8. The New Literacies• Play — the capacity to experiment with one’s surroundings as a form of problem-solving• Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery• Simulation — the ability to interpret and construct dynamic models of real-world processes• Appropriation — the ability to meaningfully sample and remix media content
9. The New Literacies• Multitasking — the ability to scan one’s environment and shift focus as needed to salient details.• Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities• Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal• Judgment — the ability to evaluate the reliability and credibility of different information sources
10. The New Literacies• Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities• Networking — the ability to search for, synthesize, and disseminate information• Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.Source: http://www.digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E %7D/JENKINS_WHITE_PAPER.PDF
11. Or as Michigan State puts it… Source: http://seriousgames.msu.edu/
12. Game Genres• Mini games: – Small, easy-to-access game built to be simple and addictive, which often focuses on mastering an action and can provide awareness of more complicated issues.• Interactive metrics: – Simulation in which students typically try to impact critical metrics by allocating resources along competing categories and getting feedback of their decisions through graphs and charts.
13. Game Genres• Frame games: – Students engage familiar games and puzzles such as Wheel of Fortune®, solitaire, or memory, with important pieces of awareness or task-based content replacing trivia or icons.• Branching story: – Simulation in which students make a series of decisions via a multiple choice interface to progress through and impact an event.
14. Game Genres• Practice ware: – Real-time, often 3D sims that encourages participants to repeat actions in high fidelity situations until the skills become natural in the real-world counterpart• Virtual product or virtual lab : – A series of challenges/puzzles to be solved using on-screen representations of real-world objects and software.
19. MMORPGs• WoW• Minecraft• TERAOnline• EVEOnline• Club Penguin• Poptropica• Others
20. MMORPG• Massively Multi-player Online Role-Playing Game• End Content requires cooperative groups known as guilds• World of Warcraft, Guild Wars II, and League of Legends
21. Virtual Worlds Immersive Online Environments that allow individuals to interact in each other and environment. Accessible 24 / 7 Metaverse
22. Naming Your Avatar
23. Virtual World• Synchronous world• Persistent network of people• Avatar representation• Facilitate by networked computers• Definition by Mark Bell
24. November 2 & 3
25. Sandbox Genre• Open world• Video game where the player is given considerable amount of freedom• Allows for Content Creation• Minecraft
26. Mobile Games• Mobile Apps• Alternate Reality Games• Location Based Games
27. Vocabulary• Simulation v. Game• Engagement v. Fun
28. How can I use Games?
29. Before using Games• Determine what your objectives are.• Determine simulation requirements and reasonable computer capacity. – This will determine if students will encounter simulation in class / on campus or off campus
30. Before using Games• Use the simulation yourself – Student’s will expect that you have done this and can solve any of their problems
31. Before Games• Develop grading and task rubric – Student’s will want clear goals and objectives • Pre-survey • Actual task • Discussion
32. Before using Games• Assign task with realistic timeframe – If simulation is too large, cut it down• Request feedback / post survey – Student’s want to know that you are doing this for a reason – Survey’s allow students to vent and point out issues and areas for improvement
33. Using Games1. Ice breakers – Utilize serious games/ simulations to introduce class to new topics and stimulate discussion2. Projects – Group or individual work – Use to reinforce class concepts and assess mastery
34. Using Games3. Competitions – Break students into groups and have them compete for prizes / extra credit – Set up a computer lab for real time competition/ tournaments. **** – Show screen on SmartBoard, so teams can share tactics/ learn new methods. *****
35. Place• On the SmartBoard before class• On the SmartBoard during class• In computer classroom• Computer Commons• Student’s personal Computers