Moodle and Gaming; Presentation at Moodlemoot Dublin, Ireland, February 2013

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Pieter van der Hijden

Moodle and Gaming; Presentation at Moodlemoot Dublin, Ireland, February 2013; Pieter van der Hijden msc (pvdh@sofos.nl)

Education

Expertisecentrum Onderwijs & ICT Suriname

Moodle and
Gaming
Presentation at Moodlemoot
Dublin, Ireland, February 2013

Pieter van der Hijden msc
(pvdh@sofos.nl)

1 www.sofos.nl - www.ecoisonline.org

Amsterdam, The Netherlands

2

Background
 Pieter van der Hijden  Moodle
 Community
 Ict for  Ned-Moove – Dutch
development Moodle Association
 Ecois Suriname
 Ict in government  Workshops and
 Ict in learning training
 Consulting
 Gaming/simulation  Gaming/simulation
 Moodle  ISAGA / Saganet
R&D
 Fab lab

 Consulting

www.sofos.nl - www.ecoisonline.org

9

Lesson module

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10

Roleplay module

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11

Sloodle

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23

Game matrix – what?
 Participants will work in
groups; each group
represents a certain role.
 The role play passes
various phases; the
facilitator (teacher)
determines the moment a
new phase may start (and
which one).
 In each phase, each role
will have access to role
and phase specific
resources and activities.

Planning board that may serve as basis for a role
play: the rows are roles, the columns are phases.

info@sofos.nl - www.sofos.nl

24

Game matrix – how?
 Use groupings to
indicate the different
phases.
 Use opening a
certain web page to
let a participant
select a role.
 Be sure that all roles
and activities:
 Only are available
in a specific phase
 Only are available
for a specific
role, i.e. available
as a certain role
definition web
page has been
opened before.

Part of a course page as the teacher will see it. The
participants only see the resources/activities for the current
phase, i.e. as far as they regard their selected role.
info@sofos.nl - www.sofos.nl

26

Change existing games

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29

 Dynamic courses: individual learning paths and online collaborative exercises in moodle 2; Paper
presented at Moodlemoot Ireland & UK, Dublin, Ireland, 2-4 April 2012; Pieter van der Hijden
 From learning design to game design and back; the Cyberdam example; Pieter van der Hijden;
ISAGA, Kaunas, Lithuania, 2008.
 GameMaker software; http://www.yoyogames.com
 Gaming for Development - building and applying gaming/simulation in the context of developing
countries; Pieter van der Hijden; JASAG National Conference, Sapporo, Japan, 2011
 History teaching with Moodle 2; John Mannion; Packt Publishing, 2011
 Hypecycle for emerging technologies, 2010; Jackie Fenn; Gartner; http://gartner.com
 Moodle 1.9 for Teaching Special Education Children (5-10); Vanesa S. Olsen; Packt Publishing, 2010
 Moodle 2 for teaching 4-9 year olds; Nicholas Freear; Packt Publishing, 2011
 Moodle 2 for teaching 7-14 year olds; Marie Cooch; Packt Publishing, 2012
 Moodle and Gaming 2.0; Proposal to adapt Moodle for Policy Exercises, Business Simulations and
Experiential Learning Games; Pieter van der Hijden; Presentation at Moodlemoot UK, London, 2010.
 Moodle and Gaming/Simulation; Moodle Moot UK 2007; Milton Keynes UK, 23-25 October 2007; Pieter
van der Hijden
 SLOODLE - Simulation Linked Object Oriented Dynamic Learning Environment;
http://http://www.sloodle.org/moodle/
 The future with Moodle; Paper presented at Moodlemoot Ireland & UK, Dublin, Ireland, 2-4 April 2012;
Pieter van der Hijden
 The Thiagi Group; improving performance playfully; Sivasailam Thiagarajan; http://www.thiagi.com
 Three game demonstrations; 1) Gamemaker 8.1 Lite by yoyogames.com, 2) Tactec, a frame game to
develop a global implementation plan, 3) The Storyboard Exercise or how to design a Moodle course;
Pieter van der Hijden; ISAGA, Cluj-Napoca, Romania, 2012

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30

Thank you for your attention!
Pieter van der Hijden msc (pvdh@sofos.nl)

2013 –Pieter van der Hijden (pvdh@sofos.nl) - This work is
licensed under a Creative Commons Attribution 3.0 Unported
License.

www.sofos.nl - www.ecoisonline.org

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