GED 103

Linkedin Learning Task

Name: JOMARK B. GUHITING Date of Submission: APRIL 11, 2022

Student Number: 521000063 Specialization: MAEd-THM

Word count: _590__

With adrenaline excitement, I chose Gamification for Interactive Learning and

Flipping the Classroom because I knew that I am already familiar with the content, and I
was thinking that I could skip some of the videos to get the certificate immediately. But it
turned out a different story.

These two courses started with overview videos that made me question myself,
“Do I really know these things already?” or “Am I aware of the updates on the
improvements about these topics?”. Until I reached the last part of the videos and the
Quiz. I did not even notice that I was able to finish all the videos because I was hooked
on the content that made me realize these things. First, gamification is not just simply
asking your students to play games as part of the instructions, but you have to make your
instructions part of the game. It is all about Game Thinking. When a class experiences
boring moments, most of the time the students would request the teacher to conduct a
game just to break the ice. But it is a matter of aligning learning while having fun with
games. However, like with any learning intervention, gamification is not the answer to
every learning situation, and gamifying all content, or all learning experiences does not
always make sense. The teacher has to really plan how the game will run through the

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learning outcomes. Now, I cannot always say it will work, but more often than not I have
seen the gamification of pre-work be successful. This can also be used with students over
a break to help motivate them to study the content and to reduce the likelihood that
they will forget essential information.

On the other hand, the flipped classroom is also a great approach to learning
because aside from saving instructional time, it empowers students’ comprehension of
the materials that were distributed or assigned by their teacher which they were
supposed to study ahead of time. But the challenge is this approach is not always
applicable not all types of learners, particularly those who are academically challenged
and those who still need to work after school hours due to some impoverished situations.

Nevertheless, these two concepts—Gamification and Flipped Classroom—are

very much useful in my school and area of teaching especially despite the Online
Distance Learning Setup. Since all of the instructions happen online, we really have to
employ various platforms that will make the transfer of learning smooth and integral. It is
great that during pre-pandemic, our school has already acquired a Learning
Management System and Portal that offers gamified platforms that made our transition
easier. The teachers in our department always make use of Interactive Content from the
Aralinks Collaborative Learning Environment that makes the teaching and learning more
engaging through the gamified approach. Since our stakeholders are mostly coming
from the middle classes, our students can access their teachers’ lessons wherever they
want as long as they have an internet connection which defines the concept of the
flipped classroom. Also, offline materials are being distributed to them for future
discussions. This style benefits our shortened instructional time so that the teacher can
focus on other strategies to make synchronous learning more engaging. Multimedia and
books are also utilized whenever asynchronous learning is being applied.

Conclusively, with these kinds of reforms, Gamified and Flipped Classroom, the
main responsibility of the teachers is to ensure that the transfer of learning is being
attained at the end of the teaching process regardless of the platform or medium used.

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