Letou nhà cái đánh giá

Our main trading address is PO Box 76590

Our main trading address is PO Box 76590

Terms of use applicable to our website.
Please read these terms and conditions carefully before using this site What’s in these terms.
These terms tell you the rules for using our website www.cloudhouse.com (our site).
Click on the links below to go straight to more information on each area: • Who we are and how to contact us • By using our site you accept these terms • There are other terms that may apply to you.
• We may make changes to these terms.
• We may make changes to our site.
• We may suspend or withdraw our site.

• When you access our site • You must keep your account details safe

• How you may use material on our site.
• Do not rely on information on this site.
• We are not responsible for websites we link to.
• User-generated content is not approved by us.

• Our responsibility for loss or damage suffered by you

• If you are a business user: • Consumer or private use: • How we may use your personal information • Uploading content to our site.

• Rights you are giving us to use material you upload

• We are not responsible for viruses and you must not introduce them.
• Rules about linking to our site.
• Which country’s laws apply to any disputes.

• Our trademarks are registered

Who we are and how to contact us www.cloudhouse.com is a site operated by Cloudhouse Technologies Limited (“We”).
We are registered in England and Wales under company number 07360219 and have our registered office at PO Box 76590, London SW11 9PF.
Our main trading address is PO Box 76590, London SW11 9PF.
To contact us, please email [email protected] or telephone us on 0203 515 1505.

By using our site you accept these terms By using our site

you confirm that you accept these terms of use and that you agree to comply with them.
If you do not agree to these terms, you must not use our site.
We recommend that you print a copy of these terms for future reference.
There are other terms that may apply to you These terms of use refer to the following additional terms, which also apply to your use of our site: • Our Privacy Policy www.cloudhouse.com/privacy-policy.
See further under clause.

• Our Acceptable Use Policy www.cloudhouse.com/acceptable-use-policy

which sets out the permitted uses and prohibited uses of our site.
When using our site, .

You must comply with this Acceptable Use Policy

• Our Cookie Policy www.cloudhouse.com/cookie-policy

which sets out information about the cookies on our site.
If you purchase products and services from us, our terms and conditions www.cloudhouse.com/csla will apply.
If you are a partner and use our partner restricted areas of our site, please refer to our partner terms and conditions relating to your use of those areas may apply.
We may make changes to these terms We amend these terms from time to time.
Every time you wish to use our site, please check these terms to ensure you understand the terms that apply at that time.
These terms were most recently updated on 19/06/2018 when we adopted these terms.
We may make changes to our site We may update and change our site from time to time to reflect changes to our products and services, our users’ needs and our business priorities.
We will try to give you reasonable notice of any major changes.

We may suspend or withdraw our site Our site is made available free of charge

We do not guarantee that our site, or any content on it, will always be available or be uninterrupted.
We may suspend or withdraw or restrict the availability of all or any part of our site for business and operational reasons.
We will try to give you reasonable notice of any suspension or withdrawal.
You are also responsible for ensuring that all persons who access our site through your internet connection are aware of these terms of use and other applicable terms and conditions, and that they comply with them.
Where you access our site Our site assumes that users are located in the United Kingdom but you can access and use our site in other locations.
We do not represent that content available on or through our site is appropriate for use or available in locations other than the United Kingdom or is compliant with law applicable to locations other than the United Kingdom.
You must keep your account details safe If you choose, or you are provided with, a user identification code, password or any other piece of information as part of our security procedures, you must treat such information as confidential.
You must not disclose it to any third party.
We have the right to disable any user identification code or password, whether chosen by you or allocated by us, at any time, if in our reasonable opinion you have failed to comply with any of the provisions of these terms of use.
If you know or suspect that anyone other than you know your user identification code or password, you must promptly notify us at [email protected]
How you may use material on our site We are the owner or the licensee of all intellectual property rights in our site, and in the material published on it.
Those works are protected by copyright laws and treaties around the world.
All such rights are reserved.
You may print off one copy, and may download extracts, of any page(s) from oursite for your personal use and you may draw the attention of others within your organisation to content posted on our site.
You must not modify the paper or digital copies of any materials you have printed off or downloaded in any way, and you must not use any illustrations, photographs, video or audio sequences or any graphics separately from any accompanying text.
Our status (and that of any identified contributors) as the authors of content on our site must always be acknowledged.
You must not use any part of the content on our site for commercial purposes without obtaining a licence to do so from us or our licensors, please contact [email protected] to make a request.
If you print off, copy or download any part of our site in breach of these terms of use, your right to use our site will cease immediately and you must, at our option, return or destroy any copies of the materials you have made.
Do not rely on information on this site The content on our site is provided for general information only.
It is not intended to amount to advice on which you should rely.
You must obtain professional or specialist advice before taking, or refraining from, any action on the basis of the content on our site.
Although we make reasonable efforts to update the information on our site, we make no representations, warranties or guarantees, whether express or implied, that the content on our site is accurate, complete or up to date.
We are not responsible for websites we link to Where our site contains links to other sites and resources provided by third parties, these links are provided for your information only.
Such links should not be interpreted as approval by us of those linked websites or information you may obtain from them.
We have no control over the contents of those sites or resources.
User-generated content is not approved by us Our site may include information and materials uploaded by other users of the site.
This information and these materials have not been verified or approved by us.
The views expressed by other users on our site do not represent our views or values.
If you wish to complain about information and materials uploaded by other users, please contact us on [email protected]
Our responsibility for loss or damage suffered by you • We do not exclude or limit in any way our liability to you where it would be unlawful to do so.
This includes liability for death or personal injury caused by our negligence or the negligence of our employees, agents or subcontractors and for fraud or fraudulent misrepresentation.
• Different limitations and exclusions of liability will apply to liability arising as a result of the supply of any products or services to you, which will be set out in our terms and conditions www.cloudhouse.com/webite-terms-conditions 14.
If you are a business user: • We exclude all implied conditions, warranties, representations or other terms that may apply to our site or any content on it.
• We will not be liable to you for any loss or damage, whether in contract, tort (including negligence), breach of statutory duty, or otherwise, even if foreseeable, arising under or in connection with: • use of, or inability to use, our site; or • use of or reliance on any content displayed on our site.
• In particular, we will not be liable for: • loss of profits, sales, business, or revenue; • business interruption; • loss of anticipated savings; • loss of business opportunity, goodwill or reputation; or • any indirect or consequential loss or damage.
Consumer or private use: • Please note that we only provide our site for commercial or business purposes.
You agree not to use our site for any consumer, domestic and/or private use.

• Our site is not intended to be accessed or use by children or minors

How we may use your personal information We will only use your personal information as set out in our www.cloudhouse.com/privacy-policy.
Uploading content to our site Whenever you make use of a feature that allows you to upload content to our site, or to make contact with other users of our site, you must comply with the content standards set out in our Acceptable Use Policy www.cloudhouse.com/acceptable-use-policy.
You warrant that any such contribution does comply with those standards, and you will be liable to us and indemnify us for any breach of that warranty.
This means you will be responsible for any loss or damage we suffer as a result of your breach of warranty.
Except where you are a partner accessing restricted areas of our site where different terms and conditions apply, please refer to your signed partner agreement, any content you upload to our site will be considered non-confidential and non-proprietary.
You retain all of your ownership rights in your content, but you are required to grant us and other users of our site a limited licence to use, store and copy that content and to distribute and make it available to third parties.
The rights you license to us are described in Rights you are giving us to use material you upload.
We also have the right to disclose your identity to any third party who is claiming that any content posted or uploaded by you to our site constitutes a violation of their intellectual property rights, or of their right to privacy.
We have the right to remove any posting you make on our site if, in our opinion, your post does not comply with the content standards set out in our Acceptable Use Policy www.cloudhouse.com/acceptable-use-policy.
You are solely responsible for securing and backing up your content.
Rights you are giving us to use material you upload When you upload or post content to our site, you grant us the following rights to use that content: • a perpetual, worldwide, non-exclusive, royalty-free, transferable licence granted to us to use, reproduce, distribute, prepare derivative works of, display, and perform that user-generated content in connection with the services provided by our site and across different media.
We may also use such content to promote our site or such services.
• a perpetual, worldwide, non-exclusive, royalty-free, transferable licence granted to other users of our site, including our partners, to use, reproduce, distribute, prepare derivative works of, display, and perform that usergenerated content in connection with the service provided by our site and across different media to use such content in accordance with the functionality of the site.
We are not responsible for viruses and you must not introduce them We do not guarantee that our site will be secure or free from bugs or viruses.
You are responsible for configuring your information technology, computer programmes and platform to access our site.
You should use your own virus protection software.
You must not misuse our site by knowingly introducing viruses, trojans, worms, logic bombs or other material that is malicious or technologically harmful.
You must not attempt to gain unauthorised access to our site, the server on which our site is stored or any server, computer or database connected to our site.
You must not attack our site via a denial-of-service attack or a distributed denial-of service attack.
By breaching this provision, you would commit a criminal offence under the Computer Misuse Act 1990.
We will report any such breach to the relevant law enforcement authorities and we will co-operate with those authorities by disclosing your identity to them.
In the event of such a breach, your right to use our site will cease immediately.
Rules about linking to our site You may link to our home page, provided you do so in a way that is fair and legal and does not damage our reputation or take advantage of it.
You must not establish a link in such a way as to suggest any form of association, approval or endorsement on our part where none exists.
You must not establish a link to our site in any website that is not owned by you.

Our site must not be framed on any other site

nor may you create a link to any part of our site other than the home page.
We reserve the right to withdraw linking permission without notice.
The website in which you are linking must comply in all respects with the content standards set out in our Acceptable Use Policy www.cloudhouse.com/acceptable-use-policy.
If you wish to link to or make any use of content on our site other than that set out above, please contact [email protected]
Which country’s laws apply to any disputes.
If you are a business, these terms of use, their subject matter and their formation (and any non-contractual disputes or claims) are governed by English law.

We both agree to the exclusive jurisdiction of the courts of England and Wales

Our trademarks Cloudhouse, Cloudhouse Containers and Cloudhouse Evergreen are trade marks of Cloudhouse Technologies Limited.
You are not permitted to use them without our approval, unless they are part of material you are using as permitted under How you may use material on our site.
Some of our Customers Contact Us.
SolutionEnd of Life MigrationCloud MigrationWindows 10 RolloutOther Platform Desktop Server Please leave this field empty.

click “YES” to launch the Installer

12:43 am.

SpyHunter Download and Install Instructions

Click Below To Install Your Malware Remover download will start Automatically 1 After download, .

Click the Spyhunter-Installer.exe file link below

When prompted, click “YES” to launch the Installer.

2 Select the language and click “OK” to complete the installation

3 1 When prompted

click “SAVE” to download the installer.
When prompted, .

Click “RUN” to launch the Installer

2 When prompted, click “YES” to launch the Installer.

3 1 When prompted click “SAVE FILE” to download the installer

After the download.

Access the installer by clicking on in the top right 2 When prompted

click “YES” to launch the Installer.
3 Click here to begin your download manually Press Mentions 0 One comment .
Pakhia December 1, .

2019 at 4:41 am i want this file Reply

Leave a Reply Cancel reply.

Required fields are marked Name Email Time limit is exhausted

Please reload the CAPTCHA.
one  +  nine.

Senior Vice President CPG & Retail

Search Search Our website uses to give you the most optimal experience online by: measuring our audience, understanding how our webpages are viewed and improving consequently the way our website works, providing you with relevant and personalized marketing content.
You have full control over what you want to activate.
You can accept the cookies by clicking on the “Accept all cookies” button or customize your choices by selecting the cookies you want to activate.

You can also decline all cookies by clicking on the “Decline all cookies” button

Please find more information on our use of cookies and how to withdraw at any time your consent on our.
Accept all cookies Decline all cookies Select cookie policy level Necessary Statistics Marketing Social Media Accept selection Consumer Packaged Goods.
Digital underpins new levels of customer loyalty and engagement.
New approaches to digital customer engagement radically change client relationships for CPG companies – they have a direct impact on retail and distribution too.

Digital redefines insight and customer relationships for CPG companies

There are so many areas in which CPG companies are redefining relationships and opportunities through digital.
From mass personalization of packaged products through to value-added online services, the impact of digital transformation is everywhere.
But it’s about a lot more than marketing and communications strategies.  When consumers are permanently connected, active dialog with customers drives both loyalty and new business development for forward-thinking CPG companies.
Business and supply chain relationships change too.
New online sales and distribution models become an important complement, or even an alternative to relationships with more traditional retailers.
For even the most established brands, data-driven agility now becomes key to continuous and sustained advantage.  Knowing how to anticipate and exploit constantly changing opportunity demands a whole new digital skillset.
As a partner in digital transformation, Atos will ensure that the design and execution of your digital strategy remains intelligent, adaptive and focused.
the CPG industry will double in size in the next decade CPG startup funding has experienced an 8-fold increase in the last 6 years of customers are purchasing personalized products today Look at digital transformation in Consumer Packaged Goods from four perspectives … How can digital help you go beyond building enduring loyalty and actively involve customers in business development.
How can you achieve the production and distribution agility needed to respond to new opportunities while maintaining efficiency and margin.
Where will you find your new alliances and opportunities?  Where, for example, does your market intelligence deliver the greatest return in the digital economy.
Can you place a reliable digital trace on the history of every product in your value chain.
Key services for our Consumer Packed Goods clients Drive the new industrial revolution for sustained competitive advantage.
Using cognitive techniques, Atos Codex delivers meaningful, timely and comprehensive data analytics.
Envision and implement a focused, adaptive and creative digital transformation strategy.
Protecting products, reputation and customers with a 360 degree security and compliance perspective.

It’s time to optimize SAP HANA as your winning data platform

IT Services for CPG.
Design, build, integrate, .

Manage and outsource with CPG focused services

This customer reference video shares insights of Coca-Cola HBC’s digital transformation with Atos.
See why Atos is their trusted partner for IT services and digital transformation – from application management… The Coca-Cola Hellenic Bottling Company (CCHBC), one of the world’s largest bottlers of Coca-Cola, is the first company to operate a large-scale rollout of Atos Codex’s pioneering Connected Cooler… Look Out 2020+ for Consumer Packaged Goods.
Moving from products to experiences.

Which business opportunities and key technologies will shape the future of CPG

Crediton Dairy.

Learn how Atos gave Crediton Dairy a new competitive edge with S/4HANA

Atos Thought Leadership Blog.
Blockchain breaks into the mainstream.
In the past few years, it has been important to explain what blockchains can do, and cannot do, and now we are really at the phase where the technology can become industrialized.
Terry Lobel.
Senior Vice President CPG & Retail.

Atos COO of Manufacturing

Retail and Transport Follow or contact Christian: Interested in our services in the Consumer Packed Goods industry.

/ / Consumer Packaged Goods

Mario Kart likes to work on a handicap system

Category Archives: gamification.
I have thought about escape rooms before but they seem to take a mammoth effort to create.
But I thought I’d give it a go.
I used the general guidelines from and was inspired by her use of Super Mario as the background story (Super Mario is one of my favourite video games series).

I am using the introduction to Super Mario 3D as the background story for the escape room

If you haven’t got the time to view the video, the gist of the story is that Bowser has captured seven Sprixies (fairy-like creatures) and each time Super Mario and his pals complete a world, they rescue a Sprixie.
For my escape room, a world will be a challenge and each time students complete a challenge, they rescue a Sprixie.

I also followed on using Google Forms to create a digital escape room

using the section and validation features in Google Forms for students to enter codes to unlock rooms.
The video for the background story for this escape room activity is embedded as YouTube video at the start of the Google Form.
Students solve seven challenges.
Each time they solve a challenge, .

They reveal a code to enter into the Google Form

The validation feature is used to check if the code they have entered is correct.
If the code is correct, .

They proceed to the next room (next Google Form section)

When students enter the correct code

they unlock a challenge and rescue on of the sprixies.
Students gain the code for each challenge by completing questions in small groups.
The images below show each challenge.
Challenge 1 was inspired by an activity in , which currently has two online escape room activities.
They are definitely worth checking out if you’re interested to see what other educational escape rooms can look like.
I used to create some of the challenges.
All of the challenges are designed to be quite basic for this particular escape room as the purpose is to see how a group of new Year 7 students work together after knowing each other for a few days.
However, escape rooms can be used as activities.

I am planning to use this same escape room structure for my Year 12 classes

but have sample and past HSC exam questions in the challenges.
, , , , , ,.
Level Up.
is a project that involves embedding games elements into everyday classroom practice.
The project involves games based learning, gamification and games design.
The brochure and poster presented at the Microsoft Asia Pacific Partners in Learning conference are shown below.
Click to access the virtual classroom tour details from the Microsoft Partners in Learning website.
, , , , , ,.
I’m leading a group of students on making a mobile game in Aris for this school tour activity.
The video below shows the potential of in geolocation activities: , , , Gamifying learning in my classroom – 1:1 Learning Unconference.
June 19, 2011 2 This post has been designed for the 1to1 Learning Unconference.
I will be showcasing my work on games based learning and gamification with three of my students.
Below is a summary of what the showcase will be demonstrating: We will also have an Xbox and a selection of Xbox games so you can get a feel of games based learning yourself.
Please comment below and tell us your thoughts and ideas on gamifying learning ???? , Replies Should our classrooms be like Mario Kart?.
June 5, .

2011 5 Mario Kart is one of my favourite racing games

And recently it has made me think about the implications of what’s happening in my classroom.
To succeed in Mario Kart, not only do you have to drive fast and stay ahead of the pack, you also need to know how to use power-ups.
Power-ups are picked up by driving into the power-up blocks.

When you drive over one of these blocks

the game will assign you with a power-up.
However, Mario Kart likes to work on a handicap system.
Basically the further you are ahead in the race, the power-ups you get never boost your speed.
So if you’re coming first, you are only ever given banana peels and turtle shells as power-ups.
You leave banana peels on the track so others slip on them or you throw the turtle shell at whoever gets in front of you.
You are not given power-ups to get you further ahead.
If you’re further behind in the race, the game will give you a range of power-ups like: -star (gives you a huge speed boost and you’ll take out anyone you touch) -thunderbolt (zaps everyone else in the race and makes them small so you can run over them) And if you’re really behind, you get Bullet Bill, Bullet Bill turns you into a bullet and you rip through the track at super fast speed, blasting everyone that gets in your way.
Bullet Bill is designed to give anyone coming last with a fighting chance at the race.
Basically the power-ups gives everyone an even chance of winning all the way through the race.

So what does Mario Kart have to do with my classroom

For anyone that has been following my blog, you’ll know that I’ve been implementing gamification with my year 10 science class.
(Click here for more details) We wrapped up the first gamified unit of work recently.
While I was evaluating the effectiveness of gamification, I noticed the leaderboard.
The winning team had over 400 points and the last team had 30 points.
(Points were awarded for completing and submitting class and homework tasks).
So what happened to the team with 30 points.
This team wasn’t doing nothing.
They weren’t being lazy.
I regularly helped them in class and saw them do their work.
They just didn’t hand it in.
While I haven’t asked them why they haven’t handed it in (yet), if I was them I would say to myself ‘Why bother.
It’s not like our team will ever catch up.’ It is like when you are so far behind in a car racing game that you re-start the race because there’s no point of continuing.
In most classrooms, there’s some kids who are behind for some reason (went overseas for a lengthy period, have poor reading skills, etc).
For many of these kids, it’s like being very behind in a racing game.
Everyone is on their 5th lap while they’re still on their 1st lap.
They want to re-start the race and have another go.
But they can’t.

How can schools and teachers give them power-ups like in Mario Kart

I want to give those kids Bullet Bill so they will still be engaged in the game.
But how.
And what about the kids who are always a few laps ahead of everyone else? Are teachers keeping the game challenging enough for them.
, Replies Mission complete – an evaluation of gamification.
May 29, 2011 1 My first attempt at gamification has wrapped up.
The Great Science Race was a science unit of work on experimental design, but had gaming elements integrated such as points for completing work, passwords to level up, achievement badges and leaderboards.
For more details please see my previous post.
On the last lesson, my class completed a short survey to what they thought of gamification.
Click here to see the survey questions.
The sample size was only 21 students, but the results were overall very positive towards gamification.
Here are some of the results: When asked what they liked most about the unit of work, students indicated the following: Working in groups/teams.
The topic fun and entertaining.
The competitive atmosphere.
Doing experiments.
Getting a prize at the end if your team wins.
When asked about how to improve the unit of work, students indicated the following: More experiments/more harder experiments.
More organisation in handing in tasks.
More interactive activities.
Assigning everyone in the group with roles/tasks.
The next unit of work this class is doing is Chemical Changes, a topic involving learning about atoms and chemical reactions.
The class has indicated that they still like working in teams, getting points and having a leaderboard.
However, I’m going to scale back on the passwords and the achievement badges.
Reply Enhancing formative assessment & personalised learning – add on benefits of gamification.
May 15, 2011 2 It has been two weeks since the implementation of gamification in my Year 10 Science class.
Five out of six teams have completed the first two quests and have been awarded the achievement badge of “Cool Scientist” and the password to level up to Quest 3.
Engagement and motivation has definitely increased for 99% of the students.
I now get nervous when I log onto Edmodo because I know there’ll be heaps of work uploaded by the students with comments such as “please mark asap”.
At the end of every lesson, .

Almost every student submits one or two pieces of work on Edmodo for me to mark

I have to be honest – marking their work every night has been hard work.
However, because the students are handing in quality work so regularly, I can easily analyse their areas of strengths and areas for improvement.
Before I go into this further I want to emphasise that every teacher, including myself, knows the benefits of formative assessment (For non-education readers formative assessment is about finding out what students can and cannot do regularly in class tasks.
Students are given detailed written feedback.
In many ways it is more effective than making students sit an end-of-topic exam).
However, many teachers know how difficult it is to gather student work regularly for assessment.
Many classrooms involve students doing a task and then the teacher going through the answers together with the whole class.
Students mark the answers themselves and many students do not know what they need to improve on and more importantly how they can improve.
So back to gamification ….
Since the students are so keen to submit their work, I had an opportunity after every lesson to see whether they “get it”.
And what I found is that the design of scientific experiments is much harder for this class than I expected.
I also found out they cannot construct tables to present data in a way to show trends.
While most students understood independent, dependent and controlled variables, a selected number of students still didn’t.
From this I was able to provide detailed written feedback via Edmodo for each student after every lesson.
I was also able to plan mini-lessons at the start of each lesson to go through the concepts they did need to improve on.
This was followed by students working in teams on their quests.
I can see so much potential with using gamification to enhance formative assessment, which branches off into better personalised learning plans.
When I implement gamification for the next topic, I want to use it to enhance personalised learning.
Here’s my idea – When students complete quests in the game, there are multiple parallel levels (tasks) that I as the teacher can give the students depending on their need.
For example, the next topic is chemical reactions.
If a student is capable of completing word chemical equations, I can give them the next level of writing chemical equations with chemical symbols as their “level up”.
However for a student who needs more time with word equations I will provide them with more levels of practicing chemical equations.
Points and leveling up is tailored for each student.
I know this is a very ambitious plan and I’m still ironing out some ideas, but I think using gamification to engage and motivate, enhance formative assessment and better inform personalised learning can reap great benefits for our students.
, Replies Gamification – is it actually working in the classroom?.
May 4, 2011 6 I don’t like lugging stacks of cardboard and paper for recycling, but it has to be done.
While I know it’s good to recycle, it still feels like a chore to do it.
Similarly many of my students don’t like completing and submitting their work, even though they know it’s good for them.
Doing work and handing it in can often feel like a chore and many students do it to avoid punishment.
So how can I make my students want to hand in work.
Perhaps by making it fun.
But how do I make it fun.
While nothing beats designing learning that’s authentic, relevant and engaging, there are always some areas of the syllabus that is mandatory to teach, but it’s not very exciting to 15 year olds.

So I started to implement gamification with my Year 10 science class

I wanted to see whether gaming elements in the classroom will increase their motivation and engagement in learning.
The unit of work is that has been “gamified” is called The Great Science Race and uses game mechanics such as a narrative, quests and achievement badges.
For more information on the gamification of this unit of work, please see my previous post.
But in a nutshell I have turned a unit of work about setting up science experiments into a game.
The unit has a story line, worksheets have been grouped into quests and students work in teams to complete their quests to receive points and achievement badges.
A leaderboard has been set up in the classroom to show the ranking of each team.
So how is it going so far.
Term 2 has started and it’s the first day that students are returning to school after a two-and-half week holiday.
When one of the students asked me what topic we were studying this term, I replied “scientific investigations”.
He groaned: “Not all the independent variables stuff.
It’s so boring”.  But when I explained that the topic is a game and how the game would work, the class, including the student who previously groaned, were very excited.
They laughed at the story of the secret society of epic scientists, but they were very excited about the achievement badges and the leaderboard.
They quickly chose their teams and started working on their first quest.
After two lessons only two teams out of six have submitted their work.
They were awarded 5 points on the leaderboard.
On the third lesson the students saw the rankings on the leaderboard for the first time.
The teams who were ranked first were delighted, and the teams who were on zero points worked extremely hard to ensure they caught up.
One team, who was on zero points, very diligently completed most of the work from Quest 1 in a day (including doing a lot of extension work after school). They are now ranked first on the leaderboard.
I did ask myself whether the leaderboard was encouraging students to rush their work and not spend enough time on it.
However, the work they submitted so far is of the same quality or better than their usual standard.
But now they are submitting their work quicker and more regularly, which is allowing me to better identify their strengths and areas for improvement.
I am still in the early stages of implementing gamification so watch this space for more updates on gamification in my classroom.
, Replies Sign me up.
Post to.