LibGuides: ID-8920 v1: Week 6 Resources

Week 6 Required Resources

Textbook(s)

Introduction to Instructional Systems Design: Theory and Practice

Hodell, C. (2021). Introduction to instructional systems design: Theory and practice. Association for Talent Development.

Chapter 3 The Adult Learner (pp. 58-75): In this chapter, we delve into the multifaceted realm of adult learners and the intricacies involved in designing instructional materials tailored to their unique needs. Key concepts explored include andragogy, the role of age in defining adult learner populations, disparities between adult and child learners, adult learning principles, generational learning considerations, challenges encountered by adult learners, designing for adults with learning disabilities, and identifying optimal learning methods for adults. By the end of this chapter, learners will be equipped to define adult learning within the context of instructional systems design (ISD), determine the age threshold for adulthood in ISD, differentiate between adult and child learning processes, elucidate adult learning principles, grasp the concept of generational learning, recognize prevalent challenges faced by adult learners, comprehend the impact of learning disabilities on instructional design, and enumerate effective teaching methods tailored to adult learners. The exploration of adults as learners as pioneered by Malcolm Knowles and subsequent theorists has significantly shaped our understanding of instructional design for this demographic. As we navigate through this chapter, we will dissect the various factors influencing adult learning and examine the design implications arising from these considerations.

Article(s)

Models of instructional design in gamification: A systematic review of the literature
González-Fernández, A., Revuelta-Domínguez, F., & Fernández-Sánchez, M.R. (2022). Models of instructional design in gamification: A systematic review of the literature. Education Sciences, 12 (1), 44, 1-13.
- Gamification offers a way to integrate gaming elements into educational settings, catering to the needs of modern learners who are accustomed to interactive digital experiences. This article explores the implications of gamification in teacher training, aiming to identify instructional design models and their educational significance. By conducting a systematic review of literature, the study sheds light on the need to introduce gamified practices into teacher education to enhance experiential learning and professional development. The research underscores the importance of understanding gamification as distinct from game-based learning, emphasizing its role in motivating and engaging students. Through this review, the article contributes to the ongoing discourse on innovative teaching methodologies and their impact on educational outcomes.
Designing effective gamified learning experiences
An, Y. (2020). Designing effective gamified learning experiences. International Journal of Technology in Education, 3 (2), 62–69.
- Gamification has found its way into various domains, including business, healthcare, and education. However, many gamification initiatives fail due to inadequate design. While previous research on gamification in education has primarily focused on the presence of game elements rather than design quality, this article addresses this gap by identifying eight key design considerations for creating effective gamified learning experiences. These considerations include aspects like meaning, user-centered design, challenges, feedback, autonomy, rewards, social interaction, and embracing failure as a learning opportunity. The article emphasizes the importance of thoughtful design in gamification to ensure positive learning outcomes. While the novelty of game elements can attract students' attention, poorly designed gamification may hinder learning and motivation. It underscores the need for context-specific design and advocates for future research to delve deeper into design aspects to develop evidence-based guidelines for effective gamified learning experiences.

Video(s)

Principles of Andragogy
Hogue, R. J. (2019). Principles of Andragogy. [Video]. YouTube.
- An overview of Malcolm Knowles Six Principles of Andragogy
Growth Mindset vs. Fixed Mindset
Sprouts (2016). Growth Mindset vs. Fixed Mindset [Video]. YouTube.
- There are two types of mindsets we can cultivate. One that embraces problems as opportunities to learn, and one that avoids them, often out of fear of failing. People that avoid conflicts can be described as having a fixed mindset. Those who see problems as interesting challenges have a growth mindset. Sometimes we like to switch from one to the other.
Growth Mindset by Carol Dweck (animated book summary) - Growth Mindset and Fixed Mindset
Better than yesterday. (2016, October 16). Growth mindset by Carol Dweck (animated book summary): Growth mindset and fixed mindset [Video]. YouTube.
- Carol found out that people either have a growth mindset or a fixed mindset. People with a growth mindset know intelligence can be developed. It leads to a desire to learn and therefore a tendency to: embrace challenges, persist in the face of setbacks and learn from criticism. People with a fixed mindset believe intelligence is static. It leads to a desire to look smart and therefore a tendency to: avoid challenges, give up easily, ignore feedback and see effort as fruitless. We should strive to put ourselves and others in to growth mindset every time we face an obstacle! Which mindset do you have?
It Worked: Gamification in the Classroom
It Worked. (2018). It Worked: Gamification in the classroom [Video]. YouTube.
- IT WORKED! Educational Apps, Tech and Projects that WORK! About this video: In this video Justin Gonzalez from IT WORKED talks about how you can successfully gamify your classroom! Watch for five reasons why it works and tips on how to bring gamification into your classroom.
Grit: The power of passion and perseverance
Lee, A. (2013). Grit: The power of passion and perseverance [Video] YouTube.
- After leaving a prestigious consulting position, Angela Lee Duckworth transitioned to teaching seventh-grade math at a public school in New York. In this new role, she quickly recognized that success among students wasn't solely determined by IQ levels. Reflecting on her experiences, Duckworth introduces her theory of "grit" as a key predictor of success. She emphasizes the importance of perseverance and passion in achieving long-term goals, shedding light on how these qualities contribute to success beyond traditional measures of intelligence.

Optional Resources

Gamification in pharmacy education: a systematic quantitative literature review
Hope, D. L., Grant, G. D., Rogers, G. D., & King, M. A. (2023). Gamification in pharmacy education: a systematic quantitative literature review. International Journal of Pharmacy Practice, 31 (1), 15–31. https://doi.org/10.1093/ijpp/riac099
- This article presents a systematic and quantitative review evaluating the effectiveness of gamification in pharmacy education. With the rising application of game attributes to non-game contexts, such as education, understanding the outcomes and efficacy of gamification becomes crucial. Through a thorough examination of peer-reviewed literature, the study assesses the alignment of learning outcomes and the quality of evidence supporting gamification in pharmacy education. By scrutinizing the available data, the article aims to provide valuable insights into the use of gamification as an educational tool in the field of pharmacy, shedding light on its potential benefits and limitations.