Leadership Week 8

Flipped Preparation - Applying the Assignment 1 Rubric

You will find it helpful to apply the Assignment 1 rubric to the following example Leadership 1 assignment example. Using the Leadership 1 rubric, what grade would you give it? What feedback/feedforward would you give the author? Add your grades to the form at tinyurl.com/TMLULeadership1

Note that this is NOT meant to be an exemplar. It has various strengths and weaknesses. It is deliberately shorter than a real assignment so it can be easily assessed.

Define your Audience

Ideo's (n.d.) Design Kit emphasises the importance of defining your audience when planning an innovation:

“Before you dig into your in-context research, it’s critical to know who you’re designing for. You’re bound to learn more once you’re in the field, but having an idea of your target audience’s needs, contexts, and history will help ensure that you start your research by asking smart questions. And don’t limit your thinking just to the people you’re designing for. You may need to consider governments, NGOs, other businesses, or competitors.”

This week will see how we might be able to understand our audience better by seeing how they might fit the innovation adoption cycle, and communicate with them better using digital leadership.

Educational Stakeholders

Student families, community member, practitioners policy makers, society at large.

Your audience for innovations in your practice will be relevant educational stakeholder. Zion (2009) outlines the general categories within which these stakeholders may fall: “When one looks at the system of education, several levels of people served by that system emerge – students, families, community members, practitioners, policy-makers, society at large. Therefore, at varying levels, for effective change within the educational system reform efforts must incorporate or build on the beliefs, values, vision, and needs of each of these stakeholders.”

The Leadership 1 assignments asks you to "develop a plan for leading the early adopters and early majority of your main stakeholders on the innovation adoption curve". So, once you have identified your stakeholder group(s) you need to also think about which members of those groups fall into which categories of innovation adopter. Note that these groups are not the same; one stakeholder group could potentially contain people of every adopter type.

Rogers’ adoption of Innovation Adoption Lifecycle

The figure below (which is the work of Pnautilus and licensed under Creative Commons) shows the Innovation Adoption Lifecycle, which indicates the suggested percentages of adopters in each category.

Potential adopters have been determined to have traits that affect their likelihood to adopt an innovation. Many individual personality traits have been explored for their impacts on adoption, but with little agreement. Ability and motivation, which vary between situations (unlike personality traits), have a large impact on a potential adopter's likelihood to adopt an innovation. Unsurprisingly, potential adopters who are motivated to adopt an innovation are likely to make the adjustments needed to adopt it.

Rogers (1962) outlines several strategies in order to help an innovation reach this stage, including when an innovation is adopted by a highly respected individual within a social network and creating an instinctive desire for a specific innovation. Another strategy includes injecting an innovation into a group of individuals who would readily use that technology, as well as providing positive reactions and benefits for early adopters.

Innovators, Early Adopters and Early Majority

According to Rogers (2002), whereas innovators are cosmopolites, early adopters are localites. This adopter category, more than any other, has the highest degree of opinion leadership in most systems. Potential adopters look to early adopters for advice and information about an innovation.

Robinson (2009) has summarised Rogers' ideas of the Diffusion of Innovations and he suggests that when working with early adopters one should

• Offer strong face-to-face support for a limited number of early adopters to trial the new idea.
• Study the trials carefully to discover how to make the idea more convenient, low cost and marketable.
• Reward their egos e.g. with media coverage.
• Promote them as fashion leaders (beginning with the cultish end of the media market).
• Recruit and train some as peer educators.
• Maintain relationships with regular feedback.

Robinson describes the early majority as pragmatists, comfortable with moderately progressive ideas, but won’t act without solid proof of benefits. They are followers who are influenced by mainstream fashions and wary of fads. Majorities are cost sensitive and risk averse. They are looking for simple, proven, better ways of doing what they already do. They require guaranteed off-the-shelf performance, minimum disruption, minimum commitment of time, minimum learning, and either cost neutrality or rapid payback periods and they hate complexity.

Stakeholder Groups

Identify your main stakeholders. Analyse which ones are relevant for this change initiative. How do you consciously identify your early adopters? Who do you need to lead (in different stakeholder groups) so that they and others will follow? Mainly focus on profiling your early adopters and early majority within the main stakeholder groups and how you’ll lead them.

Dream big - Start small. Set yourself up for success! 

Digital Leadership

According to Scheninger (2014) establishing direction, influencing others, initiating sustainable change through the access to information, and establishing relationships in order to anticipate change is pivotal to school success in the future. He outlines 7 pillars of digital leadership, The first three of these are in the area of external links and visibility, and highly related to the use of digital tools,

1. Communication
2. Public relations
3. Branding
4. Student engagement / learning
5. Professional growth / development
6. Re-envisioning learning spaces and environments
7. Opportunity

Jelly Beans In The Jar

How many jelly beans in this jar? Do not discuss your answer with anyone else until everyone has answered. Answer by adding your guess into this form: tinyurl.com/TMLJellyBean

Next time we will reveal the results.

Leadership week 16

The Mind Lab Spiral of Teacher Inquiry

During the online part of the programme your learning will centre around a teacher inquiry, for which you will carry out a small-scaled cycle. This picture gives an overview of the two online courses (RESEARCH and PRACTICE) and their assessments for the next 16 weeks.

There is also a pdf version of this spiral on this weeks related media. 

Online Learning and Learning Support During the 16 Weeks

• Self-directed and self-paced online learning with the portal help
• You will continue to receive Weekly emails with a weekly video - read and view them! (If you are not receiving these, contact postgrad@themindlab.com)
• Webinar (on Zoom) doing some of the weekly tasks together
  • every Tuesday and Wednesday 4-5pm (same content)
• Live Chat (on G+ Community) online educators will answer questions that you post on the Google+ Community in real time
  • every Thursday 4-5pm
• Online learning support links and schedules are listed on the above i-page menu. There are also scheduled meeting links that you can click to join a webinar. We’ll rehearse using the Zoom webinar tool later on today. 

Creating the Documents for the RESEARCH course

In class, we will create these 3 documents so that starting online learning next week gets easier: The format of these documents is your choice, but if you prefer you can make a copy of these templates that we provide as an option. If you plan to collaborate on your teacher inquiry - share the access to the same documents. Templates are Google documents, but you can download those and open them in 0365 too.

• Research Essay template
• Annotated Bibliography, Key Words and Synthesis Matrix template
• Action Plan template for a video, and Action Plan template for a written document

You can access the course content, aim and outcomes via the briefcase icon on the top navigation bar. 

Eportfolios

Below are some e-portfolio tools suggested by the Ministry of Education. Some of you have already selected one of the tools or a different one that has suited to your preference to create your own e-portfolio.

• New Google sites: If you are new to setting up a Google Site (new version), view the 'How to Create Your ePortfolio with New Google Sites' video in this week's media  to learn how to create your own Google Site.
• Edublogs, Blogger, Wordpress: Using these platforms, you are able to create different pages, each of which can be assigned to each of the assessments.
• Seesaw: If you already have a seesaw account, you can use the existing account and create a new “class” acting as an e-portfolio where you upload documents, videos or links to a website while being able to reflect on or share with other people to receive feedback about your works.
• MyPortfolio: Currently registration is free for New Zealand Schools.

Eportfolio can be a place to keep the records of, or links to, all of your assessments. The Ministry of Education (n.d.) encourages the use of an e-portfolio as it is a platform to record work, reflect on learning, share learning and receive feedback and feedforward. 

In class, we will ask you to

1. Create or update your eportfolio - One you already have or create a new one.
2. Copy the picture of the Mind Lab Inquiry Cycle (above) in your eportfolio
3. Link the 3 documents you created in you eportfolio
4. Think about which peers or colleagues you could share those with, to create some collaboration opportunities and peer pressure for the online part

Choosing a Platform for a Blog for your Reflective Entries

We will ask you to plan ahead, consider what platform could you use for blogging on the last 8 weeks. This platform should give options for sharing and commenting - preferably a public blog would be the best choice. We ask you to consider,

• Do you already have one that you could use for these 8 blog posts, or should you create a new one?
• Check that you know how to make new posts with your chosen platform (not pages)?
• Do you know how to save a draft vs. publish your post?
• Could you link this blog to your eportfolio?
• Could you help the person sitting next to you with all this?

How should I blog -blog, that relates to this week's flipped preparation, can help you to get started.

Learning to Use Zoom

We will rehearse in class to use the webinar software Zoom, and we ask you to

1. Go to zoom.us
2. Click on “JOIN A MEETING”
3. Enter the Meeting ID provided by your facilitator, click “Join”
4. You will be prompted to download and run Zoom
5. A Zoom.us launcher zip file will be download
6. Click on the file and you can install the launcher
7. When installation finishes, select “Join a meeting” from the pop-up window
8. Enter your Full Name in the text box, click “Join”
9. The Zoom meeting window will appear
10. Select “Join Audio Conference by Computer” to Join
11. Wait for the facilitator to prompt discussion about good research questions?

Ideating and Sharing Inspiring and Challenging Teacher Inquiry Questions or Topics

Keep in mind that these need to be relevant to your practice and digital and/or collaborative learning. 

You can find the topics that we have studied during the first 16 weeks by clicking the name of the DIGITAL or LEADERSHIP course from the Briefcase -icon on the top menu. The Topics are listed on the Topics-tabs.

In class, we ask you to share your ideas on the Inspiring Teacher Inquiry Questions / Subtopics under the relating meta topics to tinyurl.com/TeacherInquiryJuly18

• Maybe sign in so that your name is shown?
• You can also add helpful comments and feedback/forward to others
  • Suggest subtopics/questions? Help to broaden or narrow the question? Notice assumptions? Is it too open or closed, or meaningless to measure, unmeasurable? Etc.

References

Ministry of Education.(n.d.) E-portfolio. Retrieved from http://elearning.tki.org.nz/Teaching/Assessment/e-Portfolios

Assignment 2 - Digital and collaborative

Digital Learning Week 15

Inquiry Learning vs. Teacher Inquiry

This week, in this course we are covering inquiry learning, and in the leadership course we are covering teacher inquiry. Team Solutions (2009) make the distinction between them as follows:

Inquiry Learning (DIGITAL)	Teacher Inquiry (LEADERSHIP)
A process where students co-construct their learning in an authentic context	Where teachers inquire into their own practice and use evidence to make decisions about ways to change that practice for the benefit of the students

Healey (2015) underlines the importance of inquiry learning to the contemporary classroom in her blog, stating "A recent popular magazine asked what education will be like for the class of 2025. While the accompanying article mostly rehashed the ongoing debate between content and process, I saw the cover and had a one-word answer: research." She also suggests a couple of processes for inquiry learning.

Which careers are a safe bet?

In 2015 the BBC set up a web page entitled "Will a robot take your job?", which you can find at tinyurl.com/willarobottakeyourjob. A similar page was set up at willrobotstakemyjob.com, based on the same data set  In the session we will ask you to search either of these sites to find out the likelihood that various jobs could be automated within the next two decades. A fuller discussion of the study behind these web sites can be found in Frey and Osborne (2017).

Robotics

The term robot was coined in the English version of Czech writer Karel Čapek's 1920 play R.U.R., translated as “Rossum's Universal Robots”. The word stems from the Czech word robota, meaning ‘forced labour’ (Legacy.com, 2011). There are many definitions of a robot in the present day, view the related media'What is a robot' clip to find out the shared characteristics.

Artificial Intelligence (AI)

As with robotics, there are many definitions of artificial intelligence (AI). The following examples come from Russell and Norvig (2014, p22), using secondary references.

• Thinking Humanly: “The exciting new effort to make computers think ... machines with minds, in the full and literal sense.” (Haugeland, 1985)
• Acting Humanly: “The study of how to make computers do things at which, at the moment, people are better.” (Rich & Knight, 1991)
• Thinking Rationally: “The study of the computations that make it possible to perceive, reason, and act.” (Winston, 1992)
• Acting Rationally: “AI . . . is concerned with intelligent behavior in artifacts.” (Nilsson, 1998)

Teaching is not Immune from Automation

Although the research by Frey and Osborne (2017) suggests that the teaching profession is not at immediate risk of automation, it is likely that robotics and AI will have a significant impact on the roles of educators. For example It is expected that artificial intelligence in U.S. education will grow by 47.5% from 2017-2021 (Marr, 2018). The impact of technology will mean that teachers will be working alongside machines. “By leveraging the best attributes of machines and teachers, the vision for AI in education is one where they work together for the best outcome for students. Since the students of today will need to work in a future where AI is the reality, it’s important that our educational institutions expose students to and use the technology" (Marr, 2018). 

It is also likely that we see an increasing number of tasks traditionally associated with teaching that will be taken over by AI. "The embodied presence of the teacher may not be required to the same extent... As AI based on pedagogical models is combined with ‘onscreen teaching’ to underpin adaptive learning the role of the teacher will change. Some aspects of teaching will be automated that would previously seem the purview of human teachers." (Gulson, Murphie, Taylor & Sellar, 2018).

Fertile Questions

Here are some ideas from Harpaz (2005) on six characteristics of 'fertile' questions that might be used in an inquiry:

• Open - there are several different or competing answers
• Undermining - makes the learner question their basic assumptions
• Rich - cannot be answered without careful and lengthy research, often able to be broken into subsidiary questions
• Connected - relevant to the learners
• Charged - has an ethical dimension
• Practical - is able to be researched given the available resources

Tools That Can Help Manage Inquiry Projects

Some tools we have previously introduced that may be useful for this week's In Class inquiry:

• Unitec Library Website
  • When using the library website, do not rely just on Articles-Express to find all the resources you need, since it does not cover the whole of the library's holdings. Also search the databases, e-journals etc.
  • Contact Unitec IMS support if your Library login doesn’t work.
• Google Scholar
  • When using Google Scholar, make sure that you have linked the Unitec library to your searches (Settings -> Library Links -> search for 'Unitec'). Remember that you can also save references to articles you have found in Google Scholar ('Save' -> 'My Library') and generate APA references (the " " symbol).
• Define your Google search by searching i.e. News or Videos and use the Tools option to define i.e. timeframe!
• And don’t forget to search the recent Tweets.

Slide Set for the Flipped Preparation Activity

For the before class activity, you should have contributed to the shared slide deck of models used in NZ schools: tinyurl.com/Learningasinquirymodels

Programming the Robots

Edison

• To program the Edison robot go to the EdBlocks site and login, you can program this robot in a web browser and that address is: EdBlocks: www.edblocksapp.com
• Other options for higher level programming include EdScratch: www.edscratchapp.com and EdPy: www.edpyapp.com (version 2)
• If you choose to program the Edison in class, this short video will give some guidance. Tutorials are also available.
• If you are having trouble getting your Edison to work, there is a very helpful troubleshooting guide that may be of some assistance. A quick tip for the 'clap' response, if the environment is too noisy, you may need to tap on the Edison for it to recognise this command. If you choose to programme the Edison to follow a light, you will need to have a good contrast between the light being shone and the environment of the Edison. You will need to have printed the barcodes and the sumo ring from the website lesson plans, to have Edison's sumo wrestle one another, maybe something for later in your own classes ;-) 

mBot

There are three main ways to program the mBbot. 

• The first option is to download the latest version of mBlock (available for both Windows and Mac). This short video will be helpful when programming the mBots in class, it looks at how to generate Arduino code in mBlock and then upload the code to the robot mBot. 
• The flipped preparation was to downloaded for android (Google Play Store) or ios (Apps Store) onto smartphones or tablets, the Makeblock app which allows you to drive, draw and run using a keypad, play music and even try voice control (you may need an American accent ;-)). An alternative app is mBlock Blockly which guides users through coding tutorials.
• And last but not least, if you have a remote, read the enclosed booklet in the box to discover functions available such as line following, obstacle avoidance etc. You can still achieve these using the first two bullet points if no remote is available.

References

Frey, C. B., & Osborne, M. A. (2017). Frey, C. B., & Osborne, M. A. (2017). The future of employment: how susceptible are jobs to computerisation?.Technological Forecasting and Social Change, 114, 254-280. Retrieved from https://www.oxfordmartin.ox.ac.uk/downloads/academic/The_Future_of_Employment.pdf (this link is an early 2013 pre-print)

Gulson, K., Murphie, A., Taylor, S. & Sellar, S. (2018). Education, work and Australian society in an AI world. Gonski Institute for Education. University of New South Wales. Retrieved from https://education.arts.unsw.edu.au/media/EDUCFile/Gonski_AIEd_Final_Aug2018_Formatted.pdf

Harpaz, N. (2005). Teaching and Learning in a Community of Thinking. Journal of Curriculum and Supervision, 20(2), 136-157. Retrieved from http://yoramharpaz.com/pubs/en_learning/teaching-learning.pdf

Healey, L. (2015). A Student-Led, Flipped, Inquiry-Based Learning Classroom Doing Authentic Work. Teachthought. Retrieved from http://teachthought.com/learning/student-led-flipped-inquiry-based-learning-classroom-authentic-work/

Legacy.com. (2011). Karel Capek, Beyond The Robots. Retrieved from http://www.legacy.com/news/explore-history/article/karel-capek-beyond-the-robots

Marr, B. (2018). How Is AI Used In Education -- Real World Examples Of Today And A Peek Into The Future. Forbes. Retrieved from https://www.forbes.com/sites/bernardmarr/2018/07/25/how-is-ai-used-in-education-real-world-examples-of-today-and-a-peek-into-the-future/#6e853b69586e

Russell, S. & Norvig, P. (2014). Artificial Intelligence: A modern approach (3rd edition). Harlow, Essex: Pearson.

Stenhouse, L. (1981). What counts as research? British Journal of Educational Studies, 29(2), 103-144.

Team Solutions. (2009). Thinking about Inquiry. Retrieved from http://teamsolutions.wikispaces.com/Teaching+as+Inquiry

Digital

Student Agency

Martin (2004, p. 135) characterises agency as "the capability of individual human beings to make choices and act on these choices in a way that makes a difference in their lives”. However, although we might believe that the most transformative learning comes from the learner’s own agency, Lindgren and McDaniel (2012, p.346) underline that “giving students the sense that they have control and the power to affect their own learning is one of the great challenges of contemporary education”.

Tim's To-Do List

In Tim Gander's video (in this week's in-class media), he talks about his to-do list for creating student agency based on his experience working with his own school students prior to joining The Mind Lab.

• Creating an online learning community and shared meaning for agency
• Defining the barriers
• Problem solving how to work around those
• 20%-25% time for personal projects (from Google)
• Hacking the internal NCEA assessment standards
• Using collaborative digital tools
• Creating a flow chart for the (4) modules
• Constraints and scaffolding
• Iterate...

Classroom Focused Agency

A classroom focused interpretation of agency “emphasizes students’ active engagement within richly furnished curricular settings with the support of teachers who encourage student risk-taking and active, self-directed experimentation with the alternative possibilities available in such settings” (p. 144). 

Whānau Agency

The concept of whānau provides the school with a synergy, enabling students, teachers, family and community members to assume a degree of agency over education, to articulate their aspirations, and to develop their capabilities together (Smith, 1995).

Teacher Agency

Re-emphasising the teacher role as central to creating the learning environment - through designing rich tasks capable of facilitating higher order thinking and learning - could help recover the teacher’s sense of agency. (Kimber, Pillay & Richards, 2002). 

In class, we'll ideate how what new opportunities do digital and collaborative tools present for student, whānau and teacher agency.

Kahoot! Pedagogy

In this week's session we included a Kahoot! quiz. Tools such as Kahoot! and Quizizz are designed to be gamified and engaging. According to Icard (2014), students should be enticed by the competitive nature of the game if it is going to be a valuable learning experience for the students. They benefit from using digital games in the classroom by learning how to handle success and failure as well as how to use critical thinking and problem-solving skills.

After the Kahppt! we'll reflect were you engaged when playing it? If so, how do you know? And what is engagement? 

Engagement

Fredericks, Blumenfeld and Paris (2004) proposed a framework for considering engagement that distinguishes between cognitive, behavioural and emotional engagement. It is important to clarify the scope of the term ‘engagement’. Policy discussion has long focused on the negative consequences of disengagement, such as school dropout, and clear behavioural indicators, such as absenteeism and disruptive classroom behaviour. This often overlooks the complexity of engagement, especially the cognitive engagement of students who may be otherwise attending class and behaving well. A short paper form the Australian Institute for Teaching and School Leadership (2016) gives an interesting viewpoint and summary about those three types of engagement in schools - what does engagement mean and how can you measure it?

Shernoff (2013) states that engagement always connotes a relationship, one of involvement to something, and defines it as a heightened, simultaneous experience of concentration, interest, and enjoyment in the task at hand. His definition does not mention school, but refers to engagement in general.

Research indicates that meaningful engagement is composed of academic intensity and a positive emotional response. These can be fostered through clear goals and high expectations for performance, with complex tasks found to be relevant to students’ lives and the community at large.

Engagement and Flow

Definitions of engagement seem to resonate with the concept of flow experience (Csikszentmihalyi, 1990) that we looked at in the context of games. Although the nature of schoolwork can vary, the ideal state of engagement could perhaps be attained in active learning tasks that can support flow. Creating meaningful engagement requires attention to a variety of contextual, instructional, developmental, and interpersonal factors beyond the preoccupation with narrowly defined educational outcomes.

Flow and engagement can be contagious, having the potential to cross over from teacher to student, student to teacher, and permeate an entire group participating in a shared activity. New technologies may also help us to engage students.

References

Australian Institute for Teaching and School Leadership. (2016). Engagement in Australian schools. Retrieved from http://www.acleadersresource.sa.edu.au/features/engagement-in-learning/workshop-1/Handout_4_Engagement_in_Australian_Schools.pdf

Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York, NY: Harper & Row. 

Fredericks, J. A., Blumenfeld, P. C. & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109.

Icard, S. B. (2014). Educational technology best practices. International Journal of Instructional Technology and Distance Learning. 11(3), 37-41. Retrieved from http://itdl.org/Journal/Mar_14/Mar14.pdf#page=41

Kimber, K., Pillay, H., & Richards, C. (2002). Reclaiming teacher agency in a student-centred digital world. Asia-Pacific Journal of Teacher Education, 30(2), 155-167.

Lindgren, R., & McDaniel, R. (2012). Transforming Online Learning through Narrative and Student Agency. Educational Technology & Society, 15(4), 344–355.

Martin, J. (2004). Self-Regulated Learning, Social Cognitive Theory, and Agency. Educational Psychologist, 39(2), 135-145.

Shernoff, D. (Ed. 2013). Optimal Learning Environments to Promote Student Engagement (Advancing Responsible Adolescent Development). Dordrecht: Springer.

Smith, G. (1995). Whakaoho Whānau: New Formations of Whānau as an Innovative Intervention into Māori Cultural and Educational Crises. He Pukenga Korero, 1(1), 18–36.

Gamification Year 13

Gamification

Gamification is a concept, which is not exclusive of education. Some researchers generically defined it as “the use of game design elements and game mechanics in non-game contexts” This broad definition has been further refined to reflect the most common objective of gamification: increase user experience and engagement with a system. It is important to note that Games and Gamification are two different things! (Deterding, Dixon, Khaled & Nacke, 2011).

Game Mechanics

These have the potential to influence follower behaviour. Seth Priebatsch's (2010) flipped activity video, lists 4 game mechanics.

• Appointment dynamic
• Influence and status dynamic
• Progression dynamic
• Communal discovery 

Game mechanics are most effective when they match a user's preferences. The flipped task with this video is to consider how these mechanics can influence follower behavior and to add ideas to the shared padlet tinyurl.com/4gamemechanics.

Gamification User Types

The point of considering User Types is to give gamification designers a simple framework to think about the types of people they may have using their system.

This hexad scale was developed by Marczewski (2013).

It is essential to keep in mind that people can not be broken down into simple categories, they will likely display most if not all of these traits in varying degrees. … Over time the user type would most likely change... because as people master or get bored of certain types of playing, they evolve.

Find out how user types relate to you by completing the User Type Test at: https://gamified.uk/UserTypeTest2016/user-type-test.php 

User types vs follower types

Depending on the motivations of user types, badges can serve different functions such as goal setting, instruction, reputation, status/affirmation, and group identification (Antin & Churchill, 2011). Follower Types and their different motivations can also be considered (Kelley, 1988).

Gamify your Practice for Digital 2 / Leadership 2 Assignment

Consider:

- How might you classify your user/follower types in your leadership of your innovation?

- Did you / could you use any aspects of gamification (Flow, User Types, 4Keys 2Fun, Game Mechanics, Problem Spaces) in your leadership of your change initiative?.

References

Antin, J., & Churchill, E. F. (2011, May). Badges in social media: A social psychological perspective. In CHI 2011 Gamification Workshop Proceedings (pp. 1-4). New York, NY: ACM. http://gamification-research.org/wp-content/uploads/2011/04/03-Antin-Churchill.pdf

Deterding, S., Dixon, D., Khaled, R. & Nacke, L. (2011). From game design elements to gamefulness: defining gamification. In Proceedings of the 15th International Academic MindTrek Conference (pp. 9–15).

Kelley, R. (1988, November). In Praise of Followers. Harvard Business Review. Retrieved from https://hbr.org/1988/11/in-praise-of-followers

Marczewski, A. (2013). Using the Gamification User Types in the Real World. https://www.gamified.uk/2013/12/09/using-gamification-user-types-real-world/

Marczewski, A. (n.d.). Gamified UK User Type Test. Retrieved from https://gamified.uk/UserTypeTest2016/user-type-test.php#.WpDGxaiWbIU

Priebatsch. S. (2010). Building the game layer on top of the world. Retrieved from https://www.youtube.com/watch?v=Yn9fTc_WMbo