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#6400493 Jul 16, 2012 at 04:12 PM
45 Posts
These are some rubrics developed by the educators at the Center4Edupunx.

That seriously does not mean we shouldn't develop others or tweak these.

Engagement Rubrics

Instructor Engagement Rubric

Student Engagement Rubric
#6407460 Jul 18, 2012 at 12:04 AM
3 Posts
They look useful for evaluating a gaming session, but I think they need to be adjusted to gauge learning. It seems like they evaluate part of the issue.
#6409442 Jul 18, 2012 at 10:55 AM
45 Posts
They really were designed for evaluating a game based on engagement. The flow, fiero and fun! I almost want to call them the "chocolate on broccoli" test. I agree that something different is needed if you want to evaluate student learning.
#6410071 Jul 18, 2012 at 01:17 PM
69 Posts
Last week I posted this link to a rubric for evaluating games for learning. These were created as a part of a grad. ed. course on game design. I think they add the learning dimension but could perhaps benefit from some of the flow/fiero thinking here. Maybe we could combine the ideas?
Twitter: @chris_saeger
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in the beginner's mind the possibilities are many.
#6415809 Jul 19, 2012 at 02:19 PM
128 Posts
I liked the rubrics. While they aren't complete (for educational purposes), I think that there could be added elements added to the rubric for content and evaluation activities (if any) of said content. I think that if the content is there, and it is engaging, the learners will most likely enjoy learning this way. The big caveat is this: if learners are socialized into a certain mode of learning (i.e. text only), then the game might seem childish or a waste of time. I think that it's important either in game or out-of-game (or both) to have some sort of explanation as to why this resource (game) is used for the task and how learners will benefit from it.
Feel free to call me "AK"
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#6421351 Jul 20, 2012 at 04:55 PM
19 Posts
I found most of the categories in the rubrics quite useful, but I would make the following additions to the teacher rubric for planning purposes:

Availability: Online,Online and downloadable,iPad,iPhone
Reading Level: elementary 1-3,elementary- 4-6, high school
Google Images: available, not available
Wikipedia Article: available, not available

I would also suggest creating a second rubric to measure how technology relates to the various learning tasks or objectives that one has for using a specific game. I think that Ruben Puentedura's suggestion of comparing how one would accomplish a learning task using computer technology to how one might be able or not be able to accomplish the same task without the technology could be quite useful.

He suggests the following categorization of what the technology does for the learning task:
1. Substitution
Tech [in this case acomputer game] acts as a direct tool substitute, with no functional change
2. Augmentation
Tech (computer game] acts as a direct tool substitute, with functional improvement
Tech [computer game] allows for significant task redesign
4. Redefinition
Tech [in this case a computer game] allows for the creation of new tasks previously inconceivable

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