MindLab Blog 2019- Part 2

To what extent does gamification impact on behavioural engagement for distance learners? What? The data that I have collected for my inquiry is qualitative and quantitative. My quantitative data was a tally of week one engagement through our My Te Kura portal and also again as endpoint data in week five. I chose this method of collecting data at it was a true representation if the student was logging into our online platform to access their learning content, which would then would show that they are engaging. I needed to gather baseline data and endpoint data this way so that I could make comparisons between the data and begin to analyse it. This is a snapshot of my quantitative data from week one: And week five: I also collected weekly data for the weeks in between: I also sent out a Google Form survey which looked at qualitative and quantitive data, which I sent out in wee...

To what extent does gamification impact on behavioural engagement for distance learners? What? The wider audience context for my inquiry is my community of learning (COL) which include my mentor teacher and other teachers in my office. I also think that my wider community involves other teachers that are a part of The MindLab community as I share these blog posts with them. The theme that I have chosen to look at in this reflection has been identified in  Bolstad, Gilbert, McDowall, Bull, Boyd & Hipkin's (2012) reading of New views of equity, diversity, and inclusivity (pg.25). So what? I chose to look at this weeks reflection through the equity, diversity and inclusivity lense because raising engagement drives my inquiry which aligns perfectly with Bolstad et al's (2012) idea of 'producing educational engagement and success for all learners is an important priority.' (p.25). My mentor teacher's perspective towards my practice is very supportive and op...

To what extent does gamification impact on behavioural engagement for distance learners? I am continuing to use  Rolfe's Reflective model (n.d) to reflect this week. What? I have identified that I do have an ethical issue that potentially could be a problem if it were to arise. The data that I collect on a weekly basis, from our online learning platform, does have the students name on it, however, for my inquiry purposes my students and their supervisors were told their identity would remain anonymous throughout it. I need to make sure that throughout my inquiry, anything that is written down does not and cannot identify the students directly. So What? For this part I have chosen to use  Connecticut’s Teacher Education and Mentoring Program (2015) framework: What possible issues/concerns might this scenario raise? This scenario could raise a breach of privacy issue. How could this situation become a violation of the law, the “Code” or other school policies? This...

To what extent does gamification impact on behavioural engagement for distance learners? This week I am using Rolfe's Reflective model (n.d) again to review and reflect on the process so far. What? My understanding of indigenous knowledge and cultural responsiveness is being aware of who my students are, who their families are, where they have come from and what I can do as their teacher to make them feel like they are safe, included and feel like they belong. The area that I have chosen to focus on for the next part of the discussion is communication methods. So what?  I have chosen the ‘Culturally Responsive Practice for Maori Scale’ as the framework for the reflection and the concept I have chosen is Whanaungatanga (building relationships). I chose this as I believe that I am making my relationship with my students and their families stronger by providing them with another way that they can communicate with me, which is value number two in the Whanaungatanga con...