3. Gameful learning
Bringing gameful
participation into the
classroom.
With Guided Experiential
Participation
cc licensed by Wikimedia Commons
To Foster: critical thinking, problem solving & reflection
To Address: authentic, real-world problems
4. Learner as “Superhero”
Provides authentic participation with game
design strategies that motivate players in ways
that are Challenge-Based.
http://www.urgentevoke.com
5. “Learner as
Game Mechanics
Superhero”
Action via:
Heroic Values
Social Media Use &
F2F participation
6. Gameful Learning as...
An Experiential approach, informed
by game-based approaches, to
challenge students to tackle large-
scale global social problems
8. Global Social Problems
• Local Action & Social Networks
for Change
• Undergrad Cultural Foundations
course
9. Global Learning &
Liberal Education
• gameful learning’s goals are consistent with
AACU’s vision for global learning:
• “ethical call to action”, to “reach beyond the
classroom to the larger community...and to
connect theory with the insights gained from
practice” (Hovland, 2006)
12. cc licensed by Wikimedia Commons
• What is our role as instructors?
• What do we really “teach”?
• How can we help students to actively
engage in their own learning?
14. Online
Communities Face to face class
Re-thinking
the “class”
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*Certain images and/or photos licensed by123RF Limited, their Contributors or Licensed Partners!
Non-profits
http://prezi.com/jmgebwvhxvze/culf/
15. Course as
“a highly collaborative network...
[that]...brings together two or more different
communities that don’t already work
together” (McGonigal, 2011)
...and that creates a space for heroic action
17. Character Traits
Students awarded “Experience Points” by peers on
how well they demonstrate Heroic “Character Traits”
Creativity Tenacity Perspective
Clarity Cooperation Empathy
Credibility Precision Persuasion
Courage
Badges awarded based on individual scores
18.
19.
20.
21. Rooted in learning
theory
• Inquiry-based learning (Hmelo; Resnick; Kuhn)
• Experiential Learning (Dewey; Bruner)
• Challenge-based learning (Johnson)
• Constructivist Pedagogy (Duffy,Vygotsky)
cc licensed by hyperion327 on flickr photo. Some rights reserved
22. Theories led to key questions
How do we:
• Help students learn to critically analyze
real-world problems? Consider
solutions?
• Empower students to address problems?
• Evaluate students in ways that are
authentic?
• Challenge students to take Heroic action?
23. Community
• How do we help students to connect to
real people and groups that address these
problems?
• How do we plug our students into current
discourses?
• How do we empower our students to
affect real change?
24. • Social Media for Social
Good
• Participation with
external groups
26. Three Core Missions
• Research Mission
Dig deeply into an issue Globally & Locally
• Action Misson
Participate online and locally to address
problems
• Imagine Mission
Imagine a possible solution, based on
research and participation.
56. Student Feedback
• “I got a lot out of this course. I have always
been a very passionate person with
anything that I've 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.”
57. What’s worked
• Iterative blog entries & Group Projects
• Guest Lecturer participation: Profs Vicki Totten
and Kay Firth-Butterfield
• Heroic Participation & values discussions
• The Social Good Summit & social media use
• Feedback: Peer Review
• Public Profiles
59. What would we
change?
• To help students learn to critically analyze
real-world problems? Consider
solutions?
• To empower students to address
problems?
• To evaluate students in ways that are
authentic?
60. References
• Bruner, J. (1966). Towards a Theory of Instruction.
• Dewey, J. (1938). Experience and Education: Kappa Delta Pi.
• Kuhn, D. et al. (2000). The Development of Cognitive Skills to Support Inquiry Learning.
• Duffy, T. et al. (?). Constructivism: Implications for the Design and Delivery of Instruction.
• Hmelo-Silver, C. et al. (2007). Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner,
Sweller, and Clark (2006).
• Hovland, K. (2006). Shared Futures: Global Learning and Liberal Education. Shared Futures Initative. AACU.
• Resnick, L. B. & Nelson-Le Gall, S. (2003). Socializing intelligence. The Principles of Learning: Study Tools for Educators (pp. 1-19).
CD-ROM. Version 3.0. University of Pittsburgh. Retrieved 3-22-12.
• McGonigal, J. (2011). Reality Is Broken: Why Games Make Us Better and How They Can Change the World: Penguin Press HC.
• Johnson, Laurence F.; Smith, Rachel S.; Smythe, J. Troy;Varon, Rachel K. (2009).
• Challenge-Based Learning: An Approach for Our Time. Austin, Texas: The New Media Consortium.
• Jones, J. B. (2010). Gamifying Homework. ProfHacker. Retrieved from http://chronicle.com/blogs/profhacker/gamifying-homewor/
28407
• Smith-Robbins, S. I. (2011). This Game Sucks": How to Improve the Gamification of Education. Educause Review, 41(2). Retrieved
from http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume46/ThisGameSucksHowtoImprovetheGa/
222665
• Wikimedia commons images: Salford School of Business, Univ of Saskatchewan
• Note: Certain images and/or photos in this presentation are the copyrighted property of 123RF Limited, their Contributors or
Licensed Partners and are being used with permission under license. These images and/or photos may not be copied or
Design began 1 year ago, with Jennifer Dornan. \n\nInspired by the work of Jane McGonigal.\n
How can we extend Jane’s ideas of gameful participation--to take remarkably innovative idea of acting locally in one’s own space and extend those ideas into the classroom\n
Extends gameful participation into classroom teaching & learning setting.\n\nTeaching & learning strategy 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 \n \n--gameful learning is made possible through crit. thinking, instructor facilitation & student reflection\n
evoke challenges players to go on a series of missions to address social problems @ local levels.\n
Learner-centered approach\n Values-based Heroic Participation\n Game Mechanics\n *Includes mechanics, but not “Gamification” (Smith-Robbins; Jones)\n
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How can we as instructors help students to learn, and to actively engage in the learning? To construct understandings?\n\nProblems are diverse and complex--no one instructor can possibly have the answers to them all. We asked them to research & write--a lot and repeatedly : Iterative writing. \n\n\n
The class was built around an idea that Jane describes in her book as, “Superstructing!”\n
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Rooted in strong theoretical teaching & learning framework\n\nLearner-centered teaching philosophy\n\nConnects learners to problems, beyond classroom walls, in multiple ways\n\nEncourages gameful learning\n\nPublicly recognizes learner achievements\n
IL: focus is on learning material by solving problems (individually or in groups) and in process learn reasoning and critical thinking skills. \n\nTo help students to see perspectives/complexities. \n\nEL/CL: how can challenge students to tackle gsp’s? take ownership of learning gsp’s? \n \nCP: how can we position learners at the center of the learning experience? To make their knowledge / perspectives/their interests central to the process of learning about gsp’s\n\n
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Make heavy use of social media—get them to consider a variety of sources. Help them to understand how to parse diff sources\n\nChallenge them to jump into the conversation. To state their own opinion; their own synthesis—but in ways that were heroic\n\nAssign a grading rubric that was general but that provided evaluation on critical thinking/reasoning skills\n\nProvide students with the time & space to be creative and to work in groups towards a solution—ranged from awareness to fundraising.\n
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Twitter, Facebook, Mashable, etc. to connect learners with real people & real problems.\n From network non-profits to the Occupy movement.\n\n
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A snapshot of the gameful approach. By this time, they’ve conducted research into a problem. This is one of the activities in the Action mission\n Recognizing Achievement \n Public student profiles with badges\n Publishing course work as blog entries & tweets\n Public postings to online media\n
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to create a space that encourages heroic action.\n\npositions learners as superheroes.\n\n--in ways that encourage learners to take responsibility for learning-by-doing.\n\n--course provides the structure/organization by which this happens\n\n--and recognizes student achievement in the process\n\n
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raise awareness of the war in the Congo.\n
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Emphasize success with heroic characteristics as compared with super-heroic genre\n
Make heavy use of social media—get them to consider a variety of sources. Help them to understand how to parse diff sources\n\nChallenge them to jump into the conversation. To state their own opinion; their own synthesis—but in ways that were heroic\n\nAssign a grading rubric that was general but that provided evaluation on critical thinking/reasoning skills\n\nProvide students with the time & space to be creative and to work in groups towards a solution—ranged from awareness to fundraising.\n