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(Lisa Dallas). They're effective in online
learning, where, when you first initially get your class
up and going, it gives you a chance to either--you can
do it one of two ways.
It can take a long time to do it if you give them a sheet
of things they have to find throughout the website,
involved with particular projects, due dates,
so on and so forth.
Or you can embed, if you've gotten to this point in my
website, email me immediately to get your X-number of points.
And so you tell the students there's a potential of 50 points
out there, 10 points, or whatever, and as they dig
through that online course site, they find the different little
treasures along the way.
So there's two different ways to do it.
You have to get it kicked off right away when the class
starts, put a deadline on it, of course, and they really will
go for bonus points in that aspect, and it gets them
into the content very quickly.
(Dr. Barbara Millis). Yeah, great.
I saw another hand?
(female speaker). I had used them before as an
ice breaker, just like you mentioned.
And similar to what she was saying, I used it in a foreign
language class that was partly taught online, and I had them
read an online soap opera, and when you get to this type of
information then report back.
(Dr. Millis). Oh, that's great.
I love the use of both of those examples.
And you had your hand up, too.
(female speaker). I just use it before we form
group projects, so they go around and find people who have
particular skills, they've given lots of oral presentations,
or they've done this.
And then, later when we form groups--and I also even put
things, find someone who works nights, you know, works days,
it's got all different things.
And then they know more about people because I'm always
encouraging them to form groups based on skill sets and goals
for projects rather than on, I know you, let's be on a team.
(Dr. Millis). Exactly, good point.
Okay, good uses.
Again, versatile, and you saw a lot of different reasons for
using a scavenger hunt.
I have, I was at a conference where a couple of librarians
said, do not send your students to the library to do
library scavenger hunts unless you tell us, please.
[audience laughter].
So, just a word of warning from the librarians.
If you're using scavenger hunts that are library based, clue in
your librarians before they get absolutely overridden by eager,
zealous students, eager for your points.
Okay, the resources are available.
I'll use this as an example, I play a variation
of Bingo called Quizo.
And when I first started, they needed to draw letters.
So I just went to my daughter's Scrabble game and pulled out
Q, U, I, Z, O.
Well then the Q bounced out of the basket, and that was it.
No more Scrabble tiles because there's only one Q in Scrabble.
So the next thing I did was I made some, you know, I just had
cut out little squares and stuff that had Q, U, I Z, O.
That worked okay.
But what I really like now, since I live in Reno, is take
poker chips and a Sharpie and just write Q, U, I, Z, O,
and they can grab the poker chip and then roll the die
for the number.
So that's worked real well because they really like that.
And I'd set up the Quizo game for a friend of mine, and as a
thank you, she gave me a five-sided die because in the
Quizo I play--you've got a copy of the sheet in here
toward the end.
In the Quizo I play, there are only five numbers,
so it looks like this.
So when I was using a six-sided die, whenever they threw a six,
they had to throw it again.
The five-sided die just solved that one beautifully.
And as I said, I use poker chips for the Q, U, I, Z, O.
Yeah?
(female speaker). I'm not clear about how you
incorporate, substitute information in the games.
(Dr. Millis). In any game, or in Quizo?
(female speaker). [unclear audio].
(Dr. Millis). Let me wait and use that
as the sponge activity.
I'll explain it, because, basically, just to answer it
very briefly, I have the students submit the questions,
and that's where a lot of the learning comes in.
And they have to submit two types of questions.
One factual, I mean, not only one factual question.
But the two types are, the first type is factual questions
based on, I use it at the end for the final exam or a review
for the final exam, or open ended or interpretive questions
because I'm talking lit.
And it's the interpretation questions where you get the
real meat and the real learning.
And the student is the arbitrator then.
So if the question were why does Hamlet treat Ophelia as
he does--and there are several reasonable answers to that--
they might have thought of two of them, but another student
pair, because I have them paired in Bingo, would think of maybe
even a third and the student is the one that says oh, okay,
I hadn't thought about that, I'll accept that, that is
a reasonable interpretation.
(female speaker). So how does that connect to
the numbers and the letters, and [unclear audio].
(Dr. Millis). If they answer it right,
they get to put an M&M on their square.
So you have to know which square it goes on.
So that's why you have the numbers and the Quizo things.
So for example, let's say everybody in my class got the
Hamlet question correct.
So everybody gets to put down a bingo marker on one of these.
But see, we don't know which one.
So I have the students draw a poker chip, and
they might draw "I"; then they roll the die,
and they might roll a one, so it would go on "I", one.
And these boards are all different.
So "I", one is here, but it might be up here for somebody.
I mean, the "I" will always be the same, but the one
might be some place else.
So that way you'd have luck of the draw.
Everybody can't have the same Bingo card or everybody's
going to Bingo at the same time.
(female speaker). How do you Bingo?
(Dr. Millis). Five in a row, either way.
It can be across, it can be horizontal, it can be down.
So they have to get a lot of questions before they
get five in a row.
And that's why I use the factual questions because they
speed up the game, but the interpretation questions
are where the learning occurs.
So at the Academy I only had 50-minute classes,
so I had to kind of move them fairly quickly.
But I would put--I'm getting into this a little early, but
that's okay because this is just in time teaching.
I would put the factual questions on one side,
rank order, the best questions on top, and I had the
interpretation questions on this side, the best questions on top
so I got to them first, and then I just would watch the clock.
I'd draw as many out of the interpretation, or
open-ended pile as I could.
But if I'm looking at the clock, and I'm looking at those
boards, and I see they're not close to getting Bingo,
I'll say okay, let's just do five factual ones in a row,
and that fills a lot of slots.
(male speaker). How do you monitor them as
far as being honest about who's going to put their marker on?
(Dr. Millis). They have to record the,
there's a, I think I put the sheet in here...nope, I didn't.
Anyway, I just give them a little form.
Oh yeah, I did, I'm sorry, it's here.
Yeah, right here, the worksheet for factual questions and
interpretation open-ended questions.
So they have to record their answer, and if they got it
right or wrong, and the space it went into.
So they know that I don't usually check it because,
frankly, when that clock is over, you know, we have to
go out the door.
But they think, they think that they can be checked,
so it keeps them honest.
It's not an issue at the Air Force Academy, but--
[audience laughter].
I was doing this at another school where we had a mixture
of students and faculty, and my host came up and said,
they're cheating, they're cheating back there.
I just let it go at that point, it was a workshop setting.
I'd have to address it if it were a class, but that usually
keeps them honest.
Anyway, I love playing Bingo with it.
I can use it for the midterm and the final, sometimes, because
the students like it, too.
And the nice thing is, again, since I'm on this, the students,
again, are submitting the questions.
And that is a very useful learning tool.
And I will shoot back to them ones that are either inaccurate
or inappropriate for Bingo.
For example, during the conversations, I was having a
conversation with someone and I mentioned the seven principles
for good practice in undergraduate education.
Well if that were going to be a Bingo question, I would kick it
back if they said name all seven of the key principles
for good practice in undergraduate education.
That's impossible, you know, I mean, it's a false expectation.
So I encourage them to write Bingo questions like,
list three of the seven principles for good practice
in undergraduate eduacation.