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AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
AAC&U 2012 Annual Meeting
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AAC&U 2012 Annual Meeting

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A presentation of the outcomes of the Global Social Problems class at the 2012 Association of American Colleges and Universities (AAC&U) Annual Meeting.

A presentation of the outcomes of the Global Social Problems class at the 2012 Association of American Colleges and Universities (AAC&U) Annual Meeting.

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  • Give a broad overview here--no details about WWO\n http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world.html\n Incorporates problem-solving (how to address the problem through action) and can be described as an example of action learning--i.e. you can't solve a problem alone.  You need to collaborate with experts to come to a greater understanding of the issue. \nMcGonigal focuses on the larger picture of how and why games are relevant.\n \n Asks: How can we capture the positive, emotional qualities of ludic experiences that we get from games? \n The process of leveling through games gives a sense of accomplishment, not because saving a virtual world has “value”, rather the experience of being a part of an ‘epic’ undertaking has meaning.\n By adopting a gameful approach to school (like Q2L), we take some of the best elements of game participation and apply them in ways that make education meaningful and relevant.  It changes the game of education from something that is grade-focused (external reward) to achievement-focused (internal reward).  Gameful approaches to life that involve us in large-scale (epic) pursuits can help to give our lives meaning, particularly if we engage around real-world social problems.  It is us that make the difference—and it is us that benefit from a sense of ‘fiero!’ that comes with knowing that we’ve made a difference\n
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  • Extends McGonigal’s notion of gameful participation into the classroom--Jane doesn’t discuss teaching & learning per se.\n\nTeaching & learning approach that incorporates use of serious games -- computer game & game methodologies to promote experiential & discovery learning around authentic, real-world problems. \n \n--gameful learning is made possible through crit. thinking, instructor facilitation & student reflection\n\nNext: will show how research perspectives can inform *how* computer-based games might help foster gameful learning.\n
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  • Jason: Values & Social Media\nBob: Project-based learning & Iterative Writing\n
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  • Emphasize success with heroic characteristics as compared with super-heroic genre\n
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  • Transcript

    • 1. Global Social ProblemsLocal Action & Social Networks for Change - A “Gameful” Approach Jason Rosenblum, Bob Strong St. Edward’s University http://academic.stedwards.edu/globalsocialproblems jasonr@stedwards.edu http://slidesha.re/zdim3r
    • 2. What’s a serious game?• games famously resist definition(Wittgenstein)• Therefore here’s one perspective: Serious games are games that prompt experiential learning through play, in ways that foster critical evaluation and participation. http://slidesha.re/zdim3
    • 3. Gameful Participation• McGonigal, J. (2011). Reality is Broken: Why Games Make Us Better and How They Can Change the World: Penguin Press HC.• Jane McGonigal - Real play to take action to address large scale probs.  http://slidesha.re/zdim3
    • 4. Gameful participation via Superhero Gaming• Produced World Without Oil (an Alternate Reality Game) and more recently, Evoke (Alternate Reality/Superhero Gaming)• See: http://janemcgonigal.com/• Look for her Ted Talk: “Gaming can make a better world” http://slidesha.re/zdim3
    • 5. Learner as “Superhero”Clever use of technology + game designstrategies to motivate players in ways that areChallenge-Based.http://www.urgentevoke.com
    • 6. From: http://www.urgentevoke.comBlog post: http://www.urgentevoke.com/profiles/blogs/saving-the-knowledge-about
    • 7. From: http://www.urgentevoke.comBlog post: http://www.urgentevoke.com/profiles/blogs/saving-the-knowledge-about
    • 8. Gameful learning with serious games• Strategy that applies “Serious” Games with Guided Experiential Participation• To Foster: critical thinking, problem solving, instructor facilitation & reflection• To Address: authentic, real-world problems http://slidesha.re/zdim3
    • 9. What is Global Social Problems? &Why Pilot this course? http://slidesha.re/zdim3
    • 10. Global Social Problems• Local Action & Social Networks for Change• Undergrad Cultural Foundations course• Uses superhero gaming strategies & challenge-based learning approach.• Inspired by McGonigal’s idea of gameful action and her ARG, Evoke. http://slidesha.re/zdim3
    • 11. Global Social Problemshttp://vimeo.com/23934250 http://slidesha.re/zdim3
    • 12. What makes thissection unique? http://slidesha.re/zdim3
    • 13. Mission-based design tofoster “Heroic Action”• Research an issue @ Global & Local Levels• Participate online as well as at local levels to address the problem• Imagine a possible way to address the issue, incorporating perspectives learned through research and participation. http://slidesha.re/zdim3
    • 14. Experiential Components• Values-driven Superhero Gaming System• Social Media to Research and Act• Immersive, project-based approach• Iterative writing with faculty/peer feedback http://slidesha.re/zdim3
    • 15. Heroic ValuesPeer Review: Students awarded “Experience Points”by peers on how well they demonstrate Heroic“Character Traits” Creativity Tenacity Perspective Clarity Cooperation Empathy Credibility Precision Persuasion CourageBadges awarded based on individual scores http://slidesha.re/zdim3
    • 16. User Profile
    • 17. Things to Note• Class site is 99% “open”, not within Blackboard• Heavily custmized Drupal website• Course hash tag = #globsoc http://slidesha.re/zdim3
    • 18. Twitter Posts http://slidesha.re/zdim3
    • 19. http://slidesha.re/zdim3
    • 20. Social Good Summit http://slidesha.re/zdim3
    • 21. http://www.mashable.com/sgs
    • 22. http://slidesha.re/zdim3
    • 23. Blog Posts http://slidesha.re/zdim3
    • 24. Social MediaCommentary http://slidesha.re/zdim3
    • 25. http://slidesha.re/zdim3
    • 26. http://slidesha.re/zdim3
    • 27. http://slidesha.re/zdim3
    • 28. Local Action Projects http://slidesha.re/zdim3
    • 29. http://slidesha.re/zdim3
    • 30. http://slidesha.re/zdim3
    • 31. http://slidesha.re/zdim3
    • 32. http://slidesha.re/zdim3
    • 33. http://www.youtube.com/watch?v=rFVlqQtge9Y
    • 34. Student Feedback• “I got a lot out of this course. I have always been a very passionate person with anything that Ive ever set my mind to, whether it be my career in the arts or my school work. This class was a wonderful way to make people really work to change the world, and not just to write one more paper on it. I was able to reach out and actually change lives in this course and that is amazing.” http://slidesha.re/zdim3
    • 35. What’s worked• Iterative blog entries• Guest Lecturer participation: Profs Vicki Totten and Kay Firth-Butterfield• Heroic Participation & values discussions• The Social Good Summit: a social media enabled conference• Twitter participation• Group Projects http://slidesha.re/zdim3
    • 36. Challenges• Unfamiliar with: project-based course design• Unfamiliar with : Peer review process• Learning: Technology components• Unaccustomed to: Incremental research tasks (Research Notes) & deadlines• Requires: Constant Schedule adjustment• Superhero-oriented theme http://slidesha.re/zdim3
    • 37. fin. jasonr@stedwards.edu http://www.edtechresources.info http://slidesha.re/zdim3rhttp://academic.stedwards.edu/ globalsocialproblems

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