Flying thru Social Learning Theory

My life-time flying experience is fairly limited: senior trip to Disney in high school,  a 1 once a year training trip to Ft. Lauderdale with my college swim team, a vacation to California 15 years ago when I first started teaching, another vacation 13 years ago to the Dominican Republic, an Edmodo-sponsored trip to Edmodocon last August, and now, a trip to CUE 2014 in California sponspored by Curriculet. Having always flown with someone else, most recently Liz Calderwood, I always followed the lead of others. This time there is no one with me, and I have to rely on all that I learned from LIz and figure out what to do based on what I see everyone else doing.  This is social learning in action.

I’m not a herd animal, but I am always watching what others do. I am fiercely independent (rather appropriate considering my birthday) and I rarely like being told what to do (just ask my husband), so this experience of flying on my own is an experience in social learning: I must follow the rules and protocols of the airline business or I will not reach my destination, and the only way to know the rules and protocols is to follow the leads of others.

Thinking about prestige-bias as an adult learning in a new environment, I was selective with who I modeled. As a professional adult on a business trip, I was not going to model my behavior after young children, but instead those who looked like they were also business travellers. As I boarded the shuttle bus from the parking lot to the terminal falling in behind the woman in front of me and watching her place her bags, I first realized what I was doing: I was observing her behavior and mimicking it.  After disembarking and entering the terminal, I used what I remembered from my last trip with Liz to locate a check-in kiosk and confirm my flight--recalling retained information.  Then as I stood in the security line, I craned my neck to observe the scanning procedures: what needs to be in the bin, where do my shoes go, what can stay in the bag.

There is the stress of making sure I perform well-- while I can make some mistakes, if I don’t pass this “test,” I will not be able to continue on my journey--exactly aligning with the threshold guardians of the Hero’s Journey motif (not that I’m calling myself a hero-- oh no!). The Hero’s Journey motif is a journey of transformation and growth, and through the process of the journey the main character evolves. In my case, I’m evolving from an inexperienced traveller to a capable frequent flyer.

Speaking of social learning, I am documenting my trip for the folks back home-- my family and friends will know I’m safe by my myriad of Facebook posts and Tweets, and my students will feel my virtual  presence in the classroom as I share my travelogue on Edmodo. So not only am I demonstrating social learning, but I’m also letting others learn socially from me.

Sitting in the airport, I make the most of the free wifi
and stay in touch with my students on Edmodo.

Shall We Play a Game (& Learn)?

Since chatting with Tom Driscoll via Google Hangout and Brian Germaine at the EdSurge RIDE event in the Fall, meeting up with Chris Aviles at Techspo14, viewing Mr. Lewis' Edmodo Webinar on Gamification, and engaging with my #TeamMAITs in class, I'm intrigued by the didactic nature of games. I've been thinking about how to use gamification with my students to restructure the learning activities to mimic aspects of a video game that encourage student involvement in the classroom.  Using a simplistic approach, I decided not to go full tilt with a backstory and XP spreadsheets and instead tried this out by first changing how I deliver content to the students. Because gamification promotes blended-flipped learning, behaviorism conditioning techniques and self-paced instruction, I'm hopeful that this instructional design will help meet the needs of some of my lower-level, reluctant learners.

Deploying a combination of 1:1, BYOD, and paper-based activities, I am able to give my students an opportunity to pace themselves through the levels. Scheduling consistent time in the computer lab, 3 days a week throughout the unit we are 1:1 with Chromebooks and computers. But keep in mind, while the students are allowed to go at their own pace within the window I give them, they do not have to work alone. Even when in front of the computers, my students discuss the material and engage with each other. The other two days a week, we are in the classroom using BYOD for group and teacher-led activities.

Instructional Game Design

In Edmodo, I created a separate group exclusively for our Greek Mythology and Odyssey Unit. On the main newsfeed, there is one welcoming message that provides an overview of the design and unit. All of the subtopics for the unit are organized in individual small groups, of which all of my students are members of. I also have all groups set to read-only. Students will access resources and assignments in the small groups, but all discussions and sharing of their work will take place in our original class group. Students can only see the small groups they have completed or are currently in. As students successfully complete the tasks of one group, I "unlock" and add the students to the next small group--my version of "leveling up". 

Take a look at this screencast to see the group set up:

I think this is an effective design because the students won't get lost scrolling through the myriad of posts that appear on our ever-updating class newsfeed. All content is organized by subject/keyword, so if a students needs to refer to resources on the gods and goddesses of Greek Mythology, they simply go to that small group and see the 5-10 items listed on the newsfeed. Organization and archiving of resources is much more manageable than trying to rifle through a three-ring binder or online folders. 

Also, I like this design because I will have student performance organized by topic/unit.  I see very quickly how well a student performs in this particular unit, as opposed to my district gradebook which keeps a running tally of all grades for the marking period. I can also use the Edmodo gradebook as my leaderboard for the "game". 

I'm considering setting up all of my units for next year using this "game" design with each unit having its own Edmodo group, and as I become more proficient I can incorporate more gaming techniques.

Behaviorism is a Game

Video games are behaviorism in action. We've all felt the addictive pull of playing a video game: look at the popularity of games such as Candy Crush, Plants vs. Zombies, Fruit Ninja, and systems such as Xbox, Wii, and PlayStation. We are bombarded with positive and negative reinforcement every time we play: extra points, bonuses, difficult levels, and the thrill of success. So attempting to mimic these elements, I use badges, positive comments, and quick tasks to encourage students to "level-up" to the next small group.

In Edmodo, I created badges specific to the Odyssey unit and award them as students perform. I am surprised at how badges positively reinforce the students-- they keep doing more to get more badges. I can barely keep up with them! Some badges are awarded for completing a level, other badges are awarded for behavior (helping others, quick problem solving, etc.). Luckily badge making in Edmodo is very simple and adding badges to a group is even easier. I'm torn though: I'm glad that my students are motivated, but I wish that they weren't so externally motivated. Then again, you can't have intrinsic motivation if you are told to do it.

Since the tasks in each group take about 15-30 minutes maximum, students can quickly level up after demonstrating proficiency. This was a big tip from Tom Driscoll: in order to keep students hooked, they should be able to "level up" quickly. So rather than cramming a bazillion assignments in each group, I created more groups with few assignments in each. This also helps to keep me on track with grading. I have caught myself procrastinating on grading big assignments because they take so long to grade, but with smaller assignments, I too can feel the success of leveling up and completing a task because I can grade a set of small assignments quickly adding positive and constructive comments as needed. By increasing the frequency of completion, we all receive the positive reinforcement more often.

I will agree that gamification seems gimmicky, but keep the notion of the game in mind. How many levels are in Candy Crush? How many can you get through in one sitting? And what happens when you can't get through a level quickly? Yup, you use up all of your "life," get bored and walk away from the game. But progress quickly and you find enjoyment playing. But I can't help wonder: Do we play the game because we want to, or do we keep playing the game because we've been conditioned to? 

I'm still figuring this out as I go, and I have lots of room for improvement both in design and execution. Look for some more posts on this topic and my students and I continue our quest. If you have any tips, tricks, or best practices, please share!