Challenge #1: To start this presentation,
everyone must be in the first eight rows,
with the same number of people in each...
Skeletons in the right closet
Alex Moseley,
University of Leicester
Image: Dwaas, Foolish Lego. http://foolishlego.com/?p=...
a) activities which are aligned with the outside world;
b) assessment which is aligned with instruction;
c) topics which a...
Method
s
Problems
Processe
s
Tool
s
Skill
s
Brookes & Moseley, 2012
Arden, in Neverwinter Nights
The Great History Conundrum, University of Leicester
Of Course! boardgame, University of Leicester
Mutation! boardgame, University of Leicester
1.Identify key concepts & constraints
2.Situate them in real activities
3.Think of a real problem or challenge
4.Add narra...
• Key concepts - to demonstrate:
• simple contextual games
• education through games
• social games
• low budget solutions...
• Real context / activity
• museum digital curator
• museum artefacts
curate an online exhibition
• Narrative:
• funding o...
Graded
problem-
solving
Progress
and
rewards
Narrative
devices
Influence
on outcomes
Regular new
events
Large, active
comm...
Based on simple,
existing technology
Moseley, 2012
everyone brings different skills;
working together helps refine ideas;
as do iterative design processes;
new tools or meth...
1.Identify key concepts & constraints
2.Situate them in real activities
3.Think of a real problem or challenge
4.Add narra...
Alex Moseley
alex.moseley@le.ac.uk
moerg.wordpress.com
@AlexM11
Skeletons in the right closet
Skeletons in the right closet
Skeletons in the right closet
Skeletons in the right closet
Skeletons in the right closet
Skeletons in the right closet
Skeletons in the right closet
Skeletons in the right closet
Skeletons in the right closet
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Skeletons in the right closet

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  • Shaffer, D.W., and Resnick, M. (1999). "Thick" Authenticity: New Media and Authentic Learning. Journal of Interactive Learning Research, vol. 10, no. 2, pp. 195-215.
  • Brookes, S. & Moseley, A. (2012) “Authentic Contextual Games for Learning” in N. Whitton and A. Moseley eds. Using Games to Enhance Learning and Teaching: A Beginner’s Guide. Routledge: London, pp91-107.
  • Moseley, A. (2010), "Roll, Move Two Steps Back, and Admire the View: Using a Games-Based Approach for Effective Course Design". Proceedings of the 4th European Conference on Games Based Learning, Copenhagen, Denmark, 20-21 October 2010.
  • Moseley, A. (2012) "An Alternate Reality for Education?: Lessons to be Learned from Online Immersive Games", International Journal of Games Based Learning, Vol 2, No. 3, pp32-50. Available: http://www.igi-global.com/article/alternate-reality-education/69784
  • Moseley, A. (2012) "An Alternate Reality for Education?: Lessons to be Learned from Online Immersive Games", International Journal of Games Based Learning, Vol 2, No. 3, pp32-50. Available: http://www.igi-global.com/article/alternate-reality-education/69784
  • Moseley, A. & Whitton, N. (2013) eds "New Traditional Games for Learning: A Case Book". Routledge: New York.
  • Skeletons in the right closet

    1. 1. Challenge #1: To start this presentation, everyone must be in the first eight rows, with the same number of people in each row.
    2. 2. Skeletons in the right closet Alex Moseley, University of Leicester Image: Dwaas, Foolish Lego. http://foolishlego.com/?p=822
    3. 3. a) activities which are aligned with the outside world; b) assessment which is aligned with instruction; c) topics which are aligned with what learners want to know; d) methods of enquiry which are aligned with the discipline. Shaffer & Resnick, 1999 thickly authentic
    4. 4. Method s Problems Processe s Tool s Skill s Brookes & Moseley, 2012
    5. 5. Arden, in Neverwinter Nights
    6. 6. The Great History Conundrum, University of Leicester
    7. 7. Of Course! boardgame, University of Leicester
    8. 8. Mutation! boardgame, University of Leicester
    9. 9. 1.Identify key concepts & constraints 2.Situate them in real activities 3.Think of a real problem or challenge 4.Add narrative to deepen the context 5.Create a prototype 6.Test it with colleagues/visitors 7.Refine, retest and release
    10. 10. • Key concepts - to demonstrate: • simple contextual games • education through games • social games • low budget solutions • Constraints: • fun, quick to explain, 50+ people • playable in 10-15 minutes • playable standing, with one hand
    11. 11. • Real context / activity • museum digital curator • museum artefacts curate an online exhibition • Narrative: • funding opportunity • quick-fire pitch
    12. 12. Graded problem- solving Progress and rewards Narrative devices Influence on outcomes Regular new events Large, active community ??? ✓ ⤐ ↜ ! ☺ ☺☺
    13. 13. Based on simple, existing technology Moseley, 2012
    14. 14. everyone brings different skills; working together helps refine ideas; as do iterative design processes; new tools or methods can open up new avenues. knowledge exchange
    15. 15. 1.Identify key concepts & constraints 2.Situate them in real activities 3.Think of a real problem or challenge 4.Add narrative to deepen the context 5.Create a prototype 6.Test it with colleagues/visitors 7.Refine, retest and release
    16. 16. Alex Moseley alex.moseley@le.ac.uk moerg.wordpress.com @AlexM11

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