Flash PODs are designed to be quick and easy to get you useful information in a flash! This episode looks at effective words to use when writing your course or lesson outcomes that will also help you design assessments that really align with the purpose of your class.

In this episode, Megan provides some quick definitions and an overview of gamification followed by the second half of our discussion with Adam Spanier who shares about tips for integrating gamification and gamified aspects into your college classes.

Resources from Megan:

xperiencify.com

course hero.com

Citations of Adam's work:

Spanier, A., Harms, S. W., & Hastings, J. (2021) A classification scheme for gamification in computer science education: Discovery of foundational gamification genres in data structures courses. IEEE Frontiers in Education Conference (FIE), Lincoln, NE, p. 1-9. https://doi.org/10.1109/FIE49875.2021.9637447

Weitl-Harms, S., Spanier, A., Hastings, J., & Rokusek, M. (2023). A systematic mapping study on gamification applications for undergraduate cybersecurity education. Journal of Cybersecurity Education, Research and Practice, 2023(1), Article 9. https://digitalcommons.kennesaw.edu/jcerp/vol2023/iss1/9

In this episode, Adam Spanier joins us to share his insights on connecting with students in authentic ways that help create real dialogue. This discussion helps us unwrap that our students (just like many of us as instructors) are all dealing with fear of failure and imposter syndrome. Adam invites us to work together with students to create exciting learning opportunities.

A strategy you can use TODAY for your classes.

Megan and Shannon share quick ideas you can use to get students prepared for and involved in class discussion by using the 'pass to class' concept, and how to use 'exit tickets' to collect information from students about their questions or confidence with course content at the end of a class.

Alice Cahill, Ed.D. joins us to talk about her use of movement in the college classroom to help students learn a series of information. The example she shares is used in her special education teacher education classroom, but this strategy could be applied to any content as a way to get students up and talking about topics in any classroom.

Join Dr. Janet Graham for a discussion about using existing examples as mentors for assignments. This conversation will have you reimagining how you help your students learn to evaluate and emulate content in your field.

In this short FlashPOD episode, Shannon Mulhearn gives a brief overview of the Transformative Learning Theory and then provides a few examples of how you might apply the theory by design classroom activities that help learners understand your content in a more individual or personal way.

Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in

progress. Jossey-Bass.

Mulhearn, S. C., Adkins, M., & Ellison, D. W. (2023). Planting seeds of mindfulness during teacher preparation. Journal of Trauma Studies in Education. 2(2), 83-101. https://doi.org/10.32674/jtse.v2i2.5206

Dr. Rebecca Nelson discusses new ways of spicing up your class discussions by bringing some Socratic methods into the present. After a brief description of Paideia seminar and its history, she shares some great practical applications and ideas for changing up your groupings.

Paidia.org

Civiced.org