Key terms - a learning game for conceptual consolidation

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2014-07-03 "Key-terms" - det2014 1 1 “Key-terms” a learning game for conceptual consolidation Pedro L. Fernandes Instituto Gulbenkian de Ciência Oeiras, PT

Transcript of Key terms - a learning game for conceptual consolidation

Page 1: Key terms - a learning game for conceptual consolidation

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“Key-terms” a learning game for conceptual

consolidation

Pedro L. FernandesInstituto Gulbenkian de CiênciaOeiras, PT

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Purpose

● To create an engaging activity that helps to consolidate new knowledge in the context of a hands-on training course.

● To introduce improvements in training course design based on enhanced incremental concept consolidation.

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Launching the activity

● At the end of a day of intensive training, learners are too tired to make the best NEW connections between the newly acquired knowledge and the one that they had before.

● At the beginning of the next day, the first activity is a “wrap-up” session, where the instructor quickly reviews the subject matter of the eve.

● Learners are invited to take notes, recording the “key-terms” that they recognise as relevant to understand the content.

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Data capture

● In a training room with computers, “key-terms” can be collected in text files.

● Alternatively, learners can use mobile devices to record “key-terms” in text messages, to be sent at the end of the wrap-up session.

● The training facilitator (or the instructor) collects all the texts and merges them together in a single text file.

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Processing the texts ● In order to obtain a single list of unique “key-

terms” from the learners, the merged text file is then expunged of repeated or redundant terms, using simple text processing tools.

● The least relevant entries are removed in a quick revision by the instructor.

● Terms are then printed in big card size pieces of paper (suggested size: A5) using a large font size.

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Starting the classroom game

● The cards are held in a pile, one is taken at random and placed in the middle of an empty cork board.

● A set of rules is arranged between the instructor and the learners, such as:

– Related terms should be pinned near to each other.

– Important terms should be placed higher.

– Optionally, left-to-right placement can reflect a chronological order.

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Continuing the classroom game

● The learners carry on placing the cards on the board until the pile is exhausted, using the established rules.

● The Instructor overlooks the pinning operations, but leaves as much room as possible for the learners to collectively decide where cards are placed.

● The instructor rearranges the board in needed, explaining all his/her moves.

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The role of the learner

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The role of the instructor

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Arranged terms

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Testimonials

● The game helps a lot in identifying knowledge that has been accidentally skipped.

● ... it was crucial for me to assess what I had learnt and gain self-confidence.

● Playing “key-terms”revealed underlying relationships between concepts that were otherwise disconnected.

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Upcoming developments

● Documenting the results using mind-mapping software, collectively.

● Comparing the learners' mind-maps with relevant ontologies.

● Using the results to refine the course design.

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References

● Robert Chambers.

Participatory workshops – a sourcebook of 21 sets of ideas and activities. (Earthscan)

● Dave Gray, Sunni Brown, James Macanufo

Game Storming. A Playbook for Innovators, Rulebreakers, and Changemakers. (O'Rielly)

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Upcoming developments

● Documenting the results using mind-mapping software, collectively.

● Comparing the learners' mind-maps with relevant ontologies.

● Using the results to refine the course design.