Chris Haskell

Webinar: The Game-Based Curriculum: Directing Learning with Quests, Badges, Achievements, & Truly Personalized Learning

Chris Haskell — Wed, 27 Mar 2013 09:32:16 PDT

Design Variables of Attraction in Quest-Based Learning

Charles Christopher Haskell — Mon, 17 Sep 2012 13:10:20 PDT

Critics of the American education system point to student boredom, lack of personalized and relevant instruction, and a deficit of 21st century skills as challenges to producing productive citizens of a modern, digital society (Barab et al., 2009; Eccles & Wingfield, 2002; Ketelhut, 2007; U.S. Department of Education Office of Educational Technology, 2010). Digital learning, including game-based approaches, offers opportunities to bring about meaningful, engaging, individualized learning (Barab & Dede, 2007; Gee, 2005; Squire, 2003). Quest-based learning is an instructional design theory of game-based learning that focuses on student activity choice within the curriculum, which offers promising pedagogical possibilities in the area. This study expands upon current research of video game characteristics and variables of attractiveness in learner choice. Identifying these attractive characteristics in game-based educational design can increase engagement (Barab et al., 2009), educational effectiveness (Sullivan & Mateas, 2009), and impact instructional design decisions.

Quests were coded and tagged to identify features and attributes. An educational quest taxonomy was developed building on Merrill’s Knowled ge Object (Redeker, 2003; Wiley, 2000) classification and expanded to include current digital tools and thinking. Electronically collected decision data from a quest-based learning management system was analyzed using descriptive statistical analysis and data mining techniques. Educational quests were differentiated by a number of data points and identified as more or less attractive using an initial interest score and a completion score. User rating was also considered for descriptive purposes. Data mining and text mining highlighted the specific characteristics of attractive quests including clusters of characteristics identified as most attractive as well as their significance. Suggestions for future attractive quest-based learning design are suggested. (Keywords: Quests, quest-based learning, game-based learning, 3D GameLab, play styles, learner preferences, rewards, badges, gamification, MMORPGs, virtual environments, informal learning.)

Digital Age Teaching Skills: A Standards Based Approach

Constance Wyzard et al. — Mon, 17 Sep 2012 13:00:22 PDT

Digital Age Teaching Skills: A Standards Based Approach

Constance Wyzard et al. — Mon, 10 Sep 2012 10:05:17 PDT

Changing the Game: Technology & the Future of Education

Chris Haskell — Tue, 10 Jan 2012 10:45:27 PST

Chris Haskell is actively piloting and developing groundbreaking alternative approaches to delivering and tracking learning. With co-inventor Dr. Lisa Dawley, Chris created 3D GameLab, a game-based/quest-based learning management system. His classroom serves as a unique game-based technology and pedagogy lab where this new and innovative practice is producing exciting results.

3D GameLab: Quest-based Pre-service Teacher Education

Chris Haskell et al. — Tue, 10 Jan 2012 10:39:52 PST

Micro-cycles : Course Design Model for Mobile Learning

Barbara Schroeder et al. — Tue, 10 Jan 2012 10:33:07 PST

Digital Age Teaching Skills: A Standards Based Approach

Constance Wyzard et al. — Thu, 11 Aug 2011 08:27:45 PDT

Social Networks and Cooperative Learning

Chris Haskell — Wed, 23 Feb 2011 13:03:44 PST

60% of teens frequent sites like MySpace and Facebook. This session discusses the impact and application of Online Social Networks on teaching and learning and will demonstrate the current scope of OSN's while introducing techniques for collaborative social learning. This session encourages hands-on interaction with social networking sites.

Leveraging Web-Based Video for Learning

Chris Haskell — Wed, 23 Feb 2011 13:00:21 PST

Using Mobile Devices to Extend the Classroom

Chris Haskell — Wed, 23 Feb 2011 12:56:22 PST

The popularity, power, and availability of mobile devices make them powerful tools in the hands of millennial learners. Many teens and preteens are currently using cell phones and mobile devices daily to communicate. When combined with popular social networking tools, iPods, handheld devices and mobile phones can support traditional instruction. This session will outline the benefits to using mobile devices and social networking sites together.

Using Web-based Video to Build and Support Your Curriculum

Chris Haskell — Wed, 23 Feb 2011 12:51:39 PST

This session will identify critical factors and challenges associated with utilizing existing resources as well as producing and disseminating personal and classroom web-based video. The presenter will discuss and demonstrate the process of creating and publishing persistent video resources online including technical requirements, norms, and current levels of usage. At the University level, Haskell uses web-based video to supplement instruction and promote student reflection. Utilizing Internet-based video as a persistent resource, Mr. Haskell was able to increase interest, bolster recruitment and participation, and secure school support for his high school percussion program. Using web-based video, the Reno high school promoted their marching, concert, jazz, and percussion. This session will demonstrate the tools and techniques.

Second Life: Breaking the Classroom Metaphor

Chris Haskell — Wed, 23 Feb 2011 12:47:08 PST

As we develop instructional systems using Second Life and other virtual worlds, learners find droning lectures, stale slide presentations, and instructional methodologies that are 10 years behind the current thinking. This session will discuss and demonstrate learning by doing in proxy-based learning environments using constructivist and social learning theory approaches to teaching in Second Life and other virtual environments. Participants should bring laptops with Second Life to participate in demonstrations.

Understanding and Preparing Teachers of Millennial Learners

Chris Haskell et al. — Wed, 23 Feb 2011 11:52:44 PST

This presentation will examine the results of a *Technology Proficiency and Use* survey of over 200 pre-service teacher education students. This session will discuss results, data, and trends related to current levels of technology knowledge, fluency, and patterns of use. The researchers will classify fluency and comfort in unique categories including software, mobile communications, gaming, social networking, and prevalent secondary technology experience. A framework for developing a pre-service teacher education technology class designed to help prepare the knowledge, skill, and comfort of use technology tools for learning and engagement will be provided. Additionally, the session will feature strategies, tools, structures, and content suggested for preparing trans-millennial teachers to engage millennial students.