Global Social ProblemsLocal Action & Social Networks for Change - A “Gameful” Approach         Jason Rosenblum, Bob Strong...
What’s a serious game?• games famously resist definition(Wittgenstein)• Therefore here’s one perspective:  Serious games ar...
Why are they relevant?• Theoretical models & Research Perspectives  provided by:  Ian Bogost, James Gee, David Shaffer, Co...
Gameful Participation•   McGonigal, J. (2011). Reality is Broken: Why Games    Make Us Better and How They Can Change the ...
Gameful participation via  Superhero Gaming•   Produced World Without Oil (an Alternate Reality Game)    and more recently...
Gameful learning with       serious games• Strategy that applies “Serious” Games with  Guided Experiential Participation• ...
Gameful Learning with          Superhero GamingFrom : http://www.urgentevoke.com
Learner as “Superhero”Clever use of technology + game designstrategies to motivate players in ways that areChallenge-Based...
From: http://www.urgentevoke.comMission 1, Objective: Learn
From: http://www.urgentevoke.comMission 1, Objective: Act
From: http://www.urgentevoke.comMission 1, Objective: Imagine
From: http://www.urgentevoke.comBlog post: Log your Evidence
From: http://www.urgentevoke.comBlog post: http://www.urgentevoke.com/profiles/blogs/saving-the-knowledge-about
From: http://www.urgentevoke.comOrigin Story: http://www.urgentevoke.com/page/quest-list
From: http://www.urgentevoke.comAgent Profile: Khayalethu Kuphu
What is Global Social     Problems?          &Why Pilot this course?
Global Social Problems• Local Action & Social Networks for Change• Undergrad Cultural Foundations course• Uses superhero g...
Global Social Problemshttp://vimeo.com/23934250
Three Missions• Research an issue @ Global & Local Levels• Participate online as well as at local levels  to address the p...
What makes thissection unique?
Experiential Components• Values-driven Superhero Gaming  System: Peer Review + Profile Badges• Social Media to Research and...
Values-drivenPeer Review: Students awarded “Experience Points”by peers on how well they demonstrate Heroic“Character Trait...
Things to Note•   Class site is 99% “open”, not    within Blackboard•   Based on Drupal “Commons”,    but heavily modified•...
Course DesignCourse organization: 3                         Values-based ApproachMissionsAssessment               Course P...
What’s worked• Iterative blog entries• Guest Lecturer participation: Profs Vicki Totten  and Kay Firth-Butterfield• The Soc...
Challenges• Unfamiliar with: project-based course  design• Unfamiliar with : Peer review process• Learning: Technology com...
fin.    jasonr@stedwards.eduhttp://www.edtechresources.info h/p://slidesha.re/rsyQAu
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World Council for Curriculum & Instruction Presentation

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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
  • 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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  • * Twitter Use--> Social Good Summit --> Reflection #7 (see: Magz entry)---> Twitter use now\n* --> Values --> Blogs --> Peer Review\n* --> Profile --> badges\n* --> From individual to group --> Group Page --> Discussions --> Local Projects (Charity: Water, Scoop.it)\n* Activities: Mindmapping - group “storming”: GSP + Networks (based on Network theory concepts)\n* Expert participation: Non-profits (vickit) and Global Issues (Kay FB)\n
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  • World Council for Curriculum & Instruction Presentation

    1. 1. Global Social ProblemsLocal Action & Social Networks for Change - A “Gameful” Approach Jason Rosenblum, Bob Strong St. Edward’s University jasonr@stedwards.edu h/p://slidesha.re/rsyQAu
    2. 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.
    3. 3. Why are they relevant?• Theoretical models & Research Perspectives provided by: Ian Bogost, James Gee, David Shaffer, Constance Steinkuehler, Sasha Barab, Kurt Squire... ...And Jane McGonigal
    4. 4. 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. 
    5. 5. 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”
    6. 6. 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
    7. 7. Gameful Learning with Superhero GamingFrom : http://www.urgentevoke.com
    8. 8. Learner as “Superhero”Clever use of technology + game designstrategies to motivate players in ways that areChallenge-Based.http://www.urgentevoke.com
    9. 9. From: http://www.urgentevoke.comMission 1, Objective: Learn
    10. 10. From: http://www.urgentevoke.comMission 1, Objective: Act
    11. 11. From: http://www.urgentevoke.comMission 1, Objective: Imagine
    12. 12. From: http://www.urgentevoke.comBlog post: Log your Evidence
    13. 13. From: http://www.urgentevoke.comBlog post: http://www.urgentevoke.com/profiles/blogs/saving-the-knowledge-about
    14. 14. From: http://www.urgentevoke.comOrigin Story: http://www.urgentevoke.com/page/quest-list
    15. 15. From: http://www.urgentevoke.comAgent Profile: Khayalethu Kuphu
    16. 16. What is Global Social Problems? &Why Pilot this course?
    17. 17. 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.
    18. 18. Global Social Problemshttp://vimeo.com/23934250
    19. 19. Three Missions• 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.
    20. 20. What makes thissection unique?
    21. 21. Experiential Components• Values-driven Superhero Gaming System: Peer Review + Profile Badges• Social Media to Research and Act: Blogs + discussions + Twitter + Evri + Scoop.it + content aggregation & curation• Immersive, project-based approach: Global Social Problem Analysis and Local Action• Iterative writing: faculty/peer feedback
    22. 22. Values-drivenPeer 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
    23. 23. Things to Note• Class site is 99% “open”, not within Blackboard• Based on Drupal “Commons”, but heavily modified• Course hash tag = #globsoc
    24. 24. Course DesignCourse organization: 3 Values-based ApproachMissionsAssessment Course ParticipationResearch Methods TechnologiesEvents: Social Good Local Action: 5 courseSummit group
    25. 25. What’s worked• Iterative blog entries• Guest Lecturer participation: Profs Vicki Totten and Kay Firth-Butterfield• The Social Good Summit: a social media enabled conference• Twitter participation• Course values discussions• Group project planning
    26. 26. 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
    27. 27. fin. jasonr@stedwards.eduhttp://www.edtechresources.info h/p://slidesha.re/rsyQAu

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