Reimagine higher education: Better quality of teaching

Project direction: Reimagine higher education

Project focus area: Better quality of teaching


Hi everyone, we are the team that focus on problem solving through gamified education.

The team consists of:

KB Tan, ADM Visual Communication Year 3

Mikhael Wijaya, Visual Communication Year 4 (UTS)

Zhou Yang, ADM Interactive Media Year 2


Overall Project Overview

It aims to provide better quality of teaching through the implementation of gamification in the education system. Our team hope to better prepare the students for the needs of tomorrow through reimagining higher education by using gamification ideas.


The documentation process will be shown as following:

  1. University Education  
  2. Research  
  3. Interview and survey
  4. Brainstorming
  5. Proposed directions

  6. Selected idea: Problem solving through gamified education.
  7. Prototyping and development  
  8. Finalized prototype

University Education

Initial idea

It is a place for the students to figure out what really matters in life.

  1. It prompts the students to think of the big questions in life.
    – Who are they?
    – What they can do in their life to make it more meaningful and fulfilling?
    – How can they make changes to the society?
  2. The place where people get access to valuable knowledge and information that cannot be found else where.
    – People attend university to obtain those knowledge and information.

Therefore, with the pursuit for better interpretation of meaning in life. It is not coincidentally that many great universities were founded in the 19th century.

  1. A period of time when belief in religion was undergoing a severe decline.
  2. People looking for alternative route in finding meaning, consolation, wisdom and a sense of community.
    – These are things they once found in a church.
  3. Replacing church as the institution of knowledge and discovery.
  4. Transition from religion to non-religion.
    – Culture replacing scripture.

University is the symbol of wisdom and a platform to provide people with resources so they have the capability to search for answers to sophisticated problems.

Current situation and problems

The current university education system is under threat and slowly losing its relevance in the current society.

  1. The advance in technology allows us to gain access to a vast amount of information with ease.
    – Internet allows the distribution of information to reach out to much more people around the world.
    – Subjects that are taught in university can now be learn on the internet.
  2. Outdated educated system.
    – Emphasis on grades.
    – Creates negative emotions among students.
    – Emphasis on obediency in students.
    – Discourage originality.
    – Discourage questioning on information given.
    – Suggest that most of the important things are already known.
    – Valuable traits such as Human ingenuity, energy, goodwill and talent are lost among students.
    – Poor teaching methods.
    – Controlled learning.
    – Lack of communication with the students.
  3. Inflation of education.
    – Increased in tuition fee makes education unaffordable for many.
    – Wrong impression that more school and teachers will leads to better education.
  4. There should also be more emphasis on arts and humanities.
    – People do not know how they can benefit the society.
  5. Soft skills are not covered.
    – Forming and sustaining good relationships with people.
    – Dealing with problems occurring in adults such as anxiety, death and fear.
  6. Little collaborations with industrial institutions.
    – Students lack industrial skills and knowledge.
    – No exposure to the industrial world.

Research 

Through understanding the purpose of university education and the problem it is experiencing, we looked into ideas and directions that will aid in providing the students with better quality of teaching. With the improvement in teaching quality, a better educational experience is given to the students.

We identified the following factors are necessary in providing a better quality of teaching for the students:

  1. Providing a 21st century classroom experience.
  2. Providing students with skills and knowledge for the future work environment.

21st century classroom experience

An educator of the 21st century should be:

  1. Guiding the social process of learning.
    – Not merely delivering information to the students.
  2. Incorporate play into learning.
    – Students will actively engage with the environment.
    – Look at things from different perspective.
    – Making connection between things.
  3. Making students feel important and accountable for doing the work of learning.
  4. Providing freedom for them to undertake their struggle and work things out for themselves.
  5. Nurture creativity within them.
    – Encourage them to do things differently.
  6. Encourage them to take risk.
    – Teach them to trust themselves.
    – Stepping out of their comfort zone.
    – Learn and experience new things.

An educational system of the 21st century should be:

  1. Engaging students in diverse and creative ways.
    – Identifying students’ interests.
    – Learning should be anywhere and anytime.
    – Promotes more creative problem solvers, better communicators and live long learners.
  2. Education should be personalized and Incorporates with technology.
    – Adapting to a changing world.
    – Student centered education.
    – Provide experience and opportunities to apply knowledge.
    – Can be access 24/7.
  3. Nurture creativity within them.
    – Encourage them to do things differently.
  4. Encourage them to take risk.
    – Teaching them to trust themselves.
    – Stepping out of their comfort zone.
    – Learn and experience new things.

Skills for the future work environment

We are living in a increasingly globalized world with an ever growing consumption in information. Through improvement made in infrastructure, we are far more connected than ever with one and another in this hyper connected world.

As a result, companies and organisations able to gain access to larger pool of talents. It creates a more competitive work environment filled with uncertainties. Therefore, universities should be emphasizing on skills and knowledge that will better prepare their students for the future work environment.

Future work environment:

  1. Globalization.
    – Taping into resources anywhere.
    – Competition of jobs not limited to where you live.
    – Work can be outsourced online.
    – Work can be done anywhere.
    – Flat workplace and organisation.
  2. Mobility.
    – Information is everywhere.
    – Crowd sourcing leading to innovation (eg. Threadless and Kickstarter).
  3. Changing of social demographics.
    – The increase in the number of millennials.
  4. New behaviors.
    – Comfortable sharing personal information through social medias and other online platforms.
    – Using multitudes of technologies to:
    – Access content.
    – Demonstrate mastery.
    – Create portfolio.
    – Interact with the online communities.
    – Publish works.
  5. Technology focused.
    – More engagement and productive in work.
    – Work productivity will be transparent.
  6. Robots will be replacing many white collar jobs.
    – Creating new jobs in the process.
    – Creating more quality time for people.

Necessary skills for future work environment:

  1. Media literacy.
  2. Communication skills.
  3. Critical thinking.
  4. Collaboration.
  5. Information literacy.
  6. Creativity.

Interview and survey

Besides conducting research on the university education, we also carried out interviews and surveys to gather personal feedback from the student body.

In total, we conducted 5 interviews on students and stuff from Nanyang Technological University of Singapore.

The following are the sample questions for the interviews:

Questions on family, friends and self.

  1. How the education system impacted their life.
  2. Their life outside school.
  3. How much portion of your time is spent with your family and friends?
  4. What do you do during the weekend?
  5. Do you feel you have a work life balance?

Questions on academic and non-academic aspects of school.

  1. Their daily school routine.
  2. Their expectation of the school system.
  3. Their relationship with people in school.
  4. What do you expect to gain from your education?
  5. What are the areas of knowledge you are interested in?
  6. Does the school provide you with the adequate platform to succeed?
  7. How do you feel are your relationships with people in the school?
  8. Do they feel pressured to succeed academically?

Questions on post school life.

  1. How the education system shaped their hopes and dreams.
  2. What are their actual hopes and dreams.
  3. Their real motivation in life.
  4. What do they want to do? VS What the education system want them to do?
  5. Dreams VS Social Pressure (eg. grades, peer pressure).
  6. What do you want to do after graduation?
  7. If university was optional, what do you want to do instead?

Questions on teaching quality.

  1. What define (to them) as education?
  2. And how much (structural education) is enough to you?
  3. Is there an instance, you had engage with a good educator/lesson?
  4. What knowledge would you want to learn from education?
  5. Which scenario/Where would they find themselves actively learning?
  6. How would you define remarkable qualities in teaching?
  7. What do you think is lacking in class?
  8. How would you define the boundaries of teaching controversial topics?
  9. Was there a time when you thought class was fun?
  10. Do you think it’s important to get quality education?
  11. Do you think you received quality education?
  12. How do we create a holistic vision for an inclusive industrialized system?

We collated and analysis the interview results. An empathy map study is performed for each of the interviewees.

The following are the analysis from the interview results:

Interview 01
Male Student

24

Missing components in Education System:

  1. Inform what to expect in the industry.
  2. Knowledge taught in school is not enough for the industry.
  3. Do not mind another year for his university education.
  4. Translate more specialize skills.
  5. People interaction (bouncing off of ideas).
  6. Soft skills (networking, problem solving) taught at the side line.
  7. Self-taught vs Spoon-feeding Information.
  8. Continuous learning.

Overview:

  1. Education should be a guaranteed path of knowledge.
  2. Low Risk Factor.
  3. Conservative.
  4. School should provides a more ideal condition/environment for learning.
  5. Qualities of Education should be safe to explore and secure when something isn’t right.

EMPATHY MAP 01

SAY DO
  • Workforce Train
  • Foundation is important
  • More time to enhance skill set
  • What school provided is not enough for the industry
  • Time is against him
  • Thinks before making comments
  • Looks tired
  • Greet people that he saw
  • Doing work in the school lounge
  • Carrying out work student duty
FEEL THINK
  • Prioritise Industrial experience
  • Uncertain/worried about his future
  • Urge to learn and to improve himself
  • Should should be providing more assistance
  • Worried about the lack of time to learn
  • How to improve himself
  • How can he compete in the industry
  • Believe in constant learning and improving

Interview 02

Male Staff

  1. Too focused on ranking, faculty’s research (for brand sake and money).
  2. If the school was focus on the student instead.
  3. Facilities and space for learning space.
  4. Faculty could focus on student more.
  5. More space for the learning experience to enhance.
  6. Student education is self learning, thus the space experience brings out that factor.
  7. Collaboration instead of competition.
  8. Resource sharing within the local universities.
  9. Everyone can benefit and improve faster.

Getting quality educators:

  1. High education bring higher quality educators.
  2. Important because they students they teach might be future professors of the institution.
  3. How educators are selected isn’t based on their teaching expertise.
  4. Prioritizes research over teaching and work experience in related fields.

Overview:

  1. School is turning into corporate institution.
  2. Education is becoming a becoming a commercial service for their students.

EMPATHY MAP 02

SAY DO
  • Educators, select with a broader qualification criteria, and not just industrial/academia achievements    
  • Adequate facilities space, the classroom environment,
  • Reputation over Student
  • Plenty of restrictions
  • Comfortable in expressing his views
FEEL THINK
  • Resignated to the state of the school system
  • More can be done for the students
  • The management system is too rigid
  • Inadequate learning environment

Interview 03

NIE Male Student (Student Teacher)

  1. Had working experience before coming to NIE
  2. Choosing educators based on expertise, the right people for the job
  3. Micro-teaching
  4. Teaching his fellow classmates
  5. Soft skills
  6. Longer course duration
  7. Experience and practical practices is more important than theoretical knowledge

Overview:

  1. Having educators that are verse in their area of expertise is essential.
  2. It is important to have opportunities to apply knowledge learned into practice.

EMPATHY MAP 03

SAY DO
  • Micro-teaching
  • Experience of educator is crucial
  • Peer teaching
  • More time to learn
  • Sociable
  • Able to reply instantly
FEEL THINK
  • Comfortable with his learning environment though there are room for improvement
  • Peer teaching is useless (same age)
  • Practical skills are essential
  • NIE is a good platform to enhance his career
  • Practical person

Interview 04

X2 NIE Male Students (Student Teacher)

  1. Soft skills not covered
  2. Writing and research are not relevant to course of student
  3. Do not have a choice since it is part of the syllabus
  4. Spoon feed teaching method (secondary school system)
  5. Very competitive (
  6. Limited by ownself
  7. A variation in teaching methods by the professors

Conflicting points

  1. Collaboration/group work is better than individual work
  2. Prefers to work individually

Overview:

  1. It is important to have opportunities to apply knowledge learned into practice.
  2. The education system is still spoon feeding based.

EMPATHY MAP 04

SAY DO
  • Lack of teaching in soft skills
  • Spoon feeding
  • Very competitive
  • Asking each other for opinions
FEEL THINK
  • Stressed
  • Urge for collective effort
  • The system emphasises on theoretical knowledge
  • Soft skills are essential


Interview 05

X2 Female Student (NBS)

  1. High level of satisfaction
  2. Longer internship (Workforce experience), easier to get job
  3. Relevant to workforce standard
  4. Higher Education (less practical, more management (white collar)

The information gathered was vague

  1. Lacking in:
  2. Critical thinking skills
  3. Self expression

Overview:

  1. The education system is churning out individuals without personality and the urge for self expression.

EMPATHY MAP 05

SAY DO
  • Satisfied with the education system
  • More work relevant skills and knowledge
  • Not really interested in the interview
  • Sharing was vague
FEEL THINK
  • Lost and uncertain (Choosing the safest path)
  • Unmotivated
  • Conservative ( choose their current education path because it was relative secure for the future)

In total, we engaged 36 people in completing the surveys. These people are students and stuff from Nanyang Technological University of Singapore. The survey was distributed through online platform using Typeform, a online survey platform.

The following are the sample questions for the survey:

General empathy questions

  • Age group
    18-26, 27-35,36-45,46-55
  • Gender
    M/F
  • If they have taken/been through university’s education
    *Questions is to verify again if it done by a current/alumni university student
    Yes/No

  • What is their own objectives for enrolling into university?  
    Networking/ Career Prospect/ Leadership/ Technical / Interpersonal Skill/ Independency/ Others:

(Can select more than one choice.)

  • How much did the school than satisfied your objectives?
    Rating Scale from 0-10

(Do you think university had fulfilled its role in helping you to achieve your objectives?)

Value of communication to foster other skills

  • How frequent do you engage your tutors/professors in study/work related conversations, especially after class timing?  
    Never/ Hardly/ Once a while/ Occasionally/ Frequently/ All the time
  • How frequent do you engage your tutors/professors in casual conversations, especially after class timing?  
    Never/ Hardly/ Once a while/ Occasionally/ Frequently/ All the time
  • Do you find it hard to convince/convey teammates or professors, ideas for your schoolwork?
    Yes/No with reason if they want to state why
  • Do you find it difficult to convey your ideas during presentation?

          Yes/No with reason if they want to state why

  • Do you think having substantiate communication ability is the platform to learning any other relevant skill in university?
    Yes/No with reason if they want to state why

Personal Opinion on class space they have

  • Is learning effective in a classroom setting?

          Rating scale from 0-10

  • Do you think lessons should always be conducted in a classroom setting?

          Yes/No with reason if they want to state why

  • Have you taken classes where the professor made the lesson engaging and interactive instead of the traditional teaching style of listening and observing?
    Yes/No
  • Which is more effective toward your own learning capacity?
    Opinion Scale between Traditional teaching and Engaging teaching

(How satisfied are you with the lesson experience provided by the professors?)

Rating Scale from 0-10

Personal Opinion on educator they have

  • How satisfied are you about the competence of your professors?
    Opinion Scale 0-10

For opinion scale 0-5

  • Are they, in any chances, lacking certain aspects of teaching that you will be wished they will be better in

For opinion scale 6-10

  • Could you name an instance of something relevance/interesting in their aspects of teaching

Concluding statement

  • Does the university education system provide toward of your needs for the future?
    Opinion Scale 0-10

(Does the university education system prepares you for the future?)

  • Is there a need to improve the quality of teaching in higher education right now?
    Opinion Scale 0-10

What do you think will the future of education be liked?

(Open-ended reply.)

From the interviews collated, our group felt that:

  1. It is not about training the students to have work relevant skills and mentality.
  2. It is about equipping students with life relevant skills.
    – They will be able to deal with the challenges faced by adults. (eg. stress management)
    – They will be able to deal with real world problem. (eg. racial discrimination)

The following is the data collected from the surveys:

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The full data collated from the survey can be downloaded here:

Quality of Teaching-report

We collated the data and presented the following information during the survey result analysis sharing session.

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Through survey, we felt that there are definitely improvements to be made by the universities in providing better quality of teaching for the students. The students’ main focus is on gaining knowledge in aiding their future career path. However, the lack of engagement with their educators affects their quality of learning. Without a healthy connection with their students, the educators will be unable to provide the best possible education solution customized for their students to achieve their full potential. There is a strong urge for changes in the education system by the students as they feel communication skill is vital and serves as an importance supplement to their academic achievements. A strong communication skill will definitely bridge their relationship with the educators for better quality of teaching.


Brainstorming

Through the research, our team felt that university students lacked life relevant skills which unable them to critically engage problems and perform meaningful communications. Therefore, we angled our ideas towards resolving such problems during our brainstorming session.

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Proposed directions

The following are the directions our team proposed after our brainstorming session:

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Choosen idea: Problem solving through gamified education.

It refers to an educational syllabus that engages the users, changing their behavior using the structure and mechanics of a game in a learning environment.

The following are the reasons for choosing gamified curriculum as the idea for further development:

  1. Gaming environment provides motivation.
    – Constant sense of achievement.
    – Human desire for efficiency is a stronger motivator than the fear of falling further from one’s goal.
  2. Promote the element of play.
    – Making learning a voluntary action.
    – Natural way of learning.
    – What humans are hardwired to do.
    – Making people feel bigger than they are.
    – Opportunity to pursue goals from different angles.
    – Freedom to choose.
    – Fail without risk.
    – Promote enthusiasm and optimism.
    – Cross disciplinary problems.
    – Prompts collaborations between different parties.
    – Idea sharing and communications.
    – Collective knowledge.
    – Personal desire for knowledge will outweighs the fear of failure.
    – Improve problem solving skills.
  3. Trust the design and learning of the game structure.
  4. Revolves around having fun with friends.
    – Generate engagement.
    – Drive attention.
    – Making people engage with a problem.
  5. Re-contextual grading.
    – Earning experience in game context instead of grading through marks.
    – Corresponding letter grades to “levels”
    – More fun to gain than to lose.
    – Promoting healthy competition and collaboration among students.
    – Progress promotes progress.
    – Achievement leads to pleasure.
  6. Control over learning.
    – The result of a gaming action is shown in a shorter time as compared to grading.
    – Able to immediately respond to the result.

Inspirations and case studies

https://www.maastrichtuniversity.nl/education/why-um/problem-based-learning

https://www.nesta.org.uk/sites/default/files/the_challenge-driven_university.pdf


Prototyping and development 

After understanding the benefits of gamified curriculum, our team discussed and devised a prototype representation of how the gamified curriculum will be carried out in an actual education system.

The following is the version 1.0 of the prototype representation of the gamified curriculum.

The gamified curriculum version 1.0

1. REGISTRATION

  • Students will each have an account for the school network platform upon entering the school.
  • The school network platform will be in the form of an app that the students can download through their smartphones.
  • Mobility and flexibility in learning and communication with the educators.
  • Various problems will be available on the school network platform for the students to choose from.
  • Students will register for problems that they are interested in.

Things needed:

  • A school network platform.
  1. Compatible across different platform. (eg. desktop, mobile and tablet)
  • Various problems.
  • The registration process:
  1. Number of problems a student can apply at one time.
  2. Time frame for each problem.
  3. Attached educators and their details for the problem.
  • Educators that are experts in their field.
  1. One of the educators will be the observer.

2. INTRODUCTION & PROFILING

Before the introductory lesson:

  • Relevant information on the particular topic sent beforehand to registered students.
  • Allowed students to have an adequate understanding of the topic before the introduction session held in school.
  • The students will go through an online profiling procedure.
  1. Things they want to learn from the problem they registered.
  2. Open ended answers.
  3. Providing curriculum vita related information. (About themselves.)
  4. Personal details
  5. Personal statement
  6. Work experience
  7. Education
  8. Skills and achievements
  9. Hobbies and interests
  10. Reference
  • Through the profiling information, the educators will be able to identify and suggest the skills the students can learn.
  1. They will inform the students through school network platform.

OR

  • The students can choose time slot to talk with the educators.
  1. The educators can find out more about the students.
  2. Building personal connection.
  3. Providing personalized advises for the students.

During the introductory lesson:

  • The educators will give an introduction of the problem.
  1. Face to face interactions allow personal connection to be built between both sides.
  2. Sharing session.
  • Self-introduction session.
  1. Educators able to access the students.
  2. How the students present themselves to others.
  3. It allows the peers to understand each other more.
  • The educators will allow interaction among the students.
  1. For students to find people that have similar interest in a certain research field.
  2. It can be in individual or group.
  • Individuals or groups will approach the educators and provide information on the research area being worked on.
  1. The educators will keep track of the information through the school network platform.

*Both methods will be considered and tested out during the prototyping phrase.

3. RESEARCH

  • The students will carry out their research either as individuals or groups.
  1. They will update the educators through the school network platform.
  2. They can book time slots with the educators if the issue arises is too complicated to be discussed on the school network platform.

4. TUTORIAL

  • Through the research, the students will realised the potential possibilities.
  1. They will understand the skills that they are lacking in.
  • The second round of grouping will commence.
  1. The students that are lacking in particular skill will learn from other students that have that skill.
  2. The teaching and learning process will benefit both parties.
  • If none of the students processes the relevant skill needed, they can:
  1. Approached the educators for advice.
  2. The students will be provided with relevant resources to kick start their learning process.
  3. They can look for relevant resources by themselves.
  4. They can do it as individuals or groups.
  • The students will carry out their learning either as individuals or groups.
  1. They will update the educators about their learning through the school network platform.
  2. They can book time slots with the educators if they face problems that are too complicated to be discussed on the school network platform.

5. PROTOTYPE

  • The students will gather back to the classroom after going through the research and tutorial processes.
  1. They will share their findings.
  2. They will pitch their ideas individually to everyone.
  • The students will work on ideas they are interested in as individuals or groups.
  1. This will be the third round of grouping for the students.
  2. They will update the educators about their work progress through the school network platform.
  3. They can book time slots with the educators if they face problems that are too complicated to be discussed on the school network platform.

6. FINAL BUILD

  • The students will present their final presentation at places that their projects are related to.
  1. If they project is about human traffic flow during rush hours, they will conduct their final presentation at a MRT station.
  2. The students will be informed of the dateline for them to carry our their final presentations.
  • The students will return to the class after their final presentations at various locations.
  • Sharing sessions by the students on their final presentations.
  • Debrief by the educators.
  1. The students can move on from here and choose the next problem they want to solve.
  2. The end of the “problem”.
  • The processes that the students went through will be recorded in their respective account in the school network platform.

The prototype of the app

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Photo documentation 

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Prototyping test 1

Problem and improvement

  1. The profiling process was tedious and failed to produce an accurate profiling of the user.
  2. The information generated from the profiling process was a little too overwhelming for the educators.
    – Reconsider the ratio between the educators and the students.
  3. The members that previously had experiences working together are more incline to work with each other again.
    – It goes against the principal of working with new people.
  4. Everyone want to work together as one whole group.
    – A “bug” in the gamified curriculum.
    – Everyone working for one project.
  5. Difficult for educators to maintain a constant personal connection with each individual students.
  6. What can be done to help the students with slower learning pace to catch up?
    – No measure set up to help them to keep up with the rest of the cohort.
  7. The implementation of incentive in the form of virtual coins backfired.
    – The virtual coins can be used for school related services such as printing.
    – It initially was an incentive to promote the idea of helping other students.
    – The students might help just for the sake of earning the virtual coins.

Photo documentation 

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Video editing in progress

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App development in progress

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The gamified curriculum version 2.0

The structure of the gamified curriculum.

1. REGISTRATION

  • Students will each have an account for the school network platform upon entering the school.
  • The school network platform will be in the form of an app that the students can download through their smartphones.
  • Mobility and flexibility in learning and communication with the educators.
  • Various problems will be available on the school network platform for the students to choose from.
  • Students will register for problems that they are interested in.
  • The class size will be 10 students and below.
  • Each class will be assigned one educator.
  • In the case of overwhelming response for a certain problem, more educators will be assigned depending on the situation.

2. INTRODUCTION & PROFILING

Untitled-1-01A prototype of a problem solving module available for the students to choose from.

Before the introductory lesson:

  • Relevant information on the particular topic sent beforehand to registered students.
  • Allowed students to have an adequate understanding of the topic before the introduction session held in school.
  • The students will go through an online profiling procedure.

Untitled-2-02

A prototype of the profiling process.

Skills related to the particular topic will be available for the students to choose from. Each student will choose 3 topics that they are interested in to begin their education journey. The educator will then be able to provide objectives that are relevant to the skills.Untitled-3-03

A prototype of the objectives page.

Experience points will be awarded to each objective completed. The amount of experience points awarded will be based on the difficulty of the objective. The harder the objective, the amount of experience points awarded will be higher. There will be a mixture of easy and difficult objectives to provide the student with a balanced experience of the education process. When sufficient amount of experience points is gained for a certain skill, the player will have an increase in level for that certain skill.

Untitled-4-04

A prototype of the objectives – experience page.

3. RESEARCH AND LEARNING 

In class time:

  • Students will be working on their projects.
  • This is the opportunity for them to consult their educator for problems in their research and learning.
  • This is also the opportunity for them to interact with their peers.
  1. To form connection with them.
  2. To initial collaboration among themselves.
  3. To learn and share information with each other.

After class time:

  • Students will be communicating with their peer and educator through the school network platform.
  • Any problems that are too difficult to resolve over the platform, the students can discuss with their peer or/and educator during class time.

4. PROTOTYPE

  • Before the commencement of the prototyping phrase, each students will be given the chance to pitch their idea to the class.
  • The students can choose to work in groups or as individuals to pursue the idea they are interested in.
  • Prototypes are adequate as the final submission.
  1. The lack of pressure in completing the final finished product will encourage students to pursue solutions that are more creative and idealistic.
  2. Emphasis on the importance of process of idea development rather than the ability of completing a final product.

5. Archive

  • Record of experience gained for selected skills and problem solving modules completed will be stored in the school network platform.
  1. This information of the students will serve as importance reference for their future educators and peers.
  2. It allows students to keep track of their own process.

Discussion on the facilitating the prototyping test

Prototyping test 2

Problem and improvement

  1. The objective given should be focused on the learning process instead of the end product.
  2. The educator is cluttered with information.
    – Progressive map progression.
    – The system will provide only a few objectives at the beginning
    – New objectives will only be provided by the educator once the old objectives              are completed.
  3. Incentives to help struggling students.
    – Additional experience points will be awarded to students that help out their peers.
    – Promotes collaborations within students.
  4. Students tend to approach the educators for help immediately when faced with problems.
    – The educators should have the ability to gauge the amount of guidance they will provide the students.
    – Improves problem solving skills in students.
    – Promotes collaborations within students to solve problems.

With the information collated through the two prototyping processes, we analysis discuss and begin to work on the final gamified curriculum and the app used for the curriculum.

Photo documentation 

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Finalized prototype

The gamified curriculum version 3.0

The structure of the gamified curriculum.

It will be a three to four years program aims to provide the students with an all-round education experience through gamified means.

Year one

Foundation phase

  1. Skill based learning.
    – Handling the foundation requirements towards the elective program.
    – The system will provide only a few objectives at the beginning

Year two/three

Problem specializing phase

  1. Problem solving learning.
    – Modules circulating around problem driven thinking.

Year three/four

Projects realization phase

  1. Attachment program.
  2. Final year paper/projects.

1. REGISTRATION

  • Students will each have an account for the school network platform upon entering the school.
  • The school network platform will be in the form of an app that the students can download through their smartphones.
  • Mobility and flexibility in learning and communication with the educators.
  • Various problems will be available on the school network platform for the students to choose from.
  • Students will register for problems that they are interested in.
  • The class size will be 10 students and below.
  • Each class will be assigned one educator.
  • In the case of overwhelming response for a certain problem, more educators will be assigned depending on the situation.

1

2. INTRODUCTION & PROFILING

A prototype of a problem solving module available for the students to choose from.

Before the introductory lesson:

  • Relevant information on the particular topic sent beforehand to registered students.
  • Allowed students to have an adequate understanding of the topic before the introduction session held in school.
  • The students will go through an online profiling procedure.

Skills related to the particular topic will be available for the students to choose from. Each student will choose 3 topics that they are interested in to begin their education journey. The educator will then be able to provide objectives that are relevant to the skills.

Design Thinking UI_1904_TEST_Announcement copy.png

Experience points will be awarded to each objective completed. The amount of experience points awarded will be based on the difficulty of the objective. The harder the objective, the amount of experience points awarded will be higher. There will be a mixture of easy and difficult objectives to provide the student with a balanced experience of the education process. When sufficient amount of experience points is gained for a certain skill, the player will have an increase in level for that certain skill.

Design Thinking UI_1904_TEST_Objectives.png

3. RESEARCH AND LEARNING 

In class time:

  • Students will be working on their projects.
  • This is the opportunity for them to consult their educator for problems in their research and learning.
  • This is also the opportunity for them to interact with their peers.
  1. To form connection with them.
  2. To initial collaboration among themselves.
  3. To learn and share information with each other.

After class time:

  • Students will be communicating with their peer and educator through the school network platform.
  • Any problems that are too difficult to resolve over the platform, the students can discuss with their peer or/and educator during class time.

Design Thinking UI_1904_TEST_ChatDesign Thinking UI_1904_TEST_Discussion

4. PROTOTYPE

  • Before the commencement of the prototyping phrase, each students will be given the chance to pitch their idea to the class.
  • The students can choose to work in groups or as individuals to pursue the idea they are interested in.
  • Prototypes are adequate as the final submission.
  1. The lack of pressure in completing the final finished product will encourage students to pursue solutions that are more creative and idealistic.
  2. Emphasis on the importance of process of idea development rather than the ability of completing a final product.

5. Archive

  • Record of experience gained for selected skills and problem solving modules completed will be stored in the school network platform.
  • The students will be awarded badges upon the completion of problem solving modules.
  1. This information of the students will serve as importance reference for their future educators and peers.
  2. It allows students to keep track of their own process.

Design Thinking UI_1904_TEST_Badges.png


The design thinking pitch

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