Christopher Layton
Hood River, Oregon, United States
396 followers
385 connections
About
With a strong background in instructional design, educational technology, and curriculum…
Experience
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Education
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Licenses & Certifications
Volunteer Experience
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Lego Robotics Coach
FIRST
- Present 1 year 11 months
Education
Lead a group of middle school students to build their leadership, problem-solving skills, sense of belonging, and self-confidence as they work toward competing in First Lego Robotics.
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Information Technology Volunteer
Hood River New School
- Present 2 years 4 months
Education
Assist with educational technology systems, deployment, processes and training.
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Budget and Personnel Committees, Deacon
Bethel UCC, White Salmon
- Present 2 years 11 months
Civil Rights and Social Action
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Volunteer - Educational Technology
Wildwood Academy
- 7 months
Education
I help Wildwood with educational technology and participate on board-related governance.
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Volunteering - Training and Development, Technology Implementation
The Next Door of the Columbia Gorge
- 8 months
Social Services
I helped design an organization-wide intranet using Microsoft Sharepoint.
I developed a training site in Microsoft Sharepoint for social workers who were adopting an all-digital workflow using iPads.
I consulted on IT implementation of the iPad project.
Languages
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Biblical Hebrew
Professional working proficiency
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Greek, Ancient (to 1453)
Full professional proficiency
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English, Old (ca.450-1100)
Limited working proficiency
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Explore more posts
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Andrew Peterson
Analog Game Design: The Pedagogy We’ve Been Pretending Doesn’t Exist Educators love Bloom’s Taxonomy. We print it on posters. We put it in syllabi. We sprinkle it into accreditation reports like pedagogical glitter. But when it comes to actually getting students to the top of Bloom’s Taxonomy—you know, creating things—we tend to panic and retreat into “make a poster” assignments and call it a day. Enter analog game design, the instructional method hiding in plain sight. Let’s be honest: You cannot design a game about a concept you don’t understand. You cannot pretend your way through mechanics that require internal logic. And you definitely cannot avoid thinking deeply about cause, effect, constraints, and trade-offs when you’re literally building a system that must function. Designing a game forces students to: Analyze: What are the essential parts of the concept? What matters? What breaks the system? Evaluate: Which variables are important? Which outcomes are meaningful? Create: Build a functioning game that expresses all of this without falling apart like a group project during finals week. Game design is Bloom’s top tier wearing a party hat. Analog games are delightfully unforgiving. If students misunderstand a concept, the game immediately exposes it like a toddler revealing your secrets at Thanksgiving dinner. Rules break. Mechanics crumble. The whole thing implodes. Perfect. That’s where the learning happens. So if we’re serious about “deep learning,” “meaningful engagement,” and all the other phrases we put in our assessment reports, maybe the answer isn’t another discussion board. Maybe it’s dice. Maybe it’s index cards. Maybe it’s letting students build systems instead of just reading about them. Analog game design: Because if you can create a functional game about a concept, you probably understand it better than the person who made the textbook.
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The Network of Distinguished Educators
Adopting new instructional technology is "not about how you will use a new set of devices, but how you can improve the potential for students to have quality, impactful instructional experiences," PDK's John G. Hendron writes in Kappan. https://lnkd.in/etCM_uii
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