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Speed Reading Test

Speed Reading Test

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Published by Zaid Ali Alsagoff
Speed reading test, which you can print out to assess your reading speed on a hardcopy.
Speed reading test, which you can print out to assess your reading speed on a hardcopy.

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Published by: Zaid Ali Alsagoff on Jun 18, 2014
Copyright:Traditional Copyright: All rights reserved


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: From Flipped To Gamified Classroom Learning
: Zaid Ali Alsagoff
: 1731 Words
How do we engage and inspire students really learn, and then empower them with the belief that they can learn on their own (without needing to be always spoon-fed)? Self-learning and
learning how-to-learn
 are probably the two ultimate things we need master to survive and be successful in the
Are you familiar with the '
Flipped Classroom
' approach to learning?
In one sentence
: You view the lecture (recording) at home, and then you come to class to do the homework (or learning activities), whereby the teacher(s) (and fellow students) are there to provide guidance and
 (when necessary) during the learning process. WOW!
If you ask me, I would argue that the
 flipping 'Flipped Classroom' challenge
 is not making your lectures available online (which many are already doing), but creating electrifying and inspiring learning experiences during the Face-to-Face (F2F) learning sessions itself that is the
 challenge. Also, in higher education, especially at Master and PhD level
should we be spoon-feeding students
with recorded lectures telling or showing them A-Z, so that they can replicate the same stuff during their exams or assignments?
I suppose it depends on what you are teaching, but
 also need to rethink what the
real purpose of the lecture
should be, and how we can make best use of it to engage and inspire learning beyond the spoon-feeding paradigm. If the lecture recording is already online, I suppose repeating it during a F2F (or online) session would
 be the most productive way to go about it, would it? But, before we get into that,
have your students actually gone through the recorded lecture before the F2F session
? I suppose so, I told them to do so (Keep on dreaming!). You can assume that, but the reality
 often very different unless you have infused some mechanisms to ensure that they view (and also understand) the recorded lecture(s) before they come to class.
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Bold Underlined text indicate 50 word milestones.
Set the timer for 1-minute. Start! 2.
Read the article below (first round: normal pace). 3.
Once 1-minute is up, check how many
Words Per Minute (WPM)
 you achieved (refer to bubbles). 4.
Do the Comprehension Quiz (Optional).
Changing the students' learning mindset 
 (and habits) to explore lectures (or resources) online before class might take some time, especially if they are from
 good old spoon-feeding paradigm. To deal with this, you could for example
keep track on who access
 the recorded lectures (especially if you are using a
) before class. However, clicking on a link doesn't mean that actual learning has taken place. However, having an
online quiz
 after (or
) the recorded lecture could encourage more students to explore it,
especially if it is a requirement to do it before the F2F session. Adding a
discussion forum
, requiring for example all students to ask at least one question (or reflection) before class could help, too. Or you could construct
 few online learning
 to encourage students to think before the F2F session. Finally, if you create
sizzling online lectures
, many students might even explore them without requiring any 'carrot or stick' measures. The lecture becomes the carrot! As you see there are many ways to get students on
 in a 'flipped classroom' approach, and if you explore your creative mind, I am sure you will figure out even better ways to activate your students' brain to think before they come for class. Cool! But, what should we do with them once they come...?
“If you
 to create an education environment that was directly opposed to what the brain was good at doing, you probably would design something like a classroom. If you wanted to create a business environment that was directly opposed to what the brain was good at doing, you probably would design
 like a cubicle. And if you wanted to change things, you might have to tear down both and start over 
 Designing inspiring '
Learning Spaces
' will increasingly be required as we want to move F2F (or online learning) learning sessions beyond the lecture format to empower more effective
 learning experiences. Changing the physical classroom is probably more complicated as that would also require extensive monetary investments and time to make it happen. Let's assume that you have your good old classroom or computer lab, which by nature might not be really conducive for interactive or collaborative learning (
 seating arrangement).
If you ask me, I would argue that we can still do learning miracles in a boring classroom setting if we stretch our imagination beyond our usual '
Blame everything else, except ourselves
'. So, what can we do during a 'Flipped Classroom' session?
Encourage students to ask
 to clarify what they didn't understand from
the recorded lecture (or required readings).
Case Study (or Problem-Based Learning)
 Yes, even 
 to empower deep learning and understanding of the subject matter. We could discuss a Case Study with the students, and even break up into groups
 encourage more involvement and diverse opinions.
Learning Activities
Build learning activities to apply what has been learned in the lecture. Here students don't have to be stuck in the classroom. They could always be asked to venture out individually or in groups to the library, labs, outdoors, etc. and
 return to share their discoveries and findings.
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Online Classroom
If you can't afford the transformation of your physical classroom, you could always use a 
to engage students to learn using a variety of features (e.g. poll, whiteboard, chat, screen/application sharing, etc.). It is an alternate and cheaper
that has no borders. All these approaches above can be useful to empower more effective learning experiences. But, personally I want the students learning experiences to
be more challenging, competitive, inspiring and fun
, so I would...
"Gamification is using game-based mechanics, aesthetics and game thinking to
  people, motivate action, promote learning, and solve problems."
 Gamifying learning fully online in mind boggling 3D worlds with collaborative challenges beyond the borders of Earth is really cool. However, how many academics are ready to take the online 'Gamification' pill to make that happen? For starters,
 try gamifying learning in the classroom! I did actually try this during my two 2-day OER workshops at Universiti Sains Malaysia (USM) in June and August (2012). My main mission for the second day's hands-on learning activity was to inspire USM Academic staff to use social media and web
 technologies to develop Open Educational Resources (OER). I could have given a boring show-and-do workshop (interactive lecture format) on using a variety of learning tools (and put them to sleep!), but instead Prof. Karim and I showed them briefly a variety of learning tools (Edmodo, Blogs, Google Sites, Udemy,
.), and how they can be applied to learning and teaching. We didn't spend much time teaching them how to click, because that was left to the...
 A mission learning activity/task/check list was created for the OER challenge. Basically any course that has learning outcomes can
 broken down to learning related tasks, meaning this can be applied to most courses (if not all). 2.
 Participants were assigned to groups based on random numbering (group size: 5 to 7), but were allowed to change group (Not the army!). However, we tried to ensure that
 participants with some technology or blogging experience to be divided into different groups (where possible), so that they could play a critical role in helping, or guiding the other participants to achieve the tasks. We also emphasized the learning formula:
 If you know how to do it, check whether
 person next to you knows, too. If not, show him/her how to do it.
 Teaching is awesome learning! As they had 12 tasks to achieve, most groups divided their work among the members (divide and conquer) and then got back together during the end to integrate their items into
 learning masterpiece. During the process they helped one another, and interestingly the facilitators were hardly needed for help. The
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