Game-Based Learning & Gamification - PDF

Game based learning A type of active learning experience within a game framework, which has specific learning objectives and measurable outcomes. The learning experience gives a student clear and challenging goal within a virtual game framework, requires a high degree of student interaction, and of...

Game based learning A type of active learning experience within a game framework, which has specific learning objectives and measurable outcomes. The learning experience gives a student clear and challenging goal within a virtual game framework, requires a high degree of student interaction, and offers informative feedback on student performance. Many times, the games are designed to allow the player to understand the subject matter within a real-world context. Pros of game-based learning: Appeals to the target group, because it better suits their interests. Game-based learning provides an environment in which users can experiment and receive immediate feedback on their actions. This is a proven effective way of learning. In this environment new skills are trained and knowledge is transferred. Due to the high immersion and captivating game environment, game-based learning keeps users’ attention for a long time. Cons of game-based learning: The use of game-based learning depends on supply. There is not (yet) a game for every possible problem. A companion, instructor or teacher is needed to properly guide game-based learning. Think about defining the learning goals, explaining and assessing. This facilitator, instructor or teacher must have extensive knowledge of the game being used. Applying Game-Based Learning (GBL) In a game-based learning environment, users learn new concepts and practice skills in a risk-free setting. Their progress in the game is directly related to their understanding of the subject being taught.  GBL has a significant impact on retention and recall rates. students are more engaged with the subject matter because it makes learning fun. And when engagement rates increase, so does retention. One study found that GBL increased retention more than 300 percent in immediate post-testing. GBL is also well suited to teaching complex concepts. Since the content is both fun and challenging, students stay engaged for longer. This allows for more complicated concepts to be taught. students can also practice applying new skills and knowledge without real-world implications. They receive feedback to let them know how they’re doing, which helps refine new skills before they try them out in the real-world. But GBL also has a noteworthy drawback. Because it requires creating new learning modules, GBL can be expensive and time consuming to create. This can be a significant barrier for some companies.  Gamification The process of adding game elements or mechanics to an experience to increase engagement or enjoyment. These game elements are usually separated from the actual learning content. Gamified lessons or activities may include elements such as badges, leaderboards, timed activities, rewards, or points. Pros of gamification Simple implementation and low development costs. Can be applied as an extra layer on an existing product or intervention. Great for making repetitive or boring actions more fun. Effective to stimulate competition within a company and motivate employees. Cons of gamification: Less effective in the long run because the virtual rewards do not provide long-term satisfaction. Only appeals to a limited target group, mainly people who are performance oriented. Can not be used for all types of problems. With only gamification, you do not learn new skills. Can only be used as an extra layer for an existing intervention. Examples of gamification in the classroom include: Separating students into groups to compete on assignments or activities. Enabling students to earn points for behavior or completion of assignments and allowing them to spend the points on rewards. Timed flash cards or worksheets. Badges to show completion of work or mastery of skills. Listening for certain keywords or situations to complete a bingo-type sheet.  Using dice to generate random numbers for a worksheet activity. Applying Gamification Gamification integrates engagement software with existing content to motivate students. It can be as simple as adding levels or progress bars to existing content. But it can also be more complex, like giving points for correct answers and placing students on leaderboards. The main use of gamification is to foster engagement. Gamification elements draw on human needs to collect, complete and succeed. They help wake students up, and get them engaged with simple learning content. Gamification also motivates students to complete more topics in order to beat their high scores, move up on the leaderboard, or earn rewards. Furthermore, since you don’t have to create new content, gamification is fast and inexpensive to onboard into your existing training platform. However, gamification isn’t an appropriate strategy for all types of content. It’s best suited for content that can be memorized or doesn’t require major behavioral shifts for students. Since the content itself isn’t gamified, it’s not super engaging. learning content must be simple and easy to understand. If it takes too long for students to complete, their engagement levels drop, and the effectiveness of the gamification element wanes.  Game-based Learning vs. Gamification In game-based learning, the game is the learning experience, whereas in gamification, the game components are added to the traditional instruction method. In gamification, the result (the points, rewards, being first place, completing as much as possible, not being last place) can easily become the focus, rather than the learning. Gamification can cause learners to rely on extrinsic motivation. This is the mental condition that drives a person to behave a certain way or engage in an activity to win a reward or avoid a punishment. But what happens when the reward is no longer relevant or removed? Game based learning principles:  Benefits of GBL (game-based learning) Motivating approach One of the strengths of game-based learning is its recognized capacity to capture the attention of students and ensure their full involvement: their engagement. The motivating approach of these games turns the learning process into something dynamic and interesting, whose appeal is maintained as students' progress to achieve objectives. Encouragement of reflection Besides motivation and a playful approach, GBL lays out situations that require reflection and decision making on the part of students in order to solve a problem. This way, the participant acquires knowledge and absorbs concepts while developing cognitive abilities derived from critical thinking, analysis of reality and conflict resolution. Feedback and self-control Unlike more traditional teaching methods, game-based learning allows the person being trained to have control of their own learning. Using serious games, students can get instant and personalized feedback about their knowledge, and everyone is aware of what they learn and what they must work harder at. Process monitoring the feedback and the control over learning is not something only the student can check. Besides the scoring system and the gradual improvement made by beating levels or the training itself, everything gets recorded into the program. This way, those responsible for the training activities can study the choices made by the student, their right and wrong answers, and the decisions that have been made on the way. This system provides a very large amount of information so as to assess the level of understanding of participants, their weaknesses and strengths and, most importantly, it ensures that the person actually acquires the knowledge and skills on which they have been working. Creativity The theory of game-based learning cannot ignore the benefit to creativity provided by the new ways of learning. The game encourages creativity and motivation by posing challenges and problems that students must solve using their imagination. Soft Skills If game-based learning is used for the development of social skills and soft skills, interaction and collaboration among participants are emphasized. The practical work focuses on aspects such as emotional intelligence, leadership, communication, self-control, negotiation and conflict resolution skills, etc. All of them skills impossible to learn without practice, which game-based learning simulators exceptionally provide. Digitalization Yet another advantage of game-based learning is the opportunity it presents to users to improve their computer skills and become familiar with the use of digital devices, essential in personal and professional development in the XXI century. A GBL learning program implemented in a corporate environment is more likely to succeed than a “classic” e-learning program, be it traditional or distance learning. Knowledge retention is much higher through gamification, which guarantees a learning that is effective and dynamic. Cost savings is another huge advantage due to its flexibility in time and space. Game Goals. The game goals are the core concept of game design, on which all factor designs should be based. Designer should consider what type of experience they want to provide for players, which could encompass a magical medieval world, various races that players could select, or cooperation or versus mode. A game satisfies gaming and engagement pleasure that would attract more people to join it. Game Mechanism. The game mechanism is an important factor which includes methods used to achieve designer goals.  For example, designers who want to achieve player cooperation can design a dungeon requiring the support of various character classes. The game mechanism must be implemented with careful consideration because it affects game balance. Certain game mechanisms can involve the amount of energy players deduct from an enemy during a fire attack, the frequency and quantity of the item's players can use, and the types of activity players can engage in to obtain rewards. These mechanisms ensure smooth functioning of the virtual world. Interaction. All interactions and conflicts occurring between the game program and the players are included in the interaction factor, such as user interface and controlling a character to attack foes, whose design has much influence on the players’ satisfaction. To design a friendly interface requires consideration of many design details. Freedom. Games can be classified according to several genres, and the control mode, game processes, and game goals are different. Role-playing games focus on role control, whereas business simulation games focus on overall planning and control. Common individual services, such as the avatar, allow players to create, select, and change their virtual incarnation, thus increasing player immersion in the game or increasing gamer loyalty Game Fantasy. Game fantasy involves the game environment and background.  Game designers construct the virtual world image through the game system, which includes stories and multimedia, and an entire worldview. Narrative. Narrative describes what occurs in the virtual world and is undoubtedly a crucial factor to consider in game design. storytelling as a primary consideration before designing an educational game. Teaching content must match the narrative to create an effective educational game Narrative can appear by words but is more prominent in media. Using a game to tell a story poses a substantial designer challenge, similar to making an effective movie. However. Simulation and puzzle games typically include a game background, but adventure games include a complete storyline. For educational games, narrative is a crucial factor in providing declarative knowledge for players.. Sensation. Sensation presents the virtual world to players, including audio and aesthetics. The most common word used to refer to sensation is “simulation,” a concept proposed in RPG theory which includes the game fantasy and sensation factors, However, simulation does not apply to all game genres because puzzle games do not use simulation but require sensation. Thus, we selected sensation as a key factor. In the age of advanced Game Value. Game value means that the game attracts players to initiate the game, The Art of Game Design, is a primary factor for players to generate motivation and immersion. which lead to rewards. These processes enable players to obtain game value. Moreover, the game designer must consider the implied game value in each element and object. For example, money can be used to purchase attractive game items, prompting players to make money, and certain collected items have value to attract players. Designers should be aware of player preferences and arrange methods for them to achieve their goals. Goals that are meaningful for players generate game value Challenge. To achieve goals, players must exert effort, and the effort is a challenge. Although challenge is not a necessary factor for a game, the process of reaching goals is typically accompanied by challenges games are typically challenging, often motivate players, and delight them or depress them when they achieve goals or fail. A challenge typically requires player abilities such as accuracy, muscular control, and quick thinking. This factor is associated with game mechanism and game fantasy. Mechanisms such as tasks, rewards, and achievements promote challenge, which motivates players to achieve their goals. Solving a mystery typically involves a narrative, whereas sensation often appears in puzzle games Sociality. Social behavior within a game can be divided into communication, cooperation, competition, and conflict. This factor has received scant attention during the period before online (multiplayer) gaming.  The rise of massively multiplayer online RPGs (MMORPGs) and social networks has rendered social behavior a crucial factor. player excitement levels differed according to when they were playing with friends, strangers, or nonplayer characters (NPC). social interaction-maintained player motivation and improved proactivity. Online games can cause the virtual relationship of players to assume a higher priority than reality, and rich social activities in a network can affect people’s real life. social satisfaction is one reason why young people indulge in online games. In summary, social activities play a crucial role in online games Mystery. to increase the “game-like” feel in a simulation system. A key gaming feature is mystery, which involves player curiosity or exploration. epistemic curiosity and teamwork as the reasons why most people like to play the MMORPG World of Warcraft and showed the importance of the mystery factor in games Interactivity The effectiveness of a DGBL environment may be achieved through an appropriate level of meaningful interactivity offered to learners. Interaction within DGBL environments may occur between a player and the game content and among multiple players. Games that offer meaningful interactions demonstratively maintain high levels of engagement in students and positively contribute to their performance on tests when compared to regular project-based instruction. Immersiveness In an effective DGBL environment, students are immersed in the game through the multisensory representation of the storyline and by being assigned a specific identity or a role. The formalization of a narrative is a major step needed to conceptualize a learning game. Multisensory integration of gaming components is often achieved through the inclusion of different effects in the game, such as music, sound effects, narrator‟s speaking voice, photos, videos, animations, 2D or 3D graphics, and other media elements that help create a vivid scenario and an enjoyable learning context. Freedom of Exploration moderate risk can heighten students‟ motivation and engage otherwise disinterested learners, digital games can offer students opportunities for exploration and risk taking without the fear of making an error. In a well-designed DGBL environment, players are encouraged to explore, take risks, and try new things. In a game, failure is a good thing, because when faced with a challenge, players use initial failures as ways to recognize patterns and gain feedback about the progress being made. Feedback As in any form of learning, quality feedback helps students evaluate their progress, recognize their strengths, and identify areas that need improvement. Effective feedback should provide timely and relevant information on students‟ progress towards their learning goals outlines different types of feedback depending on their length, specificity, timing, and complexity that are frequently used in traditional learning environments. In the context of DGBL, feedback may also take form of point accumulation, level progression, receiving new titles or acquisition of magic objects which provide some visible progress for even relatively small successes, and it reportedly leads to stronger self-efficacy, greater persistence, and commitment to future accomplishments Adaptive Problem Solving Many cognitive psychologists report that engaging students in solving real world problems positively affects their learning gains The challenge to resolve these problems needs to be effectively aligned with the student‟s ability and skill level to ensure effective learning. Therefore. Effective DGBL environment should present learners with a set of challenging problems, and they need to continue solving these problems until they have virtually automated their solutions Resources https://trainingindustry.com/articles/learning-technologies/game- based-learning-vs-gamification-do-you-know-the- difference/#:~:text=Game%2Dbased%20learning%20is%20training, objectives%20and%20makes%20it%20fun.&text=Gamification%20i s%20the%20application%20of,behavior%20and%20drive%20learni ng%20outcomes. https://blog.mindresearch.org/blog/game-based-learning-vs- gamification https://grendelgames.com/serious-games-gamification-and-game- based-learning-whats-the-difference/ https://www.game-learn.com/en/resources/blog/the-theory-of- game-based-learning/ Shi, Y. R., & Shih, J. L. (2015). Game factors and game-based learning design model. International Journal of Computer Games Technology, 2015. Kucher, T. (2021). Principles and best practices of designing digital game-based learning environments. International Journal of Technology in Education and Science (IJTES), 5(2), 213-223.  Differences between data, information and knowledge What is data? Data is understood differently in various sectors. In its basic form, data is a set of different symbols and characters whose meaning only becomes clear when they connect with context. Collecting and measuring observations generates data. Usually machines send, receive and process data. The confusion between data and information often arises because information is made out of data. In addition, data often gets interpreted as facts in the context of the colloquial meaning and are therefore regarded as information. It can be noted that computers are very good at crunching data; they are only now learning now to make sense of it to derive information with the help of Machine Learning. Regardless of industry, data is driving the future and a massive number of technologies across multiple industries heavily depend on it to thrive. Based on the definition of data from TechDifferences, data is “raw, unanalyzed, unorganized, unrelated, uninterrupted material which is used to derive information after analyzation.” Essentially, data is plain facts, observations, statistics, characters, symbols, images, numbers, and more that are collected and can be used for analysis. Data left alone is not very informative, and in that sense, it is relatively meaningless, but it gains purpose and direction after it is interpreted to derive significance. Whether qualitative or quantitative, data is a set of variables that help construct outcomes. Another key characteristic of data is that it’s freestanding and does not depend on any other concept to exist, unlike information which only exists because of data and is entirely dependent on it. Data and information are measured in bits and bytes. It can be represented in structured/unstructured tables, graphs, trees, etcetera, and it doesn’t have significance until it is analyzed to meet a specific user’s needs. What is information? Data reaches a more complex level and becomes information by integrating them into a context. The information provides expertise about facts or persons. Example of information: The information about a date of birth still has very little value when it is unknown to which person it belongs. By adding more information like the name, inter-linked pieces of information and context represent knowledge. If data is the atom, information is the matter. Information is the set of data that has already been processed, analyzed, and structured in a meaningful way to become useful. Once data is processed and gains relevance, it becomes information that is fully reliable, certain, and useful. According to this Forbes article, information is “prepared data that has been processed, aggregated and organized into a more human-friendly format that provides more context. Information is often delivered in the form of data visualizations, reports, and dashboards.” Information addresses the requirements of a user, giving it significance and usefulness as it is the product of data that has been interpreted to deliver a logical meaning. As we’ve stated, information cannot exist without its building block: data. Once data is transformed into information, it doesn’t contain any useless details as its whole purpose is to possess specific context, relevance, and purpose. Ultimately, the purpose of processing data and turning it into information is to help organizations make better, more informed decisions that lead to successful outcomes. To collect and process data, organizations use Information Systems (IS) which are a combination of technologies, procedures, and tools that assemble and distribute information needed to make decisions. What is Knowledge? Knowledge thus describes the collected information that is available about a particular fact or a person. The knowledge of this situation makes it possible to make informed decisions and solve problems. Thus, knowledge influences the thinking and actions of people. Machines can also make decisions based on new knowledge generated by information. In order to gain knowledge, it is necessary to apply such information. Knowledge means the familiarity and awareness of a person, place, events, ideas, issues, ways of doing things or anything else, which is gathered through learning, perceiving or discovering. It is the state of knowing something with cognizance through the understanding of concepts, study and experience. In a nutshell, knowledge connotes the confident theoretical or practical understanding of an entity along with the capability of using it for a specific purpose. Combination of information, experience and intuition leads to knowledge which has the potential to draw inferences and develop insights, based on our experience and thus it can assist in decision making and taking actions. Key Differences Between Data, Information and Knowledge 1. Data is fragmented pieces of symbols and characters strung together, information is refined data whereas knowledge is useful information. Additionally, data can lack context when looked at singularly, whereas information gives context to data and knowledge brings depth in understanding to such information. 2. It is noteworthy that data is incomprehensible independently, but the outcome of information is comprehension while the outcome of knowledge is understanding. Data is meaningless without being compiled into a sensible structure, while information improves representation and knowledge amplifies consciousness. 3. Data and Information alone are not sufficient to make any predictions while knowledge prediction is possible if one possesses the required experience. 4. You can’t use Data to make any statements, while information is data strung together, forming statements. Knowledge brings the ability to have a deduced conclusion using pieces of information together.  5. Data cannot independently be a basis for question formation; Information is a text that answers the questions a who, when, what, or where while knowledge is a text that answers the questions of why and how. The final difference we can consider is that data and information are easily transferable while transferring knowledge requires learning Data literacy Data literacy is the ability to derive meaningful information from data, just as literacy in general is the ability to derive information from the written word. Data literacy skills include the following abilities: Knowing what data is appropriate to use for a particular purpose. Interpreting data visualizations, Data visualization is the practice of translating information into a visual context, such as graphs and charts. Thinking critically about information yielded by data analysis. Understanding data analytics tools and methods and when and where to use them. Recognizing when data is being misrepresented or used misleadingly. Communicating information about data to people lacking data literacy, an ability sometimes referred to as data storytelling. The importance of data literacy Data literacy refers to the knowledge, skills and dispositions to use data ethically to inform policies, decisions and practices. Data literacy involves: managing and securing data accessing and generating data evaluating and interpreting data communicating with data. Data-informed practice is enabled by taking a purposeful, collaborative, solution focussed, ethical and inclusive approach to our engagement with both using, and learning about the use of, data All in all, being an apt user of data related to four abilities, all of which can be learned and acquired. A data literate person: Understands data, graphs, numbers, and what they represent at a practical level They can evaluate the validity of data, its weight, valence, and weaknesses Apply what they’ve learned accordingly in their work and lives; they take action And are able to convey it to others in a clear, transparent, and efficient manner. These four sub-skills are key to the performance of any business and perhaps the secret ingredients to a more productive life. Why Is Data Literacy Important? When teachers use data literacy to assess their students and adjust their lessons, they see an increase in student learning and understanding. According to the Data Literacy Campaign, teachers can apply data gathered from students’ tests, homework, and attendance to inform their lesson planning. Focusing on the individual needs of students increases their chances of success. Analyzing student data can give teachers valuable insights into their students, helping them improve their overall educational experience and prepare them for successful futures. Being data literate can also help teachers get to the root of student issues— including absenteeism. (EdTech reported that one in seven students missed 15 or more school days which can result in failing classes, lacking mastery of a skill like reading, and a higher drop-out rate in high school. Only six schools in the U.S. kept records of absenteeism. Johns Hopkins University took that data, found the early warning signs among students, and implemented immersive classroom technologies to help boost attendance.) This is just one example of how analyzing data can change the course of a student’s education. Resources: https://www.linkedin.com/pulse/differences-between-data-information- knowledge-why-mohamed-1e/ https://www.worldometers.info/world-population/egypt-population/ https://worldpopulationreview.com/countries/egypt-population https://bsapubs.onlinelibrary.wiley.com/doi/epdf/10.1002/ajb2.1195 https://s3.amazonaws.com/nstacontent/ss1908_28.pdf?AWSAccessKeyId=AKI AIMRSQAV7P6X4QIKQ&Expires=1639183424&Signature=TkpQX2QIuQOM28a VZAfHFygmLZE%3d https://internetofwater.org/valuing-data/what-are-data-information-and- knowledge/ https://datarob.com/information-vs-data-vs-knowledge/ https://www.questionmark.com/resources/blog/the-importance-of-data- literacy-skills-in-education-healthcare-and-manufacturing/ https://soeonline.american.edu/blog/data-literacy-for-teachers/  What is Digital Security? Digital security entails a lot of different factors, but the most basic definition is that digital security is the protection of an online identity, including the various ways to protect your devices’ internet accounts from those who want to break in. Those who break in can steal sensitive information, which can put you at risk for more trouble. Digital security aims to protect your devices, personal data and online identity from external harm on the internet. It includes all the tools, techniques and security training that keeps you safe online. Cyber Attack Statistics According to PurpleSec, there were 80,000 cyber-attacks per day in 2018, and over 800 million malware infections that same year. Cyber-attacks will only continue to get more sophisticated, leaving more and more people vulnerable. Why is Digital Security Important? Digital security is important for all kinds of reasons. In this age, data is gold to those who know what to do with it. Those who leave their data vulnerable and exposed to those who want to steal it, may find that they are a victim of identity theft, a stolen credit card, or something else. This is why it’s necessary to guard yourself with security tools as much as possible, while also understanding the different ways your data can potentially be compromised. It’s also important to understand that even if you protect yourself, another company where your data may be stored (for instance, a credit report company), can also be breached, which is why it’s important to stay on top of your data. Information That’s a Digital Security Risk So, if digital security refers to information specifically, what type of information can present a digital security risk? Here are some examples: Personal Payment Data (i.e. your bank account information) Personal Identification Data (i.e. your Social Security number) Personal Health Data (i.e. your health history) Resources https://www.aura.com/learn/digital-security https://www.uopeople.edu/blog/how-to-ensure-digital-security/  What are Digital Rights and Responsibilities? Digital rights and responsibilities are those requirements and freedoms extended to everyone in a digital world Digital Rights and Responsibilities are the "privileges and freedom extended to all digital technology users, and the behavioral expectations that come with them" (Ribble & Bailey, 2007). In other words, your students have the privilege and freedom to engage in technology use during school as well as at home. However, there are expectations that accompany the privileges and freedom to use technology. Students must act responsibly as they participate in the digital world. Examples of digital rights and responsibilities Key Digital Rights: Right to access and use computers and/or other electronic devices Right to access and use digital content Right to create and share digital media Right to privacy in digital communities Right to express your ideas and opinions freely Right to report anyone or anything that seems inappropriate Key Digital Responsibilities: Use appropriate language and behavior when interacting with others (i.e. no cyberbullying) Respect the opinions and ideas of others Obey all intellectual property laws Do not use or share others' work without permission Follow rules and/or codes of conduct for every Internet site Responsibility to report cyberbullying, threats, and inappropriate use of digital resources  Information Security Education and Awareness posits these Ten Commandments for computer use: One shall not use a computer to harm other people. One shall not interfere with other’s computer work. One shall not snoop around in another ‘s computer files [and will keep one’s own data safe from hackers]. One shall not use a computer to steal [or plagiaurze]. One shall not use a computer to bear false witness [or to falsify one’s own identity]. One shall not copy or use any materials for which one has not paid. One shall not use other’s computer resources without authorization or proper compensation. One shall not appropriate other’s intellectual output [and will legally download all material like music and videos]. One shall think about social consequences of the program written or of the system designed. One shall always use a computer in ways that respect one’s fellow humans [and report bullying, harassing, and identify theft when possible]. … and eight “don’ts” for computer users: Do not use computers to harm other users. Do not use computers to steal other’s information. Do not access files without the permission of the owner. Do not disrespect copyright laws and policies. Do not disrespect the privacy of others. Do not use other’s computer resources without their permission. Do not write your User Id and Passwords where others can find it. Do not intentionally use computers to retrieve or modify the information of others. Resources http://laurabiancoedtech.weebly.com/digital-rights-and-responsibilities.html https://cure.erasmus- plus.org.il/pluginfile.php/2612/mod_resource/content/3/Digital%20Digital%20Rights%20an d%20Responsibilities%20Introduction.pdf https://askatechteacher.com/teaching-digital-rights-and-responsibilities/  What is digital literacy? Digital literacy means having the skills you need to live, learn, and work in a society where communication and access to information is increasingly through digital technologies like internet platforms, social media, and mobile devices. Developing your critical thinking skills is essential when you're confronted with so much information in different formats – searching, sifting, evaluating, applying and producing information all require you to think critically. Communication is also a key aspect of digital literacy. When communicating in virtual environments, the ability to clearly express your ideas, ask relevant questions, maintain respect, and build trust is just as important as when communicating in person. You'll also need practical skills in using technology to access, manage, manipulate and create information in an ethical and sustainable way. It's a continual learning process because of constant new apps and updates, but your future self will thank you if you keep your digital life in order! Digital literacy is really important now, while you're a university student. It'll also be important in the future when you enter the professional world. In your workplace you'll be required to interact with people in digital environments, use information in appropriate ways, and create new ideas and products collaboratively. Above all, you'll need to maintain your digital identity and wellbeing as the digital landscape continues to change at a fast pace. Resources: https://www.westernsydney.edu.au/studysmart/home/study_skills_guides/ digital_literacy/what_is_digital_literacy.  What is digital law? Digital law is defined as electronic responsibility for actions and deeds. In other words, digital law refers to what you are and are not allowed to do while using the Internet. Ethical use encompasses all activities on the Internet that abide by the laws of society. Unethical use encompasses all activities on the Internet that do not abide by the laws of society. Examples of ethical use of the Internet include properly citing sources, respecting others and reading and abiding by the terms of use for references, files, applications, etc. that you use. Examples of unethical use of the Internet include hacking, pirating software, downloading music illegally, plagiarizing and creating and disseminating viruses. It is important to know that there are significant consequences for violating digital law. Plagiarism Plagiarism is defined as using someone else's thoughts or ideas as your own without properly giving them credit. Put another way, plagiarism is intellectual theft. Oftentimes, plagiarism is intentional. Other times, it is accidental. Either way, plagiarizing can have serious consequences, including a failing grade, suspension or even expulsion. To avoid plagiarism, you need to understand what it is. The following two videos provide a detailed explanation of plagiarism and how to avoid it. Copyright and Fair Use The Merriam-Webster online dictionary defines copyright as "the exclusive legal right to reproduce, publish, sell, or distribute the matter and form of something (such as a literary, musical, or artistic work)". Copyright law is used to protect intellectual property from theft In order to use copyrighted material, you must obtain permission from the copyright holder in accordance with the law mentioned above. Failure to do so can result in a civil lawsuit, fine or other legal action. The one exception is use of material that is deemed "fair use". Why is it important to teach digital law in schools? Regardless of whether or not students are aware of the digital laws governing their technology use, they are still accountable for their actions and subject to punishment for infractions. As digital technology use becomes both necessary and commonplace in our society, it is important that students understand digital laws and the consequences of violating them. Failure to understand and comply with digital laws can result in serious legal ramifications. Thus, educators have a responsibility to make sure their students are informed and ready to use digital technology in a legal and ethical manner. Examples of Illegal Technology Use Students download copyrighted music from social networking or file-sharing sites (e.g., Kazaa). Students scripting (using computer code) to bypass firewalls or other network protection. hacking into people’s personal details, pirate software, and creating viruses or Trojan horses. Examples of Legal Technology Use Students understand what can be downloaded without charge and what is considered copyrighted material and should be paid for. Students inform an adult of others sharing nude or semi-nude photographs (sexting). Resources http://millerdigitalcitizenship.weebly.com/digital-law.html https://cure.erasmus- plus.org.il/pluginfile.php/2604/mod_resource/content/4/Digita l%20Law%20Introduction.pdf  What is digital wellness? Digital wellness (also known as digital wellbeing or digital health) is the pursuit of an intentional and healthy relationship with technology, both in the workplace and in personal life. With many jobs and everyday activities relying on the internet and digital devices, the goal of digital wellness is to promote healthy use habits and assist the user in maintaining a healthy lifestyle in their daily life. Digital Health and Wellness is physical and psychological well- being in a digital technology world For example: it could help put people in control to take a more active role in their own health and care by providing access to relevant, high-quality information and facilitating peer support online; it can support improvements in the safety and quality of care – for example, by reducing the risk of mis- identification and other avoidable errors; for clinicians, it may mean less time and effort in accessing information about patients; remote monitoring can help clinicians better understand the progress patients are making and ultimately help to deliver better health outcomes; it can facilitate advances in medical practice – for example, through the use of advanced analytic techniques, such as machine learning, to support clinical decisions and supporting personalised treatments based on analyses of people’s genomes; data captured by digital technologies could improve service planning, help align capacity more closely with demand and enable new service configurations;  information technology, data systems and information sharing are critical to delivering integrated care and can help to co-ordinate care delivered by professionals across different organisations and even across patients’ wider support networks; it can help deliver efficiency improvements. McKinsey estimated that modern health systems can save between 7 per cent and 11.5 per cent of their health expenditure (London and Dash, 2016), while a study commissioned by NHS England estimated annual savings of £10 billion or more would come after commensurate investment in this agenda (Dunhill, 2015). However, the calculations behind this have not been published, leading many to question whether it is a realistic estimate (Honeyman et al, 2016) The Importance of Digital Wellness Digital health and wellness is intertwined with every aspect of health, from social, to emotional, to physical. If a person has poor digital wellness, other areas of health can see the same effects. Overuse of social media can lead to problems with emotional wellness, like anxiety and depression. It can lead to feelings of comparison and inferiority, with statistics showing 90% of college-age adults compare themselves to peers within 15 minutes of waking up. A lack of balance in digital behaviors leads to strain on social relationships. Think of the last time you were spending time with friends or family and they were more interested in their phone than you. And finally, digital wellness is connected to physical wellness as too much screen time promotes a sedentary lifestyle and can cause sleep disruptions, headaches and eye strain. As you can see, digital wellness isn’t separate from the other areas of health. It’s unique to our modern technological society, but it is a piece of the puzzle that is overall health, and can have a domino effect when someone has poor digital wellness. The Better You Solution Better You steps in to help out users’ digital wellness before it significantly impacts those other areas of health. We help users optimize their digital experience, and make digital decisions that align with their goals and values. These are goals in four categories of health: physical, social, education and mindfulness. resources https://cure.erasmus- plus.org.il/pluginfile.php/2620/mod_resource/content/2/Digital%20Digital%20Health%20an d%20Wellbeing%20Introduction%202%20version.pdf https://www.betteryou.ai/definition-of-digital-health-and-wellness/ https://www.citrix.com/solutions/digital-workspace/what-is-digital-wellness.html  Digital Etiquette: "Netiquette" netiquette is a set of rules that guides social interactions when using technology such as computers and cell phones for communication. When communicating in this manner, it is easy for individuals to forget that they are dealing with real people, since they are not interacting with them face-to-face. What is Netiquette? Netiquette is short for "Internet etiquette." Just like etiquette is a code of polite behavior in society, netiquette is a code of good behavior on the Internet. This includes several aspects of the Internet, such as email, social media, online chat web forums, website comments, multiplayer gaming, and other types of online communication. While there is no official list of netiquette rules or guidelines, the general idea is to respect others online. Below are ten examples of rules to follow for good netiquette: 1. Avoid posting inflammatory or offensive comments online (a.k.a flaming). 2. Respect others' privacy by not sharing personal information, photos, or videos that another person may not want published online. 3. Never spam others by sending large amounts of unsolicited email. 4. Show good sportsmanship when playing online games, whether you win or lose. 5. Don't troll people in web forums or website comments by repeatedly nagging or annoying them. 6. Stick to the topic when posting in online forums or when commenting on photos or videos, such as YouTube or Facebook comments. 7. Don't swear or use offensive language. 8. Avoid replying to negative comments with more negative comments. Instead, break the cycle with a positive post. 9. If someone asks a question and you know the answer, offer to help. 10. Thank others who help you online.  Below are some of the basic "Do's" and "Don't's" of netiquette: Do's: Don't's: Treat others the same way you would like Do not abuse your power to be treated Do not insult others or use Respect the privacy of others foul/inappropriate language Keep written communications short and to- Do not send spam the-point so you do not waste other people's Do not write in all upper case - this time makes it look like you are shouting! Make written communication easy to read Do not provide your username or and appropriate - using emoticons in formal password to anyone else communication is not appropriate Do not initiate or provoke "flame wars", Obey copyright laws which are emotional arguments on the Remember that written words can be stored Internet. and retrieved later - even if you delete Do not post anything about anyone else them. Think carefully about what you are on the Internet without their permission writing. Keep in mind that humor and sarcasm may be difficult to interpret over the Internet. Be careful not to offend anyone. The Internet provides a sense of anonymity since you often do not see or hear the people with whom you are communicating online. But that is not an excuse for having poor manners. In summary, good netiquette benefits both you and others on the Internet. Posting a positive comment rather than a negative one just might make someone's day. Why is it important to teach digital etiquette in schools? Digital technologies are increasing in number and in importance. Learning how to conduct oneself online is essential to becoming a successful 21st century citizen. Thus, as educators, we have an obligation to teach digital etiquette to our students. Resources https://daischina.libguides.com/digitalcitizenship/digitaletiquette http://laurabiancoedtech.weebly.com/digital- communication.html http://millerdigitalcitizenship.weebly.com/digital-etiquette.html  What is digital communication? Digital communication definition: Digital Communication is the electronic exchange of information Communicating digitally is a communication technique in which thoughts, data or information are digitally encoded as discreet signals. These signals are electronically transferred to the recipients. This means transferring data, either by digitized analogue signal or digital bitstream, over point-to-point or point-to-multipoint communication channels. These channels can be made up of many types. For example, there are storage channels, fibre optics, computer buses, wireless communication channels, etc. Information or data is represented as an electromagnetic signal, such as microwaves, electrical voltage, infrared and airwaves. Features of digital communication These are some of the features of digital communication: The main feature of digital communication is that you can choose when and with whom you want to communicate, including someone who’s in another part of the world. What’s more, wherever the other person is, the message is transmitted instantly. This speed is good but can also be bad at the same time. Messages travel quickly, but sometimes you write things that you later might regret. Another feature is that with digital communication, verbal communication takes precedence over non-verbal. Likewise, contact is often brief, replacing the longer, more meaningful contact that being face-to-face brings. Communication through a digital device is often limited to  a screen and a speakerphone. As a result, limited information is transmitted, which can sometimes be misinterpreted. You often have to encode and decode text, abbreviations and emojis. Only video chats and teleconferences allow gestures, body language and tone of voice to be interpreted, as if they were face-to-face conversations. But there are still limitations, as this is very far removed from real human contact. More features of digital communication Digital data can be copied, modified or even reissued. Every message you write, every friend you add, every comment or photo you share is encoded in digital data and stored on the server of the service you use, such as Facebook or LINE. This is a big challenge for everyone who communicates digitally. With digital communication, you can be in contact with people who have similar interests, whom otherwise you would never get to know. It’s a way of socializing and discovering new ideas at the same time. For example, you can join a social media group where people share your passion and, by commenting on posts and photos, by sending messages etc, you can get to know new people. Another feature of digital communication is that it doesn’t cost very much. Social media and calling via the Internet are free. The fact that messages don’t need printing on paper because they can be stored on an electronic device for a long time means you can even save money. Books can also be electronically downloaded, so you don’t need a printed copy. Consequently, on a global level this contributes to cutting down fewer trees to make paper. The final feature is that most of your personal ID and information can be stored on your own device. This has  both positive and negative implications. You need to be much more careful not to lose your mobile or have it stolen. But at the same time, it’s very convenient. For example, you can pay for things with your mobile, and keep passwords or access verification linked to the device, etc. Examples of digital communication These are some examples of digital communication: Email. Websites. Blogs. Social media. Live chat. Chatbots. Video chat. Web calling. Resources https://www.epitech-it.es/noticias-eventos/digital- communication-what-is-it/ https://cure.erasmus- plus.org.il/pluginfile.php/2578/mod_resource/content/2/Digital %20Communication.%20Introduction.pdf  Digital Commerce Digital commerce is the electronic buying and selling of goods Good digital citizenship requires self-control when buying online as well as safety measures to keep credit card and personal information safe. The repercussions of spending money impulsively online creates opportunities for identity theft and scams. Parents can teach children stewardship and at the same time control how they spend and save their pocket money. electronic buying and selling of goods. Technology users need to understand that a large share of market economy is being done electronically. Legitimate and legal exchanges are occurring, but the buyer or seller needs to be aware of the issues associated with it. The mainstream availability of Internet purchases of toys, clothing, cars, food, etc. has become commonplace to many users. At the same time, an equal amount of goods and services which are in conflict with the laws or morals of some countries are surfacing (which might include activities such as illegal downloading, pornography, and gambling). Users need to learn about how to be effective consumers in a new digital economy. A large and ever-increasing share of interactions in the market economy is being done electronically. While the use of technology has many benefits, people should also be aware of risks. The ease of which consumers can purchase toys, clothing, cars, food, and other items means that, as consumers, we must be extremely careful how and where we buy from. Almost anything is available, but some goods and services may conflict with the laws or morals of some countries (for example, activities such as illegal downloading, pornography, and gambling). Users need to learn about how to be effective and safe consumers in the new digital economy Resources https://www.wps.k12.va.us/Page/7121 https://blog.velsoft.com/2017/12/07/digital-citizenship-focus-ecommerce/ https://sites.google.com/a/gnspes.ca/digital-citizenship/home/commerce  Digital citizenship Digital citizenship definition: norms of appropriate, responsible behavior regarding technology use. Digital citizenship Is a concept which helps teachers, technology leaders, and parents to understand how use technology appropriately” Nine Elements Of Digital Citizenship Digital Access Digital access involves the ability to connect with others or access information using technology. As a teacher, you can instruct students on how to find valuable and safe information on the Internet. Digital Etiquette Digital etiquette is just what it sounds like: treating other Internet users with respect and avoiding inappropriate behavior. For students, one of the most important digital etiquette principles is understanding the consequences of cyberbullying. Digital Commerce Digital commerce refers to buying and selling electronics responsibly. For the most part. For middle or high school students, however, discussions around digital commerce can help them learn how to be better consumers or consider career paths related to digital sales. Digital Rights and Responsibilities Digital rights and responsibilities refers to the privileges that all students have while using the Internet, like freedom of speech, It also involves a student’s duty to make sure that these rights remain available for everyone by treating other users fairly and respecting their privacy. Digital Literacy The definition of digital literacy is the ability to learn how to use technology and access information online, A few examples of digital literacy include knowing how to use a mouse or how to find answers on a search engine. Not all students start school with the same technological ability, Teaching Internet skills in class can help bridge gaps in digital literacy. Digital Law Digital law encompasses the rules or guidelines set within an organization for using the Internet, In your classroom, you could talk about preventing plagiarism or putting phones away in class to teach digital law. Digital Communication The options that person have for communicating online are greater than ever. Text, email, social media, and online games are all ways that person might digitally interact with others.For this reason, it’s important to teach your students how to communicate safely and effectively online. Digital Health and Wellness This element concern about how to protect the psychological and physical well-being while using the Internet, This could include practicing how to sit correctly in a chair while using the computer and avoiding too much screen time. Digital Security The ninth element of digital citizenship-digital security- involves how to take steps to stay safe online. Although the Internet can be an excellent resource, you need to know how to avoid viruses, scams, or strangers online. Internet safety lessons for children could include anything from why privacy online is important to what to do if they encounter a cyberbully or stranger. Why Teach Digital Citizenship with Technology in the Classroom? The benefits of digital citizenship for kids extend far beyond the individual, When we help students develop healthy practices on the Internet, we’re also creating a better space for everyone they interact with. If your students use technology in class, digital citizenship curriculum is one of the best ways to help everyone make the most of their time online. Because technology is so prevalent in schools, teachers often have to worry about how to prevent cyberbullying, cell phones disrupting class, and plagiarism. Teaching digital citizenship can be one of the best ways to decrease these and other inappropriate behaviors at school. As they become good digital citizens, students can use the Internet with a greater sense of self-awareness and better understand how to best use technology. Teaching digital literacy and other citizenship skills can also help bridge digital equity gaps (or the “digital divide”) between students. Not all students have the same level of access to technology at home. Students from under-resourced or marginalized communities often have fewer digital experiences in comparison to their peers. When digital literacy is a core part of their education, the technological resources and lessons in school can help these students catch up with their classmates. W H Y I S D I G I TA L C ITI ZEN S HI P S O I M P O R TA N T TO DA Y ? Children and young people are online in increasing numbers today. With this increased activity comes a need for knowledge on how to stay safe online, how to critically think online, and how to be responsible online. These online citizenship skills follow the same basic rules as good citizenship in the offline world: being kind, being respectful, and being responsible. Furthermore, digital citizenship empowers children to better understand online risks and to be able to act accordingly, whether a risk involves cyberbullying and online hate or privacy controls and oversharing. Digital citizenship provides children with the literacy tools to understand, analyze, and interpret what is real or misleading online, in addition to the reasoning tools to question whether joining in that viral online challenge is a good idea or not. Without a doubt, in today’s world of an unregulated internet, a foundation in digital citizenship allows children to have boundaries and support as they grow in maturity and responsibility. Resources: https://www.waterford.org/education/digital-citizenship- activities-and-tips/ https://www.commonsense.org/education/videos/what-is- digital-citizenship https://www.peardeck.com/pear-deck-blog/raising-and- educating-digital-citizens https://resourced.prometheanworld.com/digital-literacy- classroom-important/  What is digital access? Digital access refers to full electronic participation in society. In the school system, this includes equitable access for all students, accommodations for those with special needs and programs for increasing digital access outside of schools. Digital access is a key component in understanding digital citizenship. Digital access is a topic that talks about how many people have access to technology and educational resources within technology. Digital access is the ability to fully participate in digital society. This includes access to tools and technologies, such as the Internet and computers, that allow for full participation. Unfortunately, not everyone has complete digital access and therefore, are not able to fully participate in digital society. It is important for technology users to understand that not everyone has the same level of access to digital technology. This gap between those who have access and those who do not is often referred to as the digital divide. Part of being a good digital citizen is working to eradicate this disparity. Educators need to evaluate the use of computers, tablets, and other devices within their schools. Do all students have adequate access to technology throughout the day? Teachers also need to use technology, and encourage technology use in their classrooms. In schools where a majority of students do not have access to technology in the home, additional opportunities such as open computer labs, evening access to school libraries, and extracurricular activities should be offered to make up the difference. Schools and districts need to be aware that some families may not have access to technology on a regular basis. When  student information is provided online (e.g. through a parent portal of a student information system or forms on a website), be aware that perhaps not all will be available to access the information. When moving to online opportunities, (e.g., student registration online) other options such as kiosks, community centers, or open labs may be necessary Why is digital access important? Digital access is becoming increasingly important in the 21st century. Not having access to digital technologies can have significant social and economic consequences for both the individual and society as a whole. It is vital that educators take every measure appropriate and possible to provide students with the digital technology access and skills so critical to success as a 21st century citizen. Resources http://millerdigitalcitizenship.weebly.com/digital-access.html http://laurabiancoedtech.weebly.com/digital-access.html https://cure.erasmus- plus.org.il/pluginfile.php/2562/mod_resource/content/2/DIGITA L%20ACCESS%20Introduction.pdf  The Engineering Design Process The engineering design process emphasizes open-ended problem solving and encourages students to learn from failure. This process nurtures students’ abilities to create innovative solutions to challenges in any subject! The engineering design process is a series of steps that guides engineering teams as we solve problems. The design process is iterative, meaning that we repeat the steps as many times as needed, making improvements along the way as we learn from failure and uncover new design possibilities to arrive at great solutions. What is the Engineering Design Process? The engineering design process is a series of steps that engineers follow to come up with a solution to a problem. Many times the solution involves designing a product (like a machine or computer code) that meets certain criteria and/or accomplishes a certain task. This process is different from the Steps of the Scientific Method, which you may be more familiar with. If your project involves making observations and doing experiments, you should probably follow the Scientific Method. If your project involves designing, building, and testing something, you should probably follow the Engineering Design Process. If you still are not sure which process to follow, you should read Comparing the Engineering Design Process and the Scientific Method. This diagram shows the steps of the engineering design process, and the table below describes each step in more detail: Engineers do not always follow the engineering design process steps in order, one after another. It is very common to design something, test it, find a problem, and then go back to an earlier step to make a modification or change to your design. This way of working is called iteration, and it is likely that your process will do the same! Steps of the Engineering Design Process Ask: Identify the Need & Constraints Teacher designers' ask critical questions about what they want to create, these questions include: What is the problem to solve? What do we want to design? Who is it for? What do we want to accomplish? What are the project requirements? What are the limitations? What is our goal? Research the Problem This includes talking to people from many different backgrounds and specialties to assist with researching what products or solutions already exist, or what technologies might be adaptable to your needs. Imagine: Develop Possible Solutions You work with a team to brainstorm ideas and develop as many solutions as possible. This is the time to encourage wild ideas and defer judgment! Build on the ideas of others! Stay focused on topic, and have one conversation at a time! Remember: good design is all about teamwork! Help students understand the brainstorming guidelines by using the TE handout and two sizes of classroom posters. Plan: Select a Promising Solution For many teams this is the hardest step! Revisit the needs, constraints and research from the earlier steps, compare your best ideas, select one solution and make a plan to move forward with it. Create: Build a Prototype Building a prototype makes your ideas real! These early versions of the design solution help your team verify whether the design meets the original challenge objectives. Push yourself for creativity, imagination and excellence in design. Test and Evaluate Prototype Does it work? Does it solve the need? Communicate the results and get feedback. Analyze and talk about what works, what doesn't and what could be improved. Improve: Redesign as Needed Discuss how you could improve your solution. Make revisions. Draw new designs. Iterate your design to make your product the best it can be. And now, REPEAT! share share your prototype with other. Get feedback on your prototype. Identify feedback that would be an improvement. To complete your project, communicate your results to others in a final report and/or a display board. Professional engineers always do the same, thoroughly documenting their solutions so that they can be manufactured and supported.  Design thinking Design Thinking is a design methodology that provides a solution-based approach to solving problems. It’s extremely useful in tackling complex problems that are ill-defined or unknown, by understanding the human needs involved, by re-framing the problem in human-centric ways, by creating many ideas in brainstorming sessions, and by adopting a hands-on approach in prototyping and testing. Understanding these five stages of Design Thinking will empower anyone to apply the Design Thinking methods in order to solve complex problems that occur around us — in our communities, in our countries, and even on the scale of our planet. We will focus on the five-stage Design Thinking model proposed by the Hasso-Plattner Institute of Design at Stanford (d.school). d.school is the leading university when it comes to teaching Design Thinking. The five stages of Design Thinking, according to d.school, are as follows: Empathise, Define (the problem), Ideate, Prototype, and Test. Let’s take a closer look at the five different stages of Design Thinking. 1. Empathise Author/Copyright holder: Teo Yu Siang and Interaction Design Foundation. Copyright licence: CC BY-NC-SA 3.0 The first stage of the Design Thinking process is to gain an empathic understanding of the problem you are trying to solve. This involves consulting experts to find out more about the area of concern through observing, engaging and empathizing with people to understand their experiences and motivations, as well as immersing yourself in the physical environment so you can gain a deeper personal understanding of the issues involved. Empathy is crucial to a human-centered design process such as Design Thinking, and empathy allows design thinkers to set aside their own assumptions about the world in order to gain insight into users and their needs. Depending on time constraints, a substantial amount of information is gathered at this stage to use during the next stage and to develop the best possible understanding of the users, their needs, and the problems that underlie the development of that particular product. 2. Define (the Problem) Author/Copyright holder: Teo Yu Siang and Interaction Design Foundation. Copyright licence: CC BY-NC-SA 3.0 During the Define stage, you put together the information you have created and gathered during the Empathise stage. This is where you will analyse your observations and synthesise them in order to define the core problems that you and your team have identified up to this point. You should seek to define the problem as a problem statement in a human-centered manner. The Define stage will help the designers in your team gather great ideas to establish features, functions, and any other elements that will allow them to solve the problems or, at the very least, allow users to resolve issues themselves with the minimum of difficulty. In the Define stage you will start to progress to the third stage, Ideate, by asking questions which can help you look for ideas for solutions by asking: “How might we…….?” 3. Ideate Author/Copyright holder: Teo Yu Siang and Interaction Design Foundation. Copyright license: CC BY-NC-SA 3.0 During the third stage of the Design Thinking process, designers are ready to start generating ideas. You’ve grown to understand your users and their needs in the Empathise stage, and you’ve analysed and synthesised your observations in the Define stage, and ended up with a human-centered problem statement. With this solid background, you and your team members can start to "think outside the box" to identify new solutions to the problem statement you’ve created, and you can start to look for alternative ways of viewing the problem. There are hundreds of Ideation techniques such as Brainstorm, Brainwrite, Worst Possible Idea, and SCAMPER. Brainstorm and Worst Possible Idea sessions are typically used to stimulate free thinking and to expand the problem space. It is important to get as many ideas or problem solutions as possible at the beginning of the Ideation phase. You should pick some other Ideation techniques by the end of the Ideation phase to help you investigate and test your ideas so you can find the best way to either solve a problem or provide the elements required to circumvent it. 4. Prototype Author/Copyright holder: Teo Yu Siang and Interaction Design Foundation. Copyright licence: CC BY-NC-SA 3.0 The design team will investigate the problem solutions generated in the previous stage. Prototypes may be shared and tested within the team itself, in other departments, or on a small group of people outside the design team. This is an experimental phase, and the aim is to identify the best possible solution for each of the problems identified during the first three stages. The solutions are implemented within the prototypes, and, one by one, they are investigated and either accepted, improved, and re-examined, or rejected on the basis of the users’ experiences. By the end of this stage, the design team will have a better idea of the constraints inherent to the product and the problems that are present,and have a clearer view of how real users would behave, think, and feel when interacting with the end product. 5. Test Author/Copyright holder: Teo Yu Siang and Interaction Design Foundation. Copyright licence: CC BY-NC-SA 3.0 Designers or evaluators rigorously test the complete product using the best solutions identified during the prototyping phase. This is the final stage of the 5 stage-model, but in an iterative process, the results generated during the testing phase are often used to redefine one or more problems and inform the understanding of the users, the conditions of use, how people think, behave, and feel, and to empathise. Even during this phase, alterations and refinements are made in order to rule out problem solutions and derive as deep an understanding of the product and its users as possible. The Non-Linear Nature of Design Thinking We may have outlined a direct and linear Design Thinking process in which one stage seemingly leads to the next with a logical conclusion at user testing. However, in practice, the process is carried out in a more flexible and non-linear fashion. For example, different groups within the design team may conduct more than one stage concurrently, or the designers may collect information and prototype during the entire project so as to enable them to bring their ideas to life and visualize the problem solutions. Also, results from the testing phase may reveal some insights about users, which in turn may lead to another brainstorming session (Ideate) or the development of new prototypes (Prototype). Author/Copyright holder: Teo Yu Siang and Interaction Design Foundation. Copyright licence: CC BY-NC-SA 3.0 It is important to note that the five stages are not always sequential — they do not have to follow any specific order and they can often occur in parallel and be repeated iteratively. As such, the stages should be understood as different modes that contribute to a project, rather than sequential steps. However, the amazing thing about the five-stage Design Thinking model is that it systematises and identifies the 5 stages/modes you would expect to carry out in a design project – and in any innovative problem-solving project. Every project will involve activities specific to the product under development, but the central idea behind each stage remains the same. Design Thinking should not be seen as a concrete and inflexible approach to design; the component stages identified in the illustration above serve as a guide to the activities that you would typically carry out. In order to gain the purest and most informative insights for your particular project, these stages might be switched, conducted concurrently and repeated several times in order to expand the solution space, and zero in on the best possible solutions. As you will note from the illustration above, one of the main benefits of the five-stage model is the way in which knowledge acquired at the later stages can feedback to earlier stages. Information is continually used both to inform the understanding of the problem and solution spaces, and to redefine the problem(s). This creates a perpetual loop, in which the designers continue to gain new insights, develop new ways of viewing the product and its possible uses, and develop a far more profound understanding of the users and the problems they face. The Take Away In essence, the Design Thinking process is iterative, flexible and focused on collaboration between designers and users, with an emphasis on bringing ideas to life based on how real users think, feel and behave. Design Thinking tackles complex problems by: 1. Empathising: Understanding the human needs involved. 2. Defining: Re-framing and defining the problem in human- centric ways. 3. Ideating: Creating many ideas in ideation sessions. 4. Prototyping: Adopting a hands-on approach in prototyping. 5. Testing: Developing a testable prototype/solution to the problem.  backward design backward design is focused primarily on student learning and understanding. When teachers are designing lessons, units, or courses, they often focus on the activities and instruction rather than the outputs of the instruction. backward design is beneficial to instructors because it innately encourages intentionality during the design process. It continually encourages the instructor to establish the purpose of doing something before implementing it into the curriculum. Therefore, backward design is an effective way of providing guidance for instruction and designing lessons, units, and courses. Once the learning goals, or desired results, have been identified, instructors will have an easier time developing assessments and instruction around grounded learning outcomes. teaching is not just about engaging students in content. It is also about ensuring students have the resources necessary to understand. Student learning and understanding can be gauged more accurately through a backward design approach since it influence what students will need to know and understand during the design process in order to progress. The Three Stages of Backward Design “Deliberate and focused instructional design requires us as teachers and curriculum writers to make an important shift in our thinking about the nature of our job. The shift involves thinking a great deal, first, about the specific learnings sought, and the evidence of such learnings, before thinking about what we, as the teacher, will do or provide in teaching and learning activities.” Stage One Stage One – Identify Desired Results: In the first stage, the instructor must consider the learning goals of the lesson, unit, or course. Wiggins and McTighe suggest that the instructor ask themselves the following three questions as they progressively focus in on the most valuable content: What should students know, understand, and be able to do? What is worthy of understanding? What enduring understandings are desired? This knowledge is considered knowledge worth being familiar with. Information that fits within this question is the lowest priority content information that will be mentioned in the lesson, unit, or course. What knowledge and skills should students master? The knowledge and skills at this substage are considered important to know and do. The information that fits within this question could be the facts, concepts, principles, processes, strategies, and methods students should know when they leave the course. What are big ideas and important understandings students should retain? The big ideas and important understandings are referred to as enduring understandings because these are the ideas that instructors want students to remember sometime after they’ve completed the course. The figure above illustrates the three ideas. The first question listed above has instructors consider the knowledge that is worth being familiar with which is the largest circle, meaning it entails the most information. The second question above allows the instructor to focus on more important knowledge, the knowledge and skills that are important to know and do. Finally, with the third question, instructors begin to detail the enduring understandings, overarching learning goals, and big ideas that students should retain. By answering the three questions presented at this stage, instructors will be able to determine the best content for the course. Furthermore, the answers to What enduring understandings are desired? regarding enduring understandings can be adapted to form concrete, specific learning goals for the students; thus, identifying the desired results that instructors want their students to achieve. Stage Two The second stage of backward design has instructors consider the assessments and performance tasks students will complete in order to demonstrate evidence of understanding and learning. In the previous stage, the instructor pinpointed the learning goals of the course. Therefore, they will have a clearer vision of what evidence students can provide to show they have achieved or have started to attain the goals of the course. Consider the following two questions at this stage: 1. How will I know if students have achieved the desired results? 2. What will I accept as evidence of student understanding and proficiency? At this stage it is important to consider a wide range of assessment methods in order to ensure that students are being assess over the goals the instructor wants students to attain. Sometimes, the assessments do not match the learning goals, and it becomes a frustrating experience for students and instructors. Use the list below to help brainstorm assessment methods for the learning goals of the course. Term papers. Short-answer quizzes. Free-response questions. Homework assignments. Lab projects. Practice problems. Group projects. Among many others… Stage Three The final stage of backward design is when instructors begin to consider how they will teach. This is when instructional strategies and learning activities should be created. With the learning goals and assessment methods established, the instructor will have a clearer vision of which strategies would work best to provide students with the resources and information necessary to attain the goals of the course. Consider the questions below: 1. What enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies) will students need in order to perform effectively and achieve desired results?  2. What activities will equip students with the needed knowledge and skills? 3. What will need to be taught and coached, and how should it best be taught, in light of performance goals? 4. What materials and resources are best suited to accomplish these goals? Influence the various instructional strategies listed below: Large and/or group discussion Interactive lecturing and think-pair-shares Flipped classroom Cooperative learning (including team-based and project- based learning) Guided note-taking Guided inquiry for problem-solving  Multimedia design criteria (standards of instructional design) lists of standards of Multimedia Graphic Design in Education 1 General Standards 1. Simplicity in designing each element of the multimedia. 2. Considering unity between visual and audio elements. 3. Clarity in presenting multimedia. 4. Diversity in using multimedia. 5. Consistency in multimedia screen designs. 6. Integrating all elements of multimedia. 7. Interactivity between multimedia elements. 8. Balancing the use of multimedia within the same screen. 9. Efficiency in suing one multimedia screen. 2 Standards for using colors: 1. Using color for a particular purpose. 2. Avoiding unnecessary colors. 3. Using colors to differentiate between colors. 4. Using a different color to present the title. 5. Connecting related elements suing colors. 6. Coloring some symbols of words to facilitate the search for a particular topic. 7. Avoiding exaggeration in colorless use. 8. Using special colors for key words, another color for titles and a different color for notes. 9. Avoiding glaring colors. 10. Avoiding putting contrasting colors next the each other. 11. Considering variability in color between the background and other elements. 12. Avoiding the use of clear colors such as glaring red, blue in long texts. 13. Considering color blindness. 3 Printed text: 1. Presenting a small number of words on each screen. 2. Avoiding long spacing in the text. 3. Using short lines. 4. Combining between text and images as text may be sometimes a part of the image. 5. Using a small number of words to increase the effect of images. 6. Sentences used must be connected. 7. Clarity in text presented. 8. Selecting the paper writing size using a polite study. 9. Avoiding exaggeration in differentiating the text as this may distract the learner.  10. Using proper procedures to differentiate titles and key words. These include mainly: - Using italics. - Using bold. - Using glaring colors. - Using underline. - Using brackets for important words. - Using shading. - Using distinguishing colors. - Putting the important phrases in frames. - Using a pose before important text. - Using audio stimuli in important texts. 4 Illustrations and photographs: 1. Using unshared lines on maps, geometric drawings and abstract symbols. 2. Using discontinuous lines. 3. Using discontinuous line in some special cases "music notes." 4. Using shaded lined drawing to differentiate part or the drawing. 5. Using colors in drawing to indicate a particular "using red to indicate blood." 6. Using the third dimension of possibilities. 7. Using a map key. 8. Considering the natural percentages. 9. Using cartoons 10. Similarity between the natural form and the illustrations presented to in the same form. 11. Avoiding the use of unnecessary images and drawings. 12. Using photographs for more reality. 13. Avoiding the use of filtered images. 14. Avoiding exaggeration in the photograph size 15.combining between linear and photographic images when teaching a new topic. 5 Cartoons 1. Using cartoons to express moving or changing objects. 2. Using cartoons to present a process consisting of stages. 3. Expressing abstract concepts. 4. For stimulation and virtual reality environments. 5. Attracting the attention of the learner for the material presented. 6. To explain long situations that are hard to record using video. 7. To express situations that happened in the past and were not recorded. 8. Avoiding exaggerating in the use of colors inside the drawings. 9. Audio commentary is preferred on the content. 10. If the textual commentary is used, it is preferred to integrate it with the drawings. 11. Cartoons may be used as feedback. 12. If we wish to highlight an element, it is preferred to show it as a cartoon. 13. Three dimension drawings may be used. 14. Allowing students to repeat cartoons more than once. 6 Video clips 1. To show skills and events depending on motion. 2. Attracting and motivating the learner. 3. Immediate feedback. 4. Not used in reinforcement. 5. Not exaggerating the use of video clips as they need large storage capacity. 6. Video clips must focus on moving, not stable, situations. 7. The right angle for shooting must be selected to show the learner the material appropriately. 8. Considering the resolution of the video clips 9. The camera movements must be natural 10. Avoiding promotion. 11. Eliminating small element hard to shoot. 12. The shooting must be related to the lesson content. 13. The filters are not preferable in camera as they change the natural resolution. 14. The learner must be allowed to change video clips. 15. If the motion is not important, still image are preferred. 7 using vocal sound: 1. Sound is a main tool for attracting learners. 2. Sound is used to send explanatory messages. 3. Sound is used in the feedback. 4. Sound is used in reinforcement. 5. To comment on lessons. 6. Not exaggerating in the use of sound. 7. Clarity of race sound. 8. Correct and meaningful vocal language. 9. The sound must be related to what is shown on the screen. 10. It is not necessary to connect what is shown on the screen with a particular sound. 11. To motivate learners. 12. To add value for the cartoon elements. 13. Avoiding the use of echo. 8 Sound effects 1. Used in reinforcement to indicate correct and wrong answers. 2. Giving warning signs. 3. Convincing the learner about the learning environment. 4. Appropriate with the sounds used. 5. Not exaggerating in the use of sound effects. 6. They are quick stimuli 7. Natural sounds must accompany sound effects. 8. If the sound effects were accompanied by vocal commentary, the sound effects must be finer in tone than the vocal sound. 9. Echo is not preferred. 9 Music use 1..Music is used in reinforcement. 2. Music is may be used as a background for the learning situations. 3. When used as reinforcement, music must be limited to tow tones: one for the correct answer and the other for the wrong answer. 4. Music is used as a background to connect differently 5. Music must appear and disappear gradually. 6. It is preferred to use midi music files. 7. When reinforcement or something important appears on the screen the music must disappear. 8. Music may be used some as a part of the lesson "social studies, tourism others." ICT COURSE  Instructional Design Standards Or Guidelines Refer To a good design should also consider the esthetic aspect that fits the pleasure and the relaxation of the soul (Muller, 2008). These bases are as an idea or concepts distinguish the multimedia characteristics and lead to the excitement and achieving the objectives ,The design pedagogic bases are (Annan, 2005);  Clarity: When the presentation succeeds in presenting the message, with all its meanings, quickly and clearly, then the learner becomes able to see the details clearly and easily.  Variety: using the simplicity and difficulty gradually at handling the different ideas, ways and media for presenting the same base or concept wanted to be learned. TEACH A COURSE 2  Instructional Design Standards Or Guidelines Refer To  Consistency: the screen is familiar to the learner and consistent with the other used applications.  Integration: The good design is an organized effort aims to collect the whole elements that serve the final aim, into one integral unit the multimedia programs.  Interactivity: a binary- direction response, from the learner in the program and from program to the learner.  Attention: The learner should notice the suitable effects for learning the multimedia program subject. and that because the living being learn everything attracts his attention. TEACH A COURSE 3  Instructional Design Standards Or Guidelines Refer To  Balance: the relationship between the different components leading to the understanding. The balance in the reason for choosing from the media where these media will be put on the screen, using a various media, then organizing these media on the screen equally  Effectiveness: the screen usability by the user with high capability and satisfaction of achieving a specific aims in a specific environment by this screen.  The simplicity: the simplicity, that doesn’t effect negatively on the meaning and achieving the objectives is an important condition for succeeding any deductive medium.  Unity: the unity is the relationship among the different multimedia elements making these elements work together and complement each other. TEACH A COURSE 4 THANK YOU! WHAT IS SAMR? The SAMR Model is a framework created by Dr. Ruben Puentedura that categorizes four different degrees of classroom technology integration. The letters “SAMR” stand for Substitution, Augmentation, Modification, and Redefinition. The SAMR model was created to share a common language across disciplines as teachers strive to help students visualize complex concepts. While it’s often visualized as a ladder or staircase as above, this can be misleading because Substitution (the bottom of the ladder) is sometimes the best choice for a particular lesson. This is why it’s better to think of the SAMR model more as a spectrum. On one end technology is used as a one-to-one replacement for traditional tools, and on the other end technology enables experiences that were previously impossible without it. The SAMR Model Explained (with Examples) The SAMR model is made up of four steps—Substitution, Augmentation, Modification, and Redefinition. Substitution and Augmentation are considered “Enhancement” steps, while Modification and Redefinition are termed “Transformation” steps. Think of the difference between seasoning an old family recipe (Enhancement) and creating an entirely new, original dish (Transformation). Susan Oxnevad referred to this movement across the spectrum as “teaching above the line.” Substitution At this stage, technology is directly substituted for a more traditional one. It is a simple, bare-bones, direct replacement. For example, if you are teaching a government lesson on the Constitution, you might use an electronic or web-based version of the document instead of a hard copy. Students might also answer questions about the Constitution using a Microsoft Word instead of filling out a worksheet. Substitution might also include a student using Keynote, PowerPoint, Prezi, Slides, or a similar program to present information about an article or amendment to the class. In this step, you ask yourself what we stand to gain by replacing traditional tools with technology. Invariably, some situations will be better served with pen and paper. Augmentation The technology is again directly substituted for a traditional one, but with significant enhancements to the student experience. In other words, you ask yourself if the technology increases or augments a student’s productivity and potential in some way. Returning to the Constitution example, a student might augment a presentation on, say, the 14th Amendment with a video clip of how equal protection under the law was enforced during school desegregation. It could also include interactive links to relevant supreme court decisions, such as Plessy v. Ferguson or Brown v. Topeka Board of Education. Modification In this stage, you are beginning to move from enhancement to transformation on the model. Instead of replacement or enhancement, this is an actual change to the design of the lesson and its learning outcome. The key question here—does the technology significantly alter the task? A student presenting research on the 14th Amendment, to continue our example, might create his or her own unique graphic organizer for the class that not only includes the usual multimedia resources but represents a new product or synthesis of existing material. As another example, a group of students might collaborate in a cloud-based workspace to propose a modern definition of equal protection under the law and solicit feedback on their proposals from classmates. Redefinition The last stage of the SAMR model is Redefinition and represents the pinnacle of how technology can transform a student’s experience. In this case, you ask yourself if the technology tools allow educators to redefine a traditional task in a way that would not be possible without the tech, creating a novel experience. For example, after completing their group work and soliciting feedback from classmates (both tasks that could be completed “offline” although arguably not with the same experience as in the modified format), students could utilize technology to network with students several states away to see how regional differences impact how others think about the Constitution. Taking it a step further, students could even interact in real time with citizens in another country to examine key differences in constitutional philosophy and law. This can bridge the gap between K-12 and higher education as it did in this digital citizenship project. Modeling SAMR Outside the Classroom When you hear the acronym SAMR, it’s mostly in the context of the classroom. But SAMR is a useful framework for integrating technology beyond the classroom as well. In fact, thoughtfully using the framework in faculty meetings, observations, and other everyday activities can increase their effectiveness and model SAMR best practices for participants. https://www.schoology.com/blog/samr-model-practical-guide- edtech-integration  Universal Design for Learning Essential for some, beneficial for all. What is Universal Design for Learning? UDL is a set of design principles meant to guide teachers in reducing learning barriers for students. This is done through improving motivation, presenting information in a variety of ways, and expanding how students can express their understanding. Although the first objective of UDL is to help students with special needs, following these design principles may benefit all students through improved teaching and communication. UDL organizes learning into three components called networks: Affective Network – The why of learning - includes motivation, engagement, purpose, reflection, and self-regulation to create learners who are purposeful and motivated. Recognition Network – The what of learning – includes background knowledge, vocabulary, visuals, information processing, and contextual understanding to create learners who are resourceful and knowledgeable Strategic Network – The how of learning – includes goal-setting, planning, strategies, and monitoring to create learners who are strategic and goal-directed  The Affective Network The “why” of learning in which there are multiple means of engagement. This involves providing options for: Recruiting interest Sustaining effort and persistence Self-regulation As an instructor, a few examples for how to provide these principles are: Share clear outcomes, goals, or objectives Provide adequate resources and challenges Foster a welcoming and collaborative community Provide regular feedback Provide opportunities for choice Get to know students Minimize threats and distractions No Choice Choice Instructor’s Role All students Let students explore Discuss a variety of topics in must read topics of interest and class. Give examples. Engagement choose their own studies about Encourage students to vaccinations. studies. explore interests.  The Recognition Network The “what” of learning in which there are multiple means of representation. This involves: Background knowledge Categorizing Organizing Learning new information Identifying big ideas and relationships Processing visuals and audio As an instructor: understand student differences clarify vocabulary scaffold new information illustrate through multiple media ensure accessibility options offer alternative methods No Choice Choice Instructor’s Role Representation All students Students can use a variety of Guide students must read 3 methods to access 3 studies, in research research based inclu