Gamifi-ED Intergenerational Open Online Community

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Dr. Graham engaged in Gamifi-ED with two colleagues from different parts of the world. The experience focused on professional development for creating games through experts, and through collaboration with a non-profit representative, a K-12 representative and herself. During the process, Dr. Graham's higher education students, in-service teachers from across Alaska, created a rubric for evaluating serious games, evaluated games, and then created their own games. This session focuses on open learning and promoting the 21st Century Skills of Communication, Creation, Collaboration, and Critical Thinking.

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Gamifi-ED Intergenerational Open Online Community

  1. 1. “We are the Connection”
  2. 2. HOW IT STARTED
  3. 3. THE FOUR AMIGOS NonProfit K12 Minecraft Higher Ed
  4. 4. WHAT IS A SERIOUS GAME?
  5. 5. GROUND ZERO Educurious PDF Play Serious Games k-12 Higher Ed Game Makers
  6. 6. IMPORTANT TO TEACHERS: 1. Clear purpose that correlates with multiple learning objectives 2. standards pertaining to coursework 3. Narrative Context/Storyline 4. Well-organized, risk oriented problem solving 5. Engaging and Motivating 6. Interactivity (Collaboration): students are able to interact with other and the game 7. Skill scaffolding and mastery 8. Encouragement and Feedback 9. Utility
  7. 7. IMPORTANT TO STUDENTS 1.Problem Solving 2.Player Freedom 3.Game Play 4.Motivation 5.Real-World Connections 6.Team Work 7.Creativity
  8. 8. TA-DA!
  9. 9. STUDENT & TEACHER RESPONSIBILITIES Teachers - Recommend games for review Review at least 5 games Students- Build and organize site Manage workflow including notifying teachers of sites to be reviewed Locate games for review Review numerous games (10 each) Manage the @gamifi-ED and #gamifi-ED Twitter identities and channel
  10. 10. AND ALL THE WHILE Gamified-OOC!
  11. 11. CONCEPTUALIZING A SERIOUS GAME 3 Teams of Higher Education Students: One Minecraft Group and two Groups who could create in any media/medium Presentation tool was each Group’s own choice Encouraged to meet their own rubric as they created the games!
  12. 12. TEACHER RESPONSES I have to admit. At first, I was a little skeptical. There was no way we were going to pull this off in a two-week period. But, lo’ and behold, we did it! All I can say about the last two weeks is WOW, and not the game. I was a little unsure we could pull this off in just two weeks but I think we’ve all done an excellent job holding it together and coming up with not only a game idea but our sanity as well. This process has been an eye opening, I never thought that I would be part of a group that would create a game proposal which could eventually turn into a real game. This has been a wonderful learning experience that has opened my world to a new type of learning and learning environment for students. As we worked through designing the game I had my students in mind and could visualize them playing the game.
  13. 13. Overall, I am very pleased with our game idea. It focuses on realistic situations that are important to many people living in Alaska, which should make it appealing to people living here. Because Alaska and Alaska wildlife have such a broad appeal to people outside the state, it should also be interesting to people in different locales. The other aspect of the game I like is that the game will require cooperation between different groups to make it successful. Winning will not be an individual achievement. Individual groups can achieve different degrees of success but ultimately, all of the groups must come together in the end to achieve total victory.
  14. 14. Intergenerational Collaborative on all levels Intrinsically motivational Fun! Replicable???

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