Rhonda McClam
About Me
Born and raised in the tough streets of Brooklyn, New York, Rhonda persevered despite the hopelessness surrounding her. By overcoming adversity, Rhonda has become the epitome of resilience! At an early age, Rhonda's mother was aware of her sharp memory and encouraged her to read popular children's books until she began to memorize them. When entered into a storytelling contests at the public library- Rhonda's energy, presence and storytelling ability helped her win first prize! By the time she entered 5th grade, Rhonda had won several contests for being a creative writer and received written recognition from U.S. Congress for a regional writing competition. The same year, Rhonda earned 99% percentile on the NYS Math test and placed into advanced classes for middle school. However, a few weeks after graduation from elementary school, the life of Rhonda's immediate family experienced a setback that helped shape who she is today. Rhonda's grades suffered and she went from advanced level student to one who was labeled as a "disadvantaged youth, at-risk of being a failure in life". When approached about her interest in art and computer technology, Rhonda became a member of Sidewalks of New York Productions, Inc. Sidewalks, was a successful theater arts education and community services program that equipped adolescents with computer and video production skills. Rhonda utilized the camera lens to bring awareness about the social issues facing urban youth living in New York City. As a social issues youth producer, Rhonda collaborated with other teens to produce documentaries that won awards at various festivals in the 1990s. With the support of her mentors at Sidewalks, Rhonda became a youth producer and spokesperson representing Sidewalks in public speaking events and media appearances. Eventually she became a youth board member of Sidewalks. Through Sidewalks' many video productions, Rhonda was featured in many interviews, PSAs and documentaries. She also wrote and edited her own work becoming proficient in pre-and post production. By 14 years old, Rhonda was accepted as the youngest participant of the first group of teens to be professionally trained by DCTV- Downtown Community Television ProTV Professional Youth Training Program. At DCTV, Rhonda received professional level training in video production including storyboarding, interviewing, DV cam, Hi-8 & DV editing, lighting and audio. While in high school, Rhonda was an active participant in Teen Talk radio with West Side High School and other local media programs. With the inspiration of her mentors at Sidewalks, Rhonda applied to enter higher education to study media production at an advanced level.
Immediately after graduation from SUNY New Paltz- Rhonda became an adjunct professor and lead technician of the Department of Communication & Media. In this role, she scaffolded faculty and students on AVID digital editing and troubleshooting; conducted individual, group and whole class instruction as well as organized, maintained and repaired video production equipment. Rhonda developed an inventory/barcode system, employee manuals and her codified workflows are still utilized today. Rhonda's research interests include gamified instruction to improve the learning engagement & academic outcomes of systematically marginalized students. Rhonda is a proud alumni of the University of Albany's Department of Africana Studies Master degree program- which consistently places #1 in the country for its rigor. She participated in their study abroad to Ghana, Kenya and Ethiopia program. Rhonda enjoys tennis, Black Hollywood/Hollywood movie history, and understanding how to improve the undergraduate research opportunities for diverse student populations to prepare them for doctoral studies. She is also working on a documentary entitled "Becoming Dr. McClam". http://rhondamcclam.wordpress.com
Television Appearances:
- POV (Featured)
- NBC (Community segment)
- Best Talk in Town (Interviewed)
- NewsTalk Television (Recurring Guest Appearances)
- WNYT News Community segment (Teachers vs Students) Charity Basketball Game (Organizer/Fundraiser)
Work Experience in Video & Radio Production
- WNPC
- WRNN Internship & Employment
- NY1 (Camera)
- DCTV (Youngest graduate/1st class of the PRO-TV Program)
- Sidewalks of New York Productions, Inc.
Community Activism
- The John Guadalupe Father's Day Annual Barbecue
- Teachers/Staff vs. Students Charity Basketball Game
- Robotics Co-Coach/Youth Mentor
- Capital District Food Pantries Annual CanConstruction Volunteer
- PhD Mentor
- Digital Mentor
Memberships
- American Film Institute (AFI)
- American Educational Research Association (AERA)
- Black Doctoral Network (BDN)
- Chi Alpha Epsilon (XAE) National Honor Society
Purpose
This mini-course explores the affordances of digital game-based learning and how it impacts student engagement. Gamification has a positive influence on a students cognitive, emotional/affective and behavioral engagement. Today's students are digital natives who interact with audio, visual/graphical media on a daily basis- yet their lived reality is not represented in their classroom. Have you ever questioned why the same student who can not only play a video game- but finish it! Yet may not be meeting grade level standards. This is a pertinent issue for students who attend underperforming schools in urban areas. Previous studies have shown that historically underrepresented and poverty-affected students may not have access to advanced digital technology outside of school (think digital divide!). Therefore, the purpose of this online space is to build and expand on existing knowledge about the benefits of utilizing technology enhanced active learning (TEAL) in the form of gamified instruction, guided practice and assessments to increase performance. Although I have a target student population, my findings can be applied to any learner.
Topic:
To define, apply and reflect on the student and teacher experience with interactive animated math models (AMM) utilized to improve the academic outcomes of diverse groups of learners in urban school settings.
Learning Outcomes
| Instructivist Objectives (Cognitive Domain) |
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Remember
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Understand
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Apply
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Analyze
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Evaluate
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Create
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Needs Assessment
1. Instructional Problem
Many do not realize that nearly every aspect of life has been gamified! Did you know that there is a major difference between gamification and game-based learning? These two concepts are definitely not the same. Do you teach from a learner-centered approach- in other words, are you facilitating learning by letting students to generate their own knowledge and understanding of what they are learning? Oftentimes, the traditional classroom practices do not always allow educators to foster communication, creativity, curiosity or collaboration among our learners and this is a major problem looking toward the future of education. The tech-savviness of students is not utilized to improve their academic performance. These are the issues that this mini-course will address.
2. What is to be Learned
For educators seeking an effective, research-based approach to improving the academic outcomes of their students, this mini-course was designed specifically for you! In urban schools, students are cognitively affected by the forces of poverty and failing schools- and the contemporary educational system contributes to this type of passive oppression (Johnson, 2009). “Passive oppression fuels the achievement gap for our poorest and commonly marginalized students. It contributes to a culture of power and privilege for certain school communities, leaving our underserved students of color and their communities behind. Many underserved students of color living in poverty continue to fall behind their peers in school districts across the nation. Educators and educational leaders must embrace this reality and make themselves accountable for the learning and academic success of all learners” (Johnson, 2009). Gamification increases the activity of the regions of the brain to allow for cognitive development which means it can improve a student’s brain power or the ability to process, maintain and retain the skills and concepts they learn. One of the ways to have students reflect, share and build on the ideas of other learners about their gaming experiences (what that have learned from learning games) is through the principles of knowledge-building.
3. The Participants
This mini course is designed for Pre-K through High school (P-12), Special Education and TESOL teachers and anyone who is interested in improving student outcomes. Schools across the country must fully integrate and embrace educational technology as a way to eliminate the achievement gap. Educational technology is a tool for meeting the academic needs of culturally, racially and linguistically diverse students. [1]
4. Instructional Context
This mini-course is part of an online platform and builds on the existing ideas about gamification, game-based learning and knowledge-building. After completing this course, educators should be able to implement gamified assessments, game-based learning and facilitate the sharing and building of ideas of students through cross community social environments. Gamification provides opportunity for physical development as well, for instance with interactive games, like exercising, sports games and even games that have you learn how to dance. They are just as effective as normal exercise. Each unit of my course contains essential questions that are the combination of "big ideas" of the research I have conducted so far as well as a culmination of my 15 years of teaching experience (P-12 - Higher Education). Participants will need access to the internet and a computer or mobile device. Participants will be assessed on the ability to respond to the essential questions and reflective observation discussion questions. Through self reflection, participants will actively construct knowledge and expand on and use their own ideas to develop their own gamified knowledge-building lesson plan that is culturally relevant and that provides rigorous, authentic and meaningful instruction.
5. Exploring the Problem and Solution Participants will explore game-based learning, gamification, culturally-relevant teaching practices and how the theory of knowledge building. The user will be engaged in a gamified course structure and reflective observations as a way to reinforce their two skills of game-based learning and the active construction of knowledge so that this understanding can be applied to their instruction. Using the remote learning resource center, participants will be able to develop their own gamified lesson plan to be used in their classroom. Numerous research studies have reported that a students’ level of engagement when utilizing gamification in classrooms has improved. One of the possible reasons for a favorable research outcome is because game-like environments are extremely favorable among adolescents. The effectiveness of gamification has been shown to benefit the learning needs of students with autism although this can be assumed for most students with learning needs. Parents can also support their children at home because gamification is not limited to the classroom. Gamification is a way to create an immersive learning environment and boost 21st century skills (critical thinking, communication, creativity and collaboration). It has reshaped the learning landscape and allows teachers to keep up with tech-savvy students motivated in their learning. [2]
6. Goals The main goal of this mini course is for participants to understand what the difference between gamification and game-based learning and how it can be combined with the principles of knowledge-building to improve the academic outcomes of students who are culturally, racially and linguistically diverse. Gameology, or the study of games, specifically how it increases brain power, is important for educators because of how it impacts a student’s performance. This course will also address how gamifying your instruction or assessments can give all types of students skills to analyze, problem-solve, communicate and collaborate. By the end of this course, participants will be able to use what they have learned to create their own game-based lesson plan that can be incorporated into any Prek-12 curriculum.
Driving these ideas forward: The problems noted above demonstrates a justified need for an endeavor such as this. I really believe this information can have a profound and dynamic impact on your pedagogy and can help you facilitate the active construction of knowledge! This mini-course is designed to meet the need of providing culturally responsive teaching, that provides rigorous instruction. I feel that this can be met by the integration of the theory of gamification with the principles of knowledge building. Take a look at the chart below to gain a better understanding of what is needed for remote learning and the new path of education post COVID-19. Please take a look at the diagram below for a visual representative of the basis of this course.
Analysis of the Learner and Context
Target Learners
This mini-course is geared towards current or prospective K-12 educators seeking to actively engage in a collaborative group effort that will positively influence their curriculum designs.
Learner Analysis
The participants of this mini-course will utilize their knowledge, skills and attitudes about the new path for teaching and learning. Their shared expertise in many different grade levels and content areas and prior experience with game-based learning will benefit all learners involved in this endeavor. This mini-course can serve as a guide for educators PreK-12 settings who are seeking to provide rigorous and culturally relevant learning experiences for their students. This is also a guide for participants with no prior background experience, to engage in the integration of knowledge-building and gamified and meaningful experiences.
Context
Throughout this mini-course, participants will be asked to read and watch videos that directly relate to the integration of knowledge-building concepts into a culturally responsive gamified (CRG) approach. There are reflective observations and a blog that will serve as an e-portfolio of your experience in this course. Participants will be exposed to [RemoteEd Resource Center] in order to help gamify their two lesson plans created for this course.
Task Analysis
Lesson 1 Knowledge Building Theory The Mission
Essential Question: What are the principles and practices of Knowledge-Building?
Objectives:
- Define what it means to actively construct knowledge in today's classrooms
- Understanding cognitive scaffolding & facilitating collaborative groups
- Learning about the power of The Knowledge Forum & Idea Thread Mapper
Lesson 2 The Difference Between Gamification & Game Based Learning
Essential Question: How does game-based learning affect the brain?
Objectives:
- Learn about the applications of Gamification/Game-Based Learning
- Understanding how Gamification of Assessments leads to academic achievement
- Define, share and reflect on how game-based learning improves cognitive Development
Lesson 3: Game-Based Strategies, Experiential Learning, Collaborative Groups
Essential Question: How do we combine active knowledge creation with the gamified approach?
Objectives:
- Analyze effectiveness of Gamed Based Learning Strategies
- Define Experiential Learning Strategies from a gamified approach
- Apply strategies for Cross-Community Collaborative Groups with a game-based approach
Lesson 4 Games and Assessments for K-12 Curriculum
Essential Question: How do we develop a gamed-based curriculum that promotes active knowledge construction with time constraints and during pandemics (remote learning)?
Objectives:
- Develop a sample Game-Based & Knowledge Building lesson plan for Pre K-4th Grade (Select 1)
- Develop a sample Game-Based & Knowledge Building lesson plan for 5th-8th Grade
- Develop a sample Game-Based & Knowledge Building lesson plan for 9th-12th Grade
- Exploring the resources available at RemoteEd.org Resource Center
- Use the resources and game-reference list, readings and videos to develop 3 lesson plans that actively builds knowledge from a culturally-relevant gameology (CRG) approach.
Lesson 5 Game-Based Learning & the Active Construction of Knowledge
Essential Question:
How does this all come together?
Objectives:
- Hypothesis & Thesis Statement
- Understanding the justification, limitations and Areas for further study
- Write and sharing reflective observations and assess this mini-course
Curriculum Map
(Active Construction of Knowledge & Gameology The Study of Games)
References:
Barreto, D., Vasconcelos, L. & Orey, M. (2017). Motivation and learning engagement through playing math video games. Malaysian Journal of Learning and Instruction, 14(2), 1-21.
Cardinale, C., Menezes, N. and Robélius De Bortolli (2016) Potential of Gamification as Assessment Tool, Creative Education, 7 (1), 561-566 [3]
Chang, K., Wu, L., and Sung, Y. (2012). Embedding game-based problem solving phase into problem-posing system for mathematics learning, Computers & Education
Chen, P., Hwang, G.,Yeh, Y. (2022). Three decades of game-based learning in science and mathematics education: An integrated bibliometric analysis and systematic review. Journal of Computer Education, 9; 455–476.
Chou, Y. (2019) 10 Best Educational Apps that use Gamification for adults, [4]
Dicheva, D., Dichev, C., Agre, G., & Gaila Angelova (2015). Gamification in Education: A Systematic Mapping Study. Journal of Educational Technology, 18 (3), 75–88. [5]
Gamification Methods for Educational Management [6]
Gamification and Pedagogy [7]
Hafermalz, E. and Kristine Dery (2017) Gamification as an Assessment Tool: Why Play the Game [8]
Hamari, J., Shernoff, D., Rowe, E., Coller, B., Asbell-Clarke, J. and Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning, 54
Hicks, Liu, and Barnes (2016). Measuring Gameplay Affordances of User-Generated Content in an Educational Game, International Educational Data Mining Society
Hong, H., Scardamalia, M., & Zhang, J. (2010). Knowledge Society Network: Toward a dynamic, sustained network for building knowledge. Canadian Journal of Learning and Technology, 36 (1). [9]
Lee, J. and Jessica Hammer (2012) Gamification in Education: What, How, Why Bother? [10]
Moon & Ke (2020). In-Game Actions to Promote Game- Based Math Learning Engagement, Journal of Educational Computing Research, 58(4)
Moyer-Packenham, P. and Ashby, J.M. (2019). How design features in digital math games support learning and mathematics connections, Computers in Human Behavior, 91
Moyer-Packenham, et. al (2019). Examining how design features promote children’s awareness of affordances in digital math games, Association for the Advancement of Computing in Education
Perdue, D. S. (2016). Gamification and game theory to increase math engagement, International Technology, Education and Development
Perez-Isiah, R. (2018) Passive Oppression in Education: Fueling the Achievement Gap, Identity, Education and Power [11]
Plass, J.L., Homer, B.D. and Charles K. Kinzer (2015) Foundations of Game-Based Learning, Educational Psychologist, 50 (4), 258–283. [12]
Rodrigo, M. T. (2011). Dynamics of Student Cognitive-Affective Transitions During a Mathematics Game, Simulation and Gaming, 42(1) [12a]
Sharek, D. and Weibe E. (2014). Measuring video game engagement through the cognitive and affective dimensions, Simulation & Gaming, 45, 2 [13a]
Sangkyun, K. (2013) Analysis of Engineering Students’ Needs for Gamification, Journal on Knowledge and Data Engineering, 1 (1). [13]
Scardamalia, M. & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences (pp. 97-118). New York: Cambridge University Press. [14]
Scardamalia, M., & Bereiter, C. (2010). A Brief History of Knowledge Building. Canadian Journal of Learning and Technology, 36 (1) [15]
Vrugte J., Jong, T., Wouters, P. (2017). Computer game-based mathematics education: Embedded faded worked examples facilitate knowledge acquisition [16]
Introduction to Knowledge-Building [16]
What is Knowledge Building? What does Knowledge Building mean? [17]
Marlene Scardamalia: The Knowledge Forum In English with Spanish translations Galeria de Pensadores [18]
The Knowledge Building Community [19]
What is Gamification? A Few Ideas [20]
Gamification- How Experiencing Brain Learning Games Create Motivation [21]
Gamifying Education- How to make your classroom truly engaging [22]
Gamification versus Game-Based Learning [23]
TEDTalk: The Effective Use of Game-Based Learning- Andre Thomas [24]
What Research Says about Gamification [25]
TEDTalk: Gamification: The Motivating Spark with Joe Houde [26]
Introduction to Culturally Relevant Teaching [27]
Becoming a Culturally Responsive Teacher [28]
TEDTalk: Culturally Responsive Pedagogy’s Place in Student Development- Jeffrey Dessources [29]
Zaretta Hammond "Culturally Responsive Teaching" [30]
Understanding Trauma: Learning Brain vs Survival Brain [31]
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