Breaking Educational Barriers with Contextualised, Pervasive and Gameful Learning
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Sylvester Arnab is a Reader in Game Science at Coventry University who specializes in gamification and pervasive learning. He is the coordinator of the BeaconingEU project, a 3-year, 15 partner project funded by the EU to develop an adaptable learning platform using future internet technologies, mobile apps, gamification and learning analytics. The project aims to engage learners in connected, contextualized learning and measure the impact on knowledge acquisition and skills development through large-scale pilots. Some key aspects of the platform include making learning anytime, anywhere, problem-based, gamified, accessible and analyzable through innovative content and validated evaluations.
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Breaking Educational Barriers with Contextualised, Pervasive and Gameful Learning
- 1. Sylvester Arnab, PhD Reader in Game Science Disruptive Media Learning Lab, Coventry University s.arnab@coventry.ac.uk dmll.org.uk @sarnab75 #gamification #BeaconingEU Thepowerofplay inpervasivelearning
- 4. #disrupt_le arn Moving away from a linear-broadcast-space Photo and story
- 6. Learning is becoming more pervasive
- 9. Lefunny.net
- 10. “Gamification market to grow at 48% by 2019 worldwide” RnR Market Research 2015
- 12. (Amy Kim Jo)
- 14. John Kane, 2005
- 15. Game Design Thinking Adaptable duration Gamify.org.uk Amy Jo Kim, MFW15 #GChangers
- 19. escapED promo - https://t.co/tUyacmmK4B
- 20. : with TaleBlazer (MIT)
- 21. 1 2 3 4 5 6 7 Breaking Educational Barriers with Contextualised, Pervasive and Gameful Learning • Start date: 01-01-2016 • Coordinator: Coventry University, UK • 15 partners • 9 countries: UK, SP, DE, RO, FR, PT, IT, PO, FR • Budget: EUR 5,902,772.13 • Duration: 36 months • H2020 ICT-20-2015: Technologies for better human learning and teaching http://Beaconing.eu
- 22. Breaking Educational Barriers with Contextualised, Pervasive and Gameful Learning (BEACONING) ICT-20-2015
- 23. INTEGRATE technologies, pedagogical and social perspectives of using pervasive, context-aware and gamified approaches to engage an inclusive community of learners in connected and contextualised learning processes. OBJECTIVE 1 End-user Specification Play-learn Design Technical Specification
- 24. DEVELOP, IMPLEMENT and VALIDATE an adaptable, extendable and sustainable platform that leverages cutting-edge approaches: Future Internet Technology, mobile, gamification, pervasive gaming, procedural content generation, game authoring, human – computer interfaces, learning analytics and problem based - learning OBJECTIVE 2 Technical components of the Integrated BEACONING Platform
- 26. EXPLORE and MEASURE through large scale pilots engagement effectiveness and impact towards incentivising learners, fostering acquisition, transfer of knowledge and skills. OBJECTIVE 3 Guidance for further development Evidence of the efficacy Sustainability and business plan to aid exploitation and adoption
- 27. Holistic and modular Porto 14-16 June 2016 27
- 31. www.beaconing.eu LEARNING SHOULD BE... Anytime anywhere 1 Pervasive and context- aware 2 Problem based 3 Gamified 4 Accessible 5 Analyzable/ traceable (learning analytics) 6 …and based on innovative content and validated through large-scale pilots
- 32. • Game science to motivate and sustain engagement • Self-regulation, mastery, habits- using game techniques to foster positive attitude and habits • Ethical considerations – design through to evaluation and deployment • Real time DATA? Personalised support! • Interdisciplinary Conclusions
- 33. ThankYou! @sarnab75 #gamification @beaconingEU Sylvester Arnab, PhD s.arnab@coventry.ac.uk Blog: https://sylvesterarnab.wordpress.com/
Editor's Notes
- Both
- Our learning space is getting more hybrid, where the boundaries between digital and physical contexts and spaces are blurring. Experience is more mobile!
- SH Our learning space don’t seek to distinguish between physical and digital, instead we can engage students in active learning and PRODUCTION wherever they are.
- Pervasive learning Blending spaces Blending context Seamless learning Flipped spaces Flipped assessment? Challenges Coventry university – looking at four projects
- Gamification ranging from simple point badges and leaderboards in four square and linked in to something which is more intricsic in fitbit, zombierun and Foldit – crowd science- solving scientific problems using game-based approaches… Gamification is about designing and harnesing from experience. Experience is as if not more important than knowledge itself. It's the relatedness (RAMP). PERMA
- Should we only be a player or also as the co-designer of the experience? This is what borderless learning is all about. Crossing spaces, contexts and mindsets. Know the game in order to play it and to play it well. Get involved in gamification for learning as it is a tool that will turn education on its head. It is time to exploit ‘Game Science’, turning learning into a game; a journey without borders - a journey where anything is “achievable”.
- How to empower learners to be designers of experience? The talk will also emphasise on the Game Changers programme, where Game design thinking is key to creative problem solving opening up opportunities for learners to design their own learning experience. Eric zimmerman’s gaming literacy!
- The crossings between gamification and pervasive gaming 1) physical experience; 2)mental challenge; 3) social experience; 4) immersion.
- An ethically questionable example of gamification would be McDonalds Pick & Play which essentially encourages consumers to eat a poor diet and lots of it Unintended consequences: When you engineer behaviors you may make mistakes that leads to unforeseen results. Undermining intrinsic values: By providing external rewards for something that should be intrinsic you risk undermining inner drive.
- Tailblazer- catch up – on aris as well.