{"id":36393,"date":"2019-11-26T08:05:10","date_gmt":"2019-11-26T07:05:10","guid":{"rendered":"http:\/\/atomic-temporary-10999751.wpcomstaging.com\/?p=17687"},"modified":"2024-09-03T21:46:41","modified_gmt":"2024-09-03T20:46:41","slug":"co-creation-collaboration-and-competition-with-kahoot-2","status":"publish","type":"post","link":"https:\/\/format30.com\/en\/2019\/11\/26\/co-creation-collaboration-et-competion-avec-kahoot-2\/","title":{"rendered":"Co-creation, collaboration and competition with Kahoot - Formation 3.0"},"content":{"rendered":"

How can Kahoot be used to stimulate co-creation rather than simply as an automated test? That is what I explore in this article. I organised a kind of Kahoot creation tournament with various groups. It was a way of taking things to the next level.<\/strong><\/p>\n\n\n\n

In a previous article, I shared some observations on the different levels of learning in training<\/a>. And in another article, I told you about Kahoot, a blended learning application<\/a> particularly effective, if only because of its playful nature.<\/p>\n\n\n\n

If I consider the classic use of Kahoot<\/strong>, it is located at the level of the practice <\/em>by the student <\/em>and at best, in the communication <\/em>of groupe<\/em>, if the trainer takes the opportunity to debrief the session.<\/p>\n\n\n\n

\"Come<\/figure>\n\n\n\n

How to enhance the educational value of a Kahoot session?<\/h2>\n\n\n\n

How can we move from a relatively low educational level \u2013 that of individual student participation in competition \u2013 to a level of collaboration and co-creation?<\/p>\n\n\n\n

By suggesting a \u00ab\u00a0kahoot match<\/strong>\" .<\/p>\n\n\n\n

Promoting the co-creation through a team match<\/h2>\n\n\n\n

According to educational circles, competition is frowned upon. But learners love it. They enjoy measuring themselves against each other, finding out who is the best or the strongest...<\/p>\n\n\n\n

How to align the collaboration aspects- necessary not only in educational terms or companies fields or along the daily life- to that kind of competition assumed by our learners?<\/p>\n\n\n\n

\"La
The co-creation with Kahoot<\/figcaption><\/figure>\n\n\n\n

I have decided to launch a competition. However, it will not focus on Kahoot quizzes already created by the trainer or teacher. Instead, learners will work in groups to develop their own Kahoot quiz and test it on the opposing team.<\/p>\n\n\n\n

The various trial stages<\/h2>\n\n\n\n

Obviously, it wasn' t about sending learners out on this adventure alone, without any guidance. Especially since these learners were migrants who were just beginning to master the basics of French.<\/p>\n\n\n\n

So I have just proceeded step by step<\/p>\n\n\n\n

1 A mindmap to resume the elaboration stages of kahoot<\/h3>\n\n\n\n

I started by drawing a mind map, or rather a timeline with XMind, to clearly map out the journey.<\/p>\n\n\n\n

You can obtain for free this mind map about collaborative methodology with Kahoot<\/a> on our page Pedagogical Design- free Mind map.<\/p>\n\n\n\n

\"Ligne
Ligne du temps cr\u00e9\u00e9e avec XMind<\/figcaption><\/figure>\n\n\n\n

You can also download this chart in PDF format:<\/p>\n\n\n\n

How to create a good test with Kahoot<\/a>Download<\/a><\/div>\n\n\n\n

2 An introduction of the participants on the co-creation stages of a match<\/h3>\n\n\n\n

So, I used this timeline to present the exercise to the participants, commenting on each step.<\/p>\n\n\n\n

Define its subject<\/h4>\n\n\n\n

The test or examination subject has to be precisely defined.<\/p>\n\n\n\n

You also need to know what you want to measure:<\/p>\n\n\n\n

    \n
  • the understanding of a grammar rule?<\/li>\n\n\n\n
  • the retention of newly acquired vocabulary?<\/li>\n\n\n\n
  • the application of a verb conjugation?<\/li>\n\n\n\n
  • etc.<\/li>\n<\/ul>\n\n\n\n

    Without this, the test will be vague and lose its focus...<\/p>\n\n\n\n

    b) Identify your public <\/h4>\n\n\n\n

    What's their level?<\/p>\n\n\n\n

      \n
    • Are they beginners? <\/li>\n\n\n\n
    • Are they experts? <\/li>\n\n\n\n
    • Do they belong to intermediate levels?<\/li>\n<\/ul>\n\n\n\n

      c) Drafting the questions<\/h4>\n\n\n\n

      If there is one thing I have learnt over the years as a trainer, it is that nothing is less natural than asking questions.<\/p>\n\n\n\n

      For a trainer or teacher, this seems perfectly normal; it's part of everyday life. For our learners, however, it's often a nightmare. To better understand, watch an episode of Jeopardy and you'll quickly understand...<\/p>\n\n\n\n

      \n