MindLab Blog 2019- Part 2

To what extent does gamification impact on behavioural engagement for distance learners? This week I am using Rolfe's Reflective model (n.d) to review and reflect on the process so far. What? During the Take Action phase of my Inquiry, the most notable event has been that I have started to give out Dojo Points! The Dojo Points are carefully thought out and consist of the behaviours that I desire the most. These behaviours have been allocated the most points in the hopes that the students will keep repeating them: By the end of this week, I had given out a total of 40 Dojo points to five different students, which was super exciting! The points that I have given out have been for contacting me, completing a module on My Te Kura and asking questions. This is a really positive start for my Inquiry as the lack of contact with my distance students I have found very frustrating and has lead to even more disengagement. The majority of the students on my class list are ones th...

To what extent does gamification impact on behavioural engagement for distance learners? This week was a very busy one as my school had only been open for two days prior. I decided to flag my Year 10 only part of my inquiry as I only have a small class list, to begin with. I have 11 students that I have planned to use ClassDojo with which range from Year 5 to Year 10. I decided to do this so I had enough numbers. This week I sent out informational emails welcoming students back for the year and explained that I needed to set up face to face meetings with them. I followed these emails up with texts to the supervisors to say that I had sent them an email. Being a distance school, contacting students and families can prove to be very difficult at times and sometimes an email won't even get a response. I found this to be a much better strategy as it prompted responses via text from the supervisors and they went on to check their emails. It worked extremely well as I had four stud...