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Building Accessible, Gamified Learning is Definitely Possible

Handouts

Scheduled at 10:15 am in Colorado I-J on Friday, November 15.

#39715

Speaker(s)

  • Celine Greene, Senior Digital Teaching and Learning Strategist, Johns Hopkins Bloomberg School of Public Health
  • Toni Picker, Senior Learning and Systems Integration Designer, Johns Hopkins Engineering for Professionals, Johns Hopkins University
  • Kamrun Rasul, Assistive Technology/Alternate Format Specialist, Student Disability Services, Johns Hopkins University

Session Details

  • Length of Session: 1-hr
  • Format: Lecture
  • Expertise Level: Intermediate
  • Type of session: General Conference

Summary

An ideal experience building inclusive, gamified learning still leaves room for improvement. However, through a deliberately collaborative approach, two instructional designers worked with key stakeholders at their university to build and implement the first iteration of an accessible, interactive digital game used for professional development. Following the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model, this session looks back to look ahead: it’s time for the “E”.

Abstract

“But can we really make gamified learning inclusive?” This is the question two instructional designers (IDs) set out to answer as they challenged themselves to build an accessible, fun, Jeopardy-styled game for a professional development opportunity. From day one, they knew this undertaking was not something they should approach alone. Even with their combined strengths in teaching, training, digital accessibility, instructional design, and digital content development, they needed the collaboration and support from other experts. And they had to get out from behind their computers to test their prototypes before making it even better. This was all with a looming deadline ahead.

In this session, you’ll hear the full story – from analysis to implementation – before you’re invited to participate in the evaluation: what could be improved in the process and the end product? If you’re familiar with the ADDIE (analysis, design, development, implementation, and evaluation) model of learning design, then you may already know how important this last step is to the whole cycle.

As the story is told, you’ll learn about the MVPs – most valuable players! – who aided the IDs. We’ll profile the internal and external partners, from the Student Disability Support (SDS) office to University Information Systems. We’ll talk about resources beyond people and programs, such as finding time! We’ll also share our ever-present considerations toward Universal Design for Learning (UDL), digital accessibility, and inclusive presentation techniques – including remaining accessible beyond any written success criteria.

In sharing our story, we hope you can get inspired while also learning from our challenges. Plus, in full transparency, we would love your help in reflecting and evaluating how this or a similar gamified learning experience might be improved.

Keypoints

  1. There remain few examples of truly accessible gamification implemented in teaching and training.
  2. Necessary resources to build inclusive, gamified learning are found through collaboration.
  3. Challenges present opportunities for innovation in learning and instructional design.

Disability Areas

All Areas

Topic Areas

Accessible Course Design, Alternate Format, Faculty Development & Support, Other, Uncategorized

Speaker Bio(s)

Celine Greene

Celine is Senior Digital Teaching and Learning Strategist at the Center for Teaching and Learning at the Johns Hopkins Bloomberg School of Public Health (BSPH). In this role, she leads others toward purposeful, innovative, and inclusive solutions in learning. Her expertise lies in academic technology integration, emphasizing experiences designed for every learner.

Her work considers and advocates for students, faculty, and the supporting systems. This includes promoting awareness and practices such as UDL and digital accessibility, for which she shows unwavering dedication. She has served on both the Hopkins Universal Design for Learning (HUDL) Initiative and the JHU Diversity Leadership Council (DLC). She also has the distinction of having the CPACC (Certified Professional in Accessibility Core Competencies) credential, issued by the International Association of Accessibility Professionals.

Toni Picker

https://www.linkedin.com/in/tonipicker/

Kamrun Rasul

Handout(s)