Considering the student progress gamification elements discussed in this section: Which do you feel is the most difficult concept to implement? Which is the easiest? Are there any concepts or similar concepts you are already implementing?
We have discussed a general background of gamification and introduced some sample concepts. Considering some of the elements discussed, what, if any, have you used in your classes? Questions to consider: Are there any activities that you have in your course(s) that contain gamification elements? Were you able to identify any gamification elements from your course(s) that you didn’t previously realize were gamification elements?
Learning disabilities come in many different forms. One of the difficulties for educators at all levels is creating a classroom environment that allows all different types of learners (including those with specifically identified learning disabilities) to be successful. This can be especially challenging as an educator may not be aware of a learning disability ahead of time, or he/she may not ever have that information formally disclosed by a student. In…
After beginning this course and learning about the rights of individuals with disabilities, please share an experience you’ve had working with a student with a learning disability. If you do have an experience with a student, reflect on any interactions with an individual with a learning disability. Some questions to consider include: What accommodations did this student or individual require? Were you able to meet all of the required accommodation needs?…
Consider the alternative assessments we were just discussing. Which do you think would be the easiest to implement in the curriculum of one of your courses and why? Which would be the most difficult? What would be the biggest challenge in trying to transition from a pen and paper assessment to an alternative assessment?
We have been discussing some various types of assessments beyond just the traditional quiz/exam format. Think about courses you teach, have taught, or have even taken. Did any of these have assessments beyond the traditional quiz and exam (pen and paper) format? Were these successful? Why or why not?
As you review some good tips to impart onto your students, now it is time to reflect on your own social media brand. Do you have one? Does your department have one? What about your school? Do you, your department, or school need one? Do you think there can be any tweaks or changes to make your brand a little bit better? These are some of the questions one can ask about…
As you finalize a lesson or activity about students examining their Internet search results and social media activity, it is time to reflect upon your own experience regarding students’ social media and Internet results. Note: If you have not had any experience yet, perform a Google, Bing, and Facebook search on some students that are currently in your class or have been through the career management department. Based on your experience…
After the interview, there are several things a student can do to help influence if he or she can possibly get a callback. Some of these recommendations can be writing a thank-you note and, possibly, a follow-up call. In your journal, write what advice do you offer students on: Should a thank-you note always be handwritten, typed, or sent by email? Why? Are there certain situations that dictate the type of thank-you note…
As a career management staff member, you may have feedback from students and the company’s interviewers about how a particular interview went: the good, the bad, or and the ugly. In your journal, write some of the success stories and obstacles students have run into during the actual interview. These stories can be the start of a repository where you maintain and build real world examples to share in the with…
