instruction-part-8","status":"publish","type":"post","link":"http:\/\/minkhollow.ca\/beckerblog\/2015\/07\/20\/8-part-series-on-gamification-as-reigeluths-post-industrial-paradigm-of-instruction-part-8\/","title":{"rendered":"8 Part Series on Gamification as Reigeluth’s Post-industrial Paradigm of Instruction: Part 8"},"content":{"rendered":"Approximate Reading Time: <\/span> < 1<\/span> minute<\/span><\/span>

And so, we come to the last part:<\/h2>\n
\"Picture8\"<\/a>

Image Credit: Pirates of the Caribbean<\/p><\/div>\n

Enjoyable vs Unpleasant<\/h2>\n

Students deserve transparency in the way they are to be assessed. In fact, there are two key questions to which every student should be able to expect an answer when asked to perform some learning activity:<\/p>\n

1) \u201cWhy am I doing this?\u201d, and<\/p>\n

2) \u201cWhat is this good for?\u201d<\/p>\n

That is not to say that each requirement must be immediately applicable in a practical sense, but it does mean that instructors should be able to help students \u201cconnect the dots\u201d from what they are learning now to something that will<\/em> be of practical use eventually.<\/p>\n

If we put all of these ideas together, we end up with a model that is very like the way many games are set up, and, just like a game, this requires that the bulk of the course be designed before the course begins.<\/p>\n

\"2012-01-08-14-00-45_wm\"Just to keep things organized: these are\u00a0Reigeluth’s <\/a>8 core ideas for a new post-industrial paradigm of instruction:<\/p>\n

    \n
  1. Learning-focused vs. sorting focused.<\/a><\/li>\n
  2. Learner-centered vs. teacher-centered instruction.<\/a><\/li>\n
  3. Learning by doing vs. teacher presenting.<\/a><\/li>\n
  4. Attainment-based vs. time-based progress.<\/a><\/li>\n
  5. Customized vs. standardized instruction.<\/a><\/li>\n
  6. Criterion-referenced vs. norm-referenced testing.<\/a><\/li>\n
  7. Collaborative vs. individual.<\/a><\/li>\n
  8. Enjoyable vs. unpleasant. [1]<\/li>\n<\/ol>\n

    For more on my gamified approach to course design, see here.<\/a>\u00a0I am working on a book that should be out in 2016.<\/a><\/p>\n

      \n
    1. C. M. Reigeluth, “Instructional Theory and Technology for the New Paradigm of Education,” Revista de Educaci\u00f3n a Distancia, <\/em>vol. 11, Sept. 30 2012 2012.<\/li>\n<\/ol>\n