About: You are the Chief Executive Officer of an exciting start up Clean Energy Business. This is a web-based free simulation. Students play the role of the founder of a new start-up company in the exciting and competitive clean tech sector. Each quarter students must set prices, decide how many engineers and sales people to hire, and set compensation, including salary, stock, options and profit sharing. Students must also make financial decisions such as debt level, equity level and overall cash management.

Challenge: Will you lead your company to record profits or run your firm into bankruptcy?

Requirements: This is a several part project, which includes: at least 4 attempts at the simulation, 1 annual report assignment, 4 project quizzes, 2 blog posting , and 1 feedback survey. Note to receive full credit students must successfully complete 10 years of profitable simulation business (remember you can play as many times as you wish, however for full credit you must have played at least 4 times). Bonus points will be added to students who make the final leader board, based upon highest cumulative net profits. Students work independently, not part of a group, however students are encouraged to use blog space to discuss various game strategies.

When playing the simulation, select "play as a class." Your ID is your Wake Tech email address and your password is 4444. Please wait until week 2 of the class to start the simulation in order for the instructor to enter the class emails into the game site. Instruction Video (opens in a new window) Link to Play Simulation (opens in new window)
Play the game as often as you wish; play often throughout the semester to try different strategies and improve your scores.
Semester champion: the student the with highest cumulative net income will be declared the semester champion. We will periodically update students with a leader board in an announcement so you can see where you stand relative to other students.

A scholarly character sheet for self-assessment about information literacy skills - gamification around quantified self, badging and young researcher identity.

Une feuille d'autoévaluation pour suivre les apprentissages en compétences informationnelles acquises sur le moyen ou le long terme. Elle est ludifiée avec des éléments de mesure de soi, de badge et d'identité de jeune chercheur.

Comment envoyer une minorité d'étudiants surmotivés sur des objectifs pédagogiques intégrés et connexes dont le parcours est structuré ?
1) Faire une courte introduction engageante (15min.)
2) Identifier la minorité surmotivée et leur distribuer un parcours.
3) Assurer une supervision mininal avec un suivi distant et ponctuel au besoin.
Avec 2 exemples de parcours: une auto-initiation en 5 niveaux pour contribuer à Wikipédia; et un programme de 12 semaines pour démarrer un blogue sur un sujet de recherche.

How to get the few really motivated students involved? By asking them to fulfil « side-quests » learning activities in a structured itinerary :
1) Present a short but engaging initiation [sur quoi?] (15 min.) ;
2) After identifying the motivated students, give them a formal checklist [pour quoi?];
3) If needed, provide minimum mentoring and follow-up
Here are two examples : 5-steps self-initiation on how to contribute to Wikipedia and 12-weeks program to start a blog on research topic.

Synthèse ludique des ateliers d'évaluation des sources. Peut être utilisé comme récompense : un exemplaire plastifié est offert à l'étudiant qui trouve l'erreur volontairement insérée dans la formation (les autres n'ont que la feuille en papier). Autre utilisation : trouver le document le plus faible parmi vos références, ou parmi les références du syllabus de tel cours.

Gamified summary for the evaluation of sources activity. A laminated copy could be used as award for the first student who discovers the mistake deliberately put in the learning activity; the other participants only get a paper copy of the sheet. Another use : in a list of bibliographic references, find the weakest one.

The purpose of this activity is to inspire students to adopt structured methods when they explore and retrieve information. It is based on lab notebooking methods and on managing and documenting the flow of references in Zotero, a reference management software.

The first principle is based on a tree of collections to manage the references arriving in the Zotero library. Some basic methods are suggested and the students are invited to create their own. The second principle is based on standalone notes to document all the research process through online database, libraries and experts.

This activity is intended to introduce students to business resources by following the Porter's 5 Forces. Each Force is its own activity with suggested discussion questions, examples and recommended research approach.