Educational games and apps are a useful tool for Blended Learning, making it important to choose games in different content areas that not only align with standards and support learning goals, but engage students as well. In this session, Max Holechek, UX Designer, Ayu Othman, Art Director and Dr. Tim Hudson, explored games from a developers eyes. They discussed how game design principles can be used effectively to increase student engagement and achievement, both in the classroom and in digital environments. They shared examples of games that employ these principles in different content areas and in games that are solely developed for entertainment. They also explained how to classify and select educational games according to their purposes and needs.
Gamification in practice discusses using gamification to enhance learning and engagement. It describes using gamification for onboarding, accelerated learning workshops, and a talent simulation board game. Gamification mechanics like teams, leaderboards, levels and physical game play are used to make learning fun. The document also discusses motivation factors in gamification like autonomy, mastery and purpose. It outlines different player types and how they enjoy acting on content or interacting with people.
Drawing Out Your Users: Using Sketch Techniques for User ResearchBennett King
Workshop Presentation from UX Speakeasy's Sketchcamp San Diego on October 6th, 2012.
This presentation centers on using sketching techniques as another form of data collection for user research. The presentation covers the reasons for using sketching, some background behind origins in Psychology, and three activities which can be used during research.
The problem with unexpected consequences is that they are unexpected. The time of "move fast and break things" is over, as we have broken everything from hearts to democracy.
It's time for designers, along with their partners - engineers and business - to embrace a new long term approach to bringing change into the world, that focuses less on disruption and more on evolution. In this talk, Christina will explore various approaches to designing more robust and compassionate change.
This document provides an overview of various communication and advertising methods, including their strengths and weaknesses for idea generation and project planning. It discusses mind maps, mood boards, style sheets, layout plans, brainstorming, informal pitches, group idea generation, and formal pitches. Overall, the document evaluates these methods and how they could be applied to developing an animated advertisement for a product.
Top 10 Tips for Making Complicated Things SimpleCrispin Reedy
Are you trying to explain a technical concept to a non-technical team? Maybe you’re teaching design concepts to a demanding or distracted business unit. Or perhaps you’re pushing a picky executive to incorporate more user experience initiatives. This talk will give you ten takeaways you can use in meetings and presentations in order to be a more effective advocate and leader in your team, regardless of your role.
Teaching Game Design to Teach Interaction DesignChristina Wodtke
This document discusses how teaching game design can be used to teach interaction design. It provides examples of exercises used in classes that have students create simple paper prototype games to explore mechanics like movement, conflict, and feedback. The document argues that game design and interaction design require many of the same skills, including considering affordances, direct manipulation, conceptual models, information architecture, iteration and playtesting. Teaching game design helps students explore difficult topics and stretch their thinking in new directions. Core concepts from game design like mechanics, dynamics and aesthetics can also be applied to interaction design.
This document summarizes a presentation about managing attention and mindfulness on social media. It includes an agenda for interactive exercises on self-assessment, mind mapping, drawing, and tools for reflection. Attendees participate in activities like drawing shapes, writing their name, and introducing themselves. They learn about managing attention online, shifting to a reflective mindset, and mindfulness apps. Small changes are discussed, like taking one minute to draw or write a new habit. References are provided for further information on visual notetaking, mind mapping and more.
Gamification in practice discusses using gamification to enhance learning and engagement. It describes using gamification for onboarding, accelerated learning workshops, and a talent simulation board game. Gamification mechanics like teams, leaderboards, levels and physical game play are used to make learning fun. The document also discusses motivation factors in gamification like autonomy, mastery and purpose. It outlines different player types and how they enjoy acting on content or interacting with people.
Drawing Out Your Users: Using Sketch Techniques for User ResearchBennett King
Workshop Presentation from UX Speakeasy's Sketchcamp San Diego on October 6th, 2012.
This presentation centers on using sketching techniques as another form of data collection for user research. The presentation covers the reasons for using sketching, some background behind origins in Psychology, and three activities which can be used during research.
The problem with unexpected consequences is that they are unexpected. The time of "move fast and break things" is over, as we have broken everything from hearts to democracy.
It's time for designers, along with their partners - engineers and business - to embrace a new long term approach to bringing change into the world, that focuses less on disruption and more on evolution. In this talk, Christina will explore various approaches to designing more robust and compassionate change.
This document provides an overview of various communication and advertising methods, including their strengths and weaknesses for idea generation and project planning. It discusses mind maps, mood boards, style sheets, layout plans, brainstorming, informal pitches, group idea generation, and formal pitches. Overall, the document evaluates these methods and how they could be applied to developing an animated advertisement for a product.
Top 10 Tips for Making Complicated Things SimpleCrispin Reedy
Are you trying to explain a technical concept to a non-technical team? Maybe you’re teaching design concepts to a demanding or distracted business unit. Or perhaps you’re pushing a picky executive to incorporate more user experience initiatives. This talk will give you ten takeaways you can use in meetings and presentations in order to be a more effective advocate and leader in your team, regardless of your role.
Teaching Game Design to Teach Interaction DesignChristina Wodtke
This document discusses how teaching game design can be used to teach interaction design. It provides examples of exercises used in classes that have students create simple paper prototype games to explore mechanics like movement, conflict, and feedback. The document argues that game design and interaction design require many of the same skills, including considering affordances, direct manipulation, conceptual models, information architecture, iteration and playtesting. Teaching game design helps students explore difficult topics and stretch their thinking in new directions. Core concepts from game design like mechanics, dynamics and aesthetics can also be applied to interaction design.
This document summarizes a presentation about managing attention and mindfulness on social media. It includes an agenda for interactive exercises on self-assessment, mind mapping, drawing, and tools for reflection. Attendees participate in activities like drawing shapes, writing their name, and introducing themselves. They learn about managing attention online, shifting to a reflective mindset, and mindfulness apps. Small changes are discussed, like taking one minute to draw or write a new habit. References are provided for further information on visual notetaking, mind mapping and more.
Play to Learn: Learning Games and Gamification that Get ResultsHRDQ-U
This document provides a summary of a presentation on using games and gamification to support learning. It begins with introductions and then outlines the following key points:
1. It defines what constitutes a game and how games can be useful for learning.
2. It discusses using case studies and prototypes to prove the value of games for learning and provides tips for creating effective learning games, such as playing games to learn design, prototyping, choosing elements to support learning goals, and playtesting.
3. It shares examples of learning games created by Bottom-Line Performance and the business and learning goals they aimed to achieve.
Improve your product design with Game Thinking (UIE Webinar)Amy Jo Kim
The document provides an overview of how to improve product design using game thinking. It discusses finding super fans to provide early feedback by asking them 5 discovery questions about their existing habits. This helps identify their customer's journey from discovery to mastery. The document also presents a case study of how game thinking was used to create a successful fashion game by finding fashionista super fans to understand what they wanted in a mobile game.
This document discusses different training delivery methods and when each is most appropriate. It describes a fictional scenario where a detective is investigating a case of the wrong training delivery method being used. Through conversations with various characters, the detective fills out a chart summarizing the advantages, disadvantages, and best uses of instructor-led training, on-the-job training, and eLearning. In the end, the detective learns that a blended approach using multiple methods together is generally best for achieving both instructional and cost effectiveness.
How ANYONE can make insanely better slidesSean Johnson
My wife was showing me slides from a meeting she recently attended. I’m sure the material was great, but I didn’t read to find out. The slides literally made my eyes bleed.
Between my time as a partner at an early stage venture fund and a digital consulting company, I effectively live in Keynote. Creating proposals, reading pitch decks, making presentations.
I am convinced great slide-making is a tremendous skill to develop. It will make your internal presentations more persuasive. It will help you win more business or close that round of funding. It will accelerate your career.
You’ve no doubt seen gorgeous presentations at conferences and other events, but don’t know how to make them.
But you don’t need to know how to make those kinds of presentations for your day job. What you need are some simple tips for polishing up your decks. Making copy more readable. Making tables and charts more useful. Telling the story you’re trying to tell.
This deck is my attempt to help you with that. I hope you find it useful.
Greg Owen-Boger is a presentation and facilitation skills trainer who provides practical strategies for engaging learners through video. He discusses guiding principles for effective video, such as keeping presentations conversational. Owen-Boger also provides tips for engaging the camera, including making eye contact and speaking to individual viewers. The presentation covers camera basics and using improvisation around prepared notes to sound natural on camera. Attendees are then invited to practice their own video scripts.
Powerpoint: taking a 20th century tool into the 21st century classroomNaomi Bates
There's a difference between Powerpoint presentations and information. Take a look at how Powerpoint has evolved since its inception and how today's students and educators can make it more integral in today's classroom.
The document provides an overview of a class presentation. It notes that students should feel free to interrupt the presenter with questions and that many of the examples will come from the presenter's personal experiences in entrepreneurship and tech. It also mentions that the presentation slides will be shared after the class for students to review. The topics to be covered include making and saving money, networking, getting work done efficiently, optimizing sleep and energy, and standing out.
This document discusses gamifying education courses. It begins by asking the reader to join a Kahoot game with a provided pin. It then defines gamification as applying game mechanics to non-game activities. Common elements of games like rules, turns, obstacles and win states are discussed. Potential ways to gamify education are presented, such as through badges, leaderboards, and narrative elements. Motivations for gamification in education are explored, including increased engagement and facilitating intrinsic motivation. The document concludes by outlining the Sheldon model for gamifying courses and providing specific gamification tools and ideas.
This document provides a summary of new and existing web tools that can be used in education, organized into the following categories: tools for creating presentations, posters, and videos; curation, mind mapping, and image editing tools; tools for creating memes, images, and GIFs; conversion tools; and educational games. It also provides credits for resources used and details on the presentation design and fonts.
This document provides guidance on creating public service announcements (PSAs). It outlines the PSA design process, which includes selecting a topic, determining the goal and target audience, identifying key elements, outlining the PSA, storyboarding, writing a script, and producing and sharing the video. Tips are provided for determining the goal and target audience, gathering information, writing an outline and script, and developing the PSA using techniques like camera shots, lighting, and composition. Fair use of media is also discussed. The overall document serves as a workshop to teach individuals how to effectively plan and produce their own PSAs.
Tips and tricks for how to work together when you are looking to find a novel solution to an existing problem, or a solution to a problem that others didn't even know existed.
Andrii Dotsenko shares his experience as a game designer at Ubisoft Kiev. He worked on games like Far Cry 4. Game design involves imagining rules and mechanics to create fun experiences for players. It takes time and failed prototypes to develop this skill. Designers must learn to communicate ideas clearly and listen to feedback from teammates with different perspectives. While ideas are important, the real work is in interactive prototyping to prove a concept.
My lecture for Games Gathering conference about production culture impact on Game Design, and the most common problems which game designer have to overcome during interaction with the team.
The document describes an ideation session to generate ideas for improving the SXSW experience. The session leaders introduce various ideation methods like idea vomiting, brainwalking, clustering, and voting to converge on promising ideas. Participants are led through exercises applying these methods to identify problems, generate ideas, and select concepts to explore further. The document highlights that ideation is an important part of the design thinking process to understand users and identify opportunities before developing solutions.
Developing your Agile skills through social GamesAgile Montréal
The end state of a highly performing Scrum team is described in the Scrum Guide by Ken Schwaber and Jeff Sutherland as follow: ""when the values of commitment, courage, focus, openness and respect are embodied and lived by the Scrum Team, the Scrum pillars of transparency, inspection, and adaptation come to life and build trust for everyone"". Then the authors add: ""the Scrum Team members learn and explore those values as they work with the Scrum events, roles and artifacts."" We simply believe we can fast-track the development of these Agile core values through daily social games.
For the past three years, we have been experimenting with half a dozen of Scrum teams, offering opportunities to play a large variety of games (board games, card games, baby-foot, etc...) during the lunch hour and after hours. The results of this experimentation have quickly exceeded our expectations.
Ludo Bruyere
Éric Boivin
The document describes an ideation session to generate ideas for improving the SXSW experience. The session leaders will teach various ideation methods including idea vomiting, brainwalking, clustering, voting, questioning assumptions, making wishes and worst ideas, using picture prompts, and sketching and storyboarding. Participants will work in groups to apply these methods to identify problems with SXSW and generate solutions. The goal is to come up with new ideas that are an improvement over their initial ideas for making SXSW better.
Ten principles of game design for learningJulie Dirksen
The document discusses principles that can be learned from game designers to improve e-learning. It introduces Allison, a new instructional designer who is interested in game-based learning but faces challenges with her new boss not being convinced of its value. The document then outlines 10 principles from game design that can be applied to e-learning to make it more engaging and effective, such as designing for feedback, increasing difficulty over time, and making learning feel fun and rewarding through accomplishments and goals.
STLHE 2015 - From Mobile Access to Multi-device Learning Ecologies: A Case StudyPaul Hibbitts
As mobile access is turning into primary access, many universities and organizations find themselves constantly challenged to keep up with student expectations. At the same time, we have moved further into an age of networked information and students have easier access to better quality educational resources outside of university than ever before. Faced with these opportunities, university instructor and software interaction designer Paul Hibbitts has pushed the boundaries of his multi-device course companions in order to improve learner experience and better support an open and ever-evolving learning ecology.
Play to Learn: Learning Games and Gamification that Get ResultsHRDQ-U
This document provides a summary of a presentation on using games and gamification to support learning. It begins with introductions and then outlines the following key points:
1. It defines what constitutes a game and how games can be useful for learning.
2. It discusses using case studies and prototypes to prove the value of games for learning and provides tips for creating effective learning games, such as playing games to learn design, prototyping, choosing elements to support learning goals, and playtesting.
3. It shares examples of learning games created by Bottom-Line Performance and the business and learning goals they aimed to achieve.
Improve your product design with Game Thinking (UIE Webinar)Amy Jo Kim
The document provides an overview of how to improve product design using game thinking. It discusses finding super fans to provide early feedback by asking them 5 discovery questions about their existing habits. This helps identify their customer's journey from discovery to mastery. The document also presents a case study of how game thinking was used to create a successful fashion game by finding fashionista super fans to understand what they wanted in a mobile game.
This document discusses different training delivery methods and when each is most appropriate. It describes a fictional scenario where a detective is investigating a case of the wrong training delivery method being used. Through conversations with various characters, the detective fills out a chart summarizing the advantages, disadvantages, and best uses of instructor-led training, on-the-job training, and eLearning. In the end, the detective learns that a blended approach using multiple methods together is generally best for achieving both instructional and cost effectiveness.
How ANYONE can make insanely better slidesSean Johnson
My wife was showing me slides from a meeting she recently attended. I’m sure the material was great, but I didn’t read to find out. The slides literally made my eyes bleed.
Between my time as a partner at an early stage venture fund and a digital consulting company, I effectively live in Keynote. Creating proposals, reading pitch decks, making presentations.
I am convinced great slide-making is a tremendous skill to develop. It will make your internal presentations more persuasive. It will help you win more business or close that round of funding. It will accelerate your career.
You’ve no doubt seen gorgeous presentations at conferences and other events, but don’t know how to make them.
But you don’t need to know how to make those kinds of presentations for your day job. What you need are some simple tips for polishing up your decks. Making copy more readable. Making tables and charts more useful. Telling the story you’re trying to tell.
This deck is my attempt to help you with that. I hope you find it useful.
Greg Owen-Boger is a presentation and facilitation skills trainer who provides practical strategies for engaging learners through video. He discusses guiding principles for effective video, such as keeping presentations conversational. Owen-Boger also provides tips for engaging the camera, including making eye contact and speaking to individual viewers. The presentation covers camera basics and using improvisation around prepared notes to sound natural on camera. Attendees are then invited to practice their own video scripts.
Powerpoint: taking a 20th century tool into the 21st century classroomNaomi Bates
There's a difference between Powerpoint presentations and information. Take a look at how Powerpoint has evolved since its inception and how today's students and educators can make it more integral in today's classroom.
The document provides an overview of a class presentation. It notes that students should feel free to interrupt the presenter with questions and that many of the examples will come from the presenter's personal experiences in entrepreneurship and tech. It also mentions that the presentation slides will be shared after the class for students to review. The topics to be covered include making and saving money, networking, getting work done efficiently, optimizing sleep and energy, and standing out.
This document discusses gamifying education courses. It begins by asking the reader to join a Kahoot game with a provided pin. It then defines gamification as applying game mechanics to non-game activities. Common elements of games like rules, turns, obstacles and win states are discussed. Potential ways to gamify education are presented, such as through badges, leaderboards, and narrative elements. Motivations for gamification in education are explored, including increased engagement and facilitating intrinsic motivation. The document concludes by outlining the Sheldon model for gamifying courses and providing specific gamification tools and ideas.
This document provides a summary of new and existing web tools that can be used in education, organized into the following categories: tools for creating presentations, posters, and videos; curation, mind mapping, and image editing tools; tools for creating memes, images, and GIFs; conversion tools; and educational games. It also provides credits for resources used and details on the presentation design and fonts.
This document provides guidance on creating public service announcements (PSAs). It outlines the PSA design process, which includes selecting a topic, determining the goal and target audience, identifying key elements, outlining the PSA, storyboarding, writing a script, and producing and sharing the video. Tips are provided for determining the goal and target audience, gathering information, writing an outline and script, and developing the PSA using techniques like camera shots, lighting, and composition. Fair use of media is also discussed. The overall document serves as a workshop to teach individuals how to effectively plan and produce their own PSAs.
Tips and tricks for how to work together when you are looking to find a novel solution to an existing problem, or a solution to a problem that others didn't even know existed.
Andrii Dotsenko shares his experience as a game designer at Ubisoft Kiev. He worked on games like Far Cry 4. Game design involves imagining rules and mechanics to create fun experiences for players. It takes time and failed prototypes to develop this skill. Designers must learn to communicate ideas clearly and listen to feedback from teammates with different perspectives. While ideas are important, the real work is in interactive prototyping to prove a concept.
My lecture for Games Gathering conference about production culture impact on Game Design, and the most common problems which game designer have to overcome during interaction with the team.
The document describes an ideation session to generate ideas for improving the SXSW experience. The session leaders introduce various ideation methods like idea vomiting, brainwalking, clustering, and voting to converge on promising ideas. Participants are led through exercises applying these methods to identify problems, generate ideas, and select concepts to explore further. The document highlights that ideation is an important part of the design thinking process to understand users and identify opportunities before developing solutions.
Developing your Agile skills through social GamesAgile Montréal
The end state of a highly performing Scrum team is described in the Scrum Guide by Ken Schwaber and Jeff Sutherland as follow: ""when the values of commitment, courage, focus, openness and respect are embodied and lived by the Scrum Team, the Scrum pillars of transparency, inspection, and adaptation come to life and build trust for everyone"". Then the authors add: ""the Scrum Team members learn and explore those values as they work with the Scrum events, roles and artifacts."" We simply believe we can fast-track the development of these Agile core values through daily social games.
For the past three years, we have been experimenting with half a dozen of Scrum teams, offering opportunities to play a large variety of games (board games, card games, baby-foot, etc...) during the lunch hour and after hours. The results of this experimentation have quickly exceeded our expectations.
Ludo Bruyere
Éric Boivin
The document describes an ideation session to generate ideas for improving the SXSW experience. The session leaders will teach various ideation methods including idea vomiting, brainwalking, clustering, voting, questioning assumptions, making wishes and worst ideas, using picture prompts, and sketching and storyboarding. Participants will work in groups to apply these methods to identify problems with SXSW and generate solutions. The goal is to come up with new ideas that are an improvement over their initial ideas for making SXSW better.
Ten principles of game design for learningJulie Dirksen
The document discusses principles that can be learned from game designers to improve e-learning. It introduces Allison, a new instructional designer who is interested in game-based learning but faces challenges with her new boss not being convinced of its value. The document then outlines 10 principles from game design that can be applied to e-learning to make it more engaging and effective, such as designing for feedback, increasing difficulty over time, and making learning feel fun and rewarding through accomplishments and goals.
STLHE 2015 - From Mobile Access to Multi-device Learning Ecologies: A Case StudyPaul Hibbitts
As mobile access is turning into primary access, many universities and organizations find themselves constantly challenged to keep up with student expectations. At the same time, we have moved further into an age of networked information and students have easier access to better quality educational resources outside of university than ever before. Faced with these opportunities, university instructor and software interaction designer Paul Hibbitts has pushed the boundaries of his multi-device course companions in order to improve learner experience and better support an open and ever-evolving learning ecology.
UDL is a framework for instruction that provides all learners equal opportunities to learn through flexible methods and materials. UDL aims to make the curriculum accessible by considering individual learner needs and allowing students to demonstrate their learning in different ways. The arts in particular can engage students through multimodal presentation and representation of nonlinguistic and linguistic symbols. Music applications of UDL provide options for perception, language/symbols, physical interaction, and expressive skills through tools like interactive whiteboards, speech recognition software, and audio recording capabilities.
This document discusses using design thinking to improve learning experiences in the classroom. It notes that today's students are diverse and have different learning styles. The design process can help address various learning needs by being adaptable, collaborative, and incorporating technology. The document outlines how each step of the design process can engage different learning styles. It provides examples of how tools like CMAP, Pinterest, digital storytelling and Prezi can support various steps in the process. The document advocates using design thinking to create learning experiences that consider the needs of non-traditional students.
Continuous design innovation - 10 ways to improve the learner experience Brightwave Group
The document discusses 10 ways to improve the user experience through design innovations in learning materials. It provides examples from real projects of companies that have implemented these design innovations. The 10 ways discussed are: reflecting your users, respecting your users, re-purposing successful formulas with a twist, focusing on resources rather than courses, re-using best practices from experts, reinventing the e-learning screen, re-purposing inspiring content, evolving designs, remembering what users need, and repeating key messages with a twist.
Draft 1 Forging New Pathways to Libraries Ready for All Learners--Redesigning...Buffy Hamilton
This document discusses plans to redesign learning environments and experiences at the Cleveland Public Library branches. Each branch will become an "innovation hub" to identify challenges and develop solutions through a participatory design process with guidance from a Learning Strategist. Branches will document their processes, products, successes, and challenges to collaboratively create a "Learning Playbook" of best practices. The goal is to cultivate a culture of learning that addresses the needs of the community and involves patrons in the design process.
The document summarizes key points from a conference presentation about hacking the learner experience. It discusses how the term "hacker" has unfair negative connotations but really means testing boundaries. It also shares quotes from Mark Zuckerberg and Larry Page about using technology to improve lives. Various learner taxonomies are presented, including Bloom's and Perry's, as well as Kolb's experiential learning model. Strategies are suggested for engaging different learner types.
Learning by design: constructing knowledge through design inquiry around educ...cilass.slideshare
A simulation was run by educational developers that matched Visualisation students with academics from across the university in order to explore the potential of digital game-based learning (DGBL). Students acted as 'developer companies' charged with designing educational games for their academic 'clients.' One unexpected outcome was the realisation that the design process itself provided a valuable learning opportunity, requiring creativity in problem solving and discourse in the iterative design negotiations, and so offering a model of networked inquiry. The session will engage participants in discussion in order to develop understanding of the links between creativity, design and inquiry-based learning.
#anzmlearn Learner Experience Design: Employing empathy to deliver experienceJoyce Seitzinger
Keynote at the ANZMlearn Symposium, 24 November 2015 at Swinburne University. Key question: How can we use experience design techniques focused on empathy for the learner, in our educational designs?
Backward design:learning with a Purpose LARC 1/29/11Toni Theisen
The document discusses the principles of backward design for creating student-centered thematic units. Backward design is a framework that involves starting with the desired learning outcomes and goals, then designing assessments to measure those outcomes, and finally developing instructional activities to help students achieve the outcomes. The document provides information on the three stages of backward design: 1) identifying desired results like standards and objectives, 2) determining acceptable evidence of student learning through assessment, and 3) developing learning plans and instruction. It also discusses how to design thematic units around key concepts and aligned assessments using this approach.
The document discusses the concept of polymathic learning design. It notes how the roles of instructional designers have expanded from formal training creation to include things like performance support, talent management, knowledge management, and social networking. It advocates for an experience design approach that focuses on the user and is responsive across different screen sizes. Key aspects of learning experience design discussed include understanding design elements and principles, applying research and best practices, leveraging tools, and designing for the user experience rather than just the content.
Learner Experience Design - Totara User GroupKineo
The document discusses designing learner experiences for online learning management systems (LMS). It emphasizes understanding learner personas and designing for different learner types and their needs. The key learner personas discussed are the browser learner, self-developer learner, involuntary learner, and programmed learner. It recommends a collaborative design process that involves identifying learner types, developing learner personas, defining tasks and information needs, and validating designs with real users. An example is provided of learner personas developed for MindEd, an online resource for mental health education. The document concludes that success requires measuring and evolving the design after launch based on findings and feedback.
This document discusses dimensions of 21st century learning design for making the Australian curriculum more relevant. It provides descriptions and levels of proficiency for dimensions including collaboration, knowledge building, use of ICT, self-regulation, communication skills, and solving real-world problems. For each dimension, it gives criteria for levels of implementation from 0 to 4, with higher levels indicating greater student engagement, autonomy, use of 21st century skills, and application to authentic contexts. The overall document provides a framework for assessing and improving how well learning activities incorporate 21st century skills.
Epic's Tin Can expert Andrew Downes presented at the eLearning Network's event, 'LMSs and the Tin Can API', explaining the impact Tin Can has on learning design. This presentation covers how Tin Can influences the way we create e-learning and what we need to take into consideration when we use this new learning technology.
Develop Learner Agency Using Universal Design for Learning (UDL) Frameworkitslearning, inc.
Learn the process of developing learner agency using Universal Design for Learning (UDL) framework. Real-world, illustrative examples from a forward-thinking district that has been building on a UDL framework since 2008.
10 Learner Experience Powers from Experience Girl - #imoot16 Agents of ChangeJoyce Seitzinger
This document discusses learner experience design. It begins by introducing learner experience design and discussing how it focuses on creating meaningful experiences for learners through various systems and technologies. It then discusses various aspects of learner experience design such as user experience design, experience design, service design thinking, and human-centered design. The document emphasizes empathizing with learners and using methodologies such as journey mapping to understand the learner experience from the learner's perspective in order to identify opportunities to improve the experience. It also discusses techniques for prototyping learner experience solutions and designing across all aspects of the learner's experience.
Educational Games Design (STEG10 Keynote)David Farrell
The document discusses educational game design and summarizes key points from a presentation. It describes how educational games can model learning outcomes through game mechanics to provide deep learning. Two games from the e-Bug project are highlighted: a platform game for younger children about good and bad microbes, and a detective game for older children involving a sick character. The platform game was more successful due to extensive playtesting, while the detective game had usability issues from insufficient testing and a confusing phone interface metaphor.
This represents a 2-hour training for instructors of Quest2Teach, consisting of a 1-hour overview of the individual games, theory, Nexus, Network, Teacher Toolkit, research findings, and best ecology for implementation of these games. This is followed by a 1-hr facilitated gameplay by the instructors where they follow the curricula guides, login and play the games, create an avatar, navigate the virtual worlds, and post reflections in the network, just as their students will do.
The document discusses techniques for designing engaging eLearning courses using gamification principles. It suggests moving from a "push" model, where all learners receive the same information, to a "pull" model where learners are motivated to access content based on their individual needs. Specific techniques mentioned include: setting goals and objectives with different levels of difficulty; providing frequent feedback; measuring and displaying progress; rewarding effort; and using pedagogical agents. Examples are given comparing a traditional compliance training to an updated interactive version that applies these gamification design techniques.
This document discusses educational game design and describes two games developed for the European Commission's e-Bug project. A platform game was designed for younger children to teach microbiology concepts through gameplay mechanics. A detective game was designed for older children to teach through narrative scenarios. Both games showed some knowledge gains but also highlighted lessons learned, such as the need for user testing to identify interface issues before development is completed.
Leanna Prater - Can You Create A Game?: Rethinking Student AssessmentSeriousGamesAssoc
Presenter: Leanna Prater, District Technology Resource Teacher, Fayette County Public Schools
The Can You Create a Game Challenge is a framework to help educators bridge the gap between a student’s need to play, create and explore new digital tools while addressing state mandated standards for assessment. When carefully written, the Can You Create a Game Challenge uses a combination of game development/ designer constraints, player goals, narrative structures of a game and a student plan sheet for teachers to intentionally plan for and assess specific learning targets within student created digital games. In addition, students demonstrate understanding of skills, content knowledge, computation thinking, problem solving and creativity. Recent results of teacher creation and use of Can You Create a Game Challenge, the framework and classroom applications will be shared, as well as the 5E inquiry based instructional design model which can be use with existing games in the classroom.
How the Heck do you Teach Level Design? Educating in the StudioChristopher Totten
Ask anyone who has trained a new level designer or taught level design students, and they will tell you that a major challenge is balancing training for the technical aspects of the job while also teaching them "good" level design. In the studio environment, you also have to teach communication, documentation, designing for specific types of gameplay, or the elements of your studio's "style." How can we effectively mentor newcomers without taking time away from other ongoing design work?
This talk by a level designer and educator with 13+ years of experience examines processes that studios can use to onboard new designers in productive and accessible ways. It does so through topics such as setting "learning goals", assigning quick-but-usable level design exercises, incorporating "style" into task specifications, and how to structure feedback. This talk incorporates both on-the-job knowledge and examples collected from education to build a roadmap for effective mentorship.
The reports begins with reviewing relevant literature, followed by stating the research objectives, benefits of game-based learning and the methodology for the creation of specific application.
Creating Kick-Ass Users: Principles for Effective OnboardingStefanie Andersen
Onboarding is a critical phase of the user's journey, but the first-time user experience is often neglected during the design process. This presentation draws on principles from game design and instructional design to explain how to make products more engaging and easier to learn.
Jeremiah Grabowski, instructional designer at the SUNY University at Buffalo, presents "gamification in the classroom" • To Identify the principle characteristics of games and gamification, and
• Discuss how gamification principles can be integrated into education
Digital game-based learning (DGBL) incorporates educational content into video games to engage learners by drawing on constructivist learning theory. DGBL mirrors how the human brain learns through experiences and simulations, providing motivation and fun for 21st century learners. While some educators have misconceptions that games are too violent, a waste of time, or don't align with curriculum, the document provides strategies for finding appropriate browser-based instructional games to incorporate into lessons.
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Talk given May 11, 2012 at Enriching Scholarship 2012, University of Michigan.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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Film vocab for eal 3 students: Australia the movie
Games for Learning – Design Principles for Student Engagement in Blended Learning Models
1. Games for Learning
Design Principles for Student Engagement
in Blended Learning Models
Max Holecheck Ayu Othman
UX Designer Art Director
Dr. Tim Hudson
Senior Director of Curriculum Design
5. Max Holechek
Creative Director
Nancy Drew PC game series
• Changed conventional misconceptions about
female gamer habits
• Pioneering “casual” game design years before
the term was coined.
Producer & Design Consultant
• THQ
• Nick Jr.
• Cranium
• Codemasteres
• Oberon Media
• PopCap Games
• PlayFirst
• Her Interactive
Lead Game Designer
• Turbo Subs
• Turbo Fiesta
• Go-Go- Gourmet,
• Go-Go- Gourmet: Chef of the Year
Ayu Othman
2D & Texture Artist
Nancy Drew PC game series
• Created 2D maps, hotspot graphics, and
puzzles integrated 3D environments.
• Game series won several awards, including
Parent’s Choice Gold.
Art Director, Nancy Drew
Dossier Series & Cody Capers
• Oversaw visual direction for casual games
at Her Interactive
• Dossier series was runner up to Plants v.
Zombies for best casual game 2009
Art Director
PassionFruit Games
• Tiger Eye: Curse of the Riddle Box
6. Games for Learning – Design Principles
How can I make learning seem
more like a game?
(Not the right question, unless you
understand what you’re asking.)
10. FLOW
An idea of heightened focus and
immersion in an activity.
11. Gratuitous example of myself in ‘flow’--
Ecstasy, clarity, receiving immediate feedback,
forgetting myself, doing it for its own sake.
FLOW: An idea of heightened focus and
immersion in an activity.
12. FLOW is that sweet spot we experience during an activity, in which
the challenge level being presented is properly balanced with our
skill level.
During ‘flow’ we experience being ‘in the zone’ and lose all track of
time during that activity.
Graph source: http://www.gamasutra.com/view/feature/166972/cognitive_flow_the_psychology_of_.php
Not too easy (snore)
Not too hard (eep!)
Just right!
13. Mihály Csíkszentmihályi,
professor and former chairman
of the Dept. of Psychology at
the University of Chicago
created Flow theory as part of
his life work towards
understanding what is it that
makes humans truly happy,
satisfied and fulfilled.
Sources:
http://www.jenovachen.com/flowingames/researches.htm
http://en.wikipedia.org/wiki/File:Mihaly_Csikszentmihalyi.j
pg
aka the genius behind Flow
theory
Mihály Csíkszentmihályi
14. Elements of Flow
• A challenge activity that requires skills
• The merging of action and awareness
• Clear goals
• Direct feedback
• Concentration on the task at hand
• The sense of control
• The loss of self-consciousness
• The transformation of time
Source: http://www.jenovachen.com/flowingames/foundation.htm
Great teachers and coaches already utilize
elements of Flow theory in engaging their
students.
15. What is a game?
A system in which players engage in an artificial
conflict, defined by rules, that results in a
quantifiable outcome.
Source: •Salen, K. and E. Zimmerman. Rules of Play : Game Design Fundamentals. The MIT Press. (2003)
16. What is a good game?
A carefully designed system that invokes flow in
players as they engage in an artificial conflict,
defined by rules, that results in a quantifiable
outcome.
Source: •Salen, K. and E. Zimmerman. Rules of Play : Game Design Fundamentals. The MIT Press. (2003)
..and Ayu & Max
17. Relevance to the player and game’s goals
Understanding upon a glance
Get out of the player’s way
Learning through safe exploration
Use rewards for perseverance and replay-ability
Good Casual Game Design Principles
18. Relevance to the player and game’s goals
• Contextualize your game
Good Casual Game Design Principles
22. Relevance to the player and game’s goals
• Contextualize your game
• Don’t Assume your Assumptions are Valid
• The player only gets 3 lives, right?
• Being penalized & vanquished is just part of learning/playing a game!
Good Casual Game Design Principles
24. Relevance to the player and game’s goals
• Contextualize your game
• Don’t Assume your Assumptions are Valid
• The player only gets 3 lives, right?
• Being penalized & vanquished is just part of learning/playing a game!
• Classroom application: Plan Backward from Learning Goals
Good Casual Game Design Principles
26. Key Questions
1. What do you want
students to accomplish?
2. How will you know
they’ve achieved it?
3. What games can help
students meet these goals?
33. Better Goals for Students
David Bressoud, Mathematical Association of
America (www.maa.org/columns)
• “The existence of Wolfram|Alpha [and calculators]
does push instructors to be more honest about
their use of standard problems executed by
memorizing algorithmic procedures.
• “If a student feels that she or he has learned
nothing that cannot be pulled directly from
Wolfram|Alpha, then the course really has been
a waste of time.”
35. Classifying Learning Games
No Prior Instruction
Needed
• Learning Experiences
• Usually Conceptual
• Simulation, Situation
• Critical Thinking Focus
• Mostly Self-Directed
• Realization Focus
• Content Specific
• Learning Context &
Content first, THEN game
is added afterward
Prior Instruction
Required
• Practice
• Often Rote
• “Flash Card” Design
• Often Memory Focus
• Mostly Teacher-Directed
• Recall Focus
• Possibly Interchangeable
Content
• Game Design comes first,
THEN content is added
afterward
36. Good Casual Game Design Principles
Understanding Upon a Glance
• Players can learn to play the game within 15 seconds
• Layout, simplicity of elements, and highlight use instruct visually.
• If your game looks like an XL spreadsheet, start over.
• Simple, minimal, elegant rule sets. If the game incorporates more or more
complex rules, stagger them in slowly and in later levels. (Flow!)
39. Good Casual Game Design Principles
Understanding Upon a Glance
• Minimal, transparent, very intuitive player input
• PC: Avoid/limit keyboard or right button input
• Touch screen: Limit number of gestures
• Never change already introduced UI behavior
• Gradually introduce new features and rules
• Build upon existing learning and create combination behaviors
42. Good Casual Game Design Principles
Get out of the player’s way
• Keep reading to minimum
• Use simple, elegant visuals/animations to convey instructions, if you can.
• If text must be used, then keep it concise and in simple language.
44. Good Casual Game Design Principles
Get out of the player’s way
• Keep reading to minimum
• Use simple, elegant visuals/animations to convey instructions, if you can.
• If text must be used, then keep it concise and in simple language.
• No lengthy story exposition - Nobody cares about your writing skill
• No long, front-loaded tutorials
• Classroom application: Front-Loading Explanation is Disengaging
46. In the Classroom: Quick Task Entry
• If your classroom learning tasks require more
than 1 minute of directions, there is probably too
high of a barrier to engagement.
• Try redesigning the task to create a simpler
entry point.
• It may require more class time to complete the
task, but it results in more engagement, better
thinking, and better learning.
48. Let Me
Show You
How To Do
X
Now You
Go Do
X
Can You
Independently
Do
X?
Maybe You
Need to Be
Shown X
Again
You Know
X
Schooling as Content Delivery
49. Let Me
Show You
How To Do
X
Now You
Go Do
X
Can You
Independently
Do
X?
Maybe You
Need to Be
Shown X
Again
You Know
X
Content Delivery cannot
‘give understandings’
51. Pros & Cons
Benefit of Blended
Learning
Becoming MORE thoughtful
and strategic about the use
of precious class time
Danger of Blended
Learning
Becoming LESS thoughtful
and strategic about how
students learn and make
sense of things
54. Casual Game Design Principles
3. Learning through safe exploration
• Player should feel safe exploring, always.
• The player always makes informed decisions, because everything to
be known can be seen
• Nothing is going on off-screen or behind the scene that can hinder the
player’s progress.
56. Casual Game Design Principles
3. Learning through safe exploration
• Use trial and error/failure as a tool to lead to “aha” moment for the
player.
• If the player loses or performs below their expectations, make it
absolutely clear why that happened and how they can do better.
58. Casual Game Design Principles
3. Learning through safe exploration
• Use trial and error/failure as a tool to lead to “aha” moment for the
player.
• If the player loses or performs below their expectations, make it
absolutely clear why that happened and how they can do better.
• Classroom application: Engage in Exploration First
60. Don’t Start by Telling
“Providing students with opportunities
to first grapple with specific information
relevant to a topic has been shown to
create a ‘time for telling’ that enables
them to learn much more from an
organizing lecture.”
• How People Learn, p. 58
63. For Additional Game Ideas
Common Sense Media
• commonsensemedia.org
• 2013 ON for Learning Award Winners
• 50 Apps, games, and websites that received highest
ratings for learning potential
63
64. Casual Game Design Principles
4. Use Rewards for Engagement and Replay Motivation
• Early and frequent in-game rewards
• Maximize replay value
• Level pass, versus 1-3 stars
• Dangle the carrot to “try again”
66. Casual Game Design Principles
4. Use Rewards for Engagement and Replay Motivation
• Early and frequent in-game rewards
• Maximize replay value
• Level pass, versus 1-3 stars
• Dangle the carrot to “try again”
• Classroom application: Re-Think Assessment & Grading Practices
70. Problems with Grading Practices
• Assessing Behavior Rather than Learning
• Score of “Zero” indicates only that a student
didn’t complete an assignment
• Percentages distill learning into a meaningless
number
• Students engage in “point grubbing”
• Students can often earn enough points to “pass,”
but might not have learned much
71. Casual Game Design Principles
4. Use Rewards for Engagement and Replay Motivation
• Early and frequent in-game rewards
• Maximize replay value
• Level pass, versus 1-3 stars
• Dangle the carrot to “try again”
• Classroom application: Re-Think Assessment & Grading Practices
• Use meta game rewards
• Use point, commerce or completion system to earn upgrades and features
• Badges/Trophies/Achievements
• Power-ups/Enhanced or Odds-reduced gameplay
• Earn rare items for game or décor
74. • The game itself is intrinsically rewarding.
o Extrinsic motivators are certainly nice but good game
design and content still rules!
Testing for flow in game design:
Gamification certainly has its merits but
can also be over-used to mask poorly-
designed games or interactive content.
75. • The player is up to play the game.
o This seems like a no-brainer but as per the often
overused proverb about that reluctant horse.
Testing for flow in game design:
76. • The game offers the right amount of challenges that
match with the player’s ability and allows her/him to
delve deeply into the experience.
Testing for flow in game design:
77. • The player feels a sense of personal control over the
game activity.
Testing for flow in game design:
Candyland and Cootie are examples of nostalgic, pervasive, and terrible games. Gamification has been used (and overused) in digital products, but often with equally boring results. The same has plagued most educational toys and games for years. Why? Because the focus should not be on the game. Where should the focus be?
Candyland and Cootie are examples of nostalgic, pervasive, and terrible games. Gamification has been used (and overused) in digital products, but often with equally boring results. The same has plagued most educational toys and games for years. Why? Because the focus should not be on the game. Where should the focus be?
On fun, of course.
Full quote:"PLAYING SHOULD BE FUN! In our great eagerness to teach our children we studiously look for "educational" toys, games with built-in lessons, books with a "message." Often these "tools" are less interesting and stimulating than the child's natural curiosity and playfulness. Play is by its very nature educational. And it should be pleasurable. When the fun goes out of play, most often so does the learning.“ - Joanne E. Oppenheim (Kids and Play, ch. 1, 1984)”
Max has historically described “fun” as a word we use to describe our “complete engagement.” Ayu is here to present a term and theory to describe both…
Wikipedia: Mihaly Csikszentmihalyi (pron.: /ˈmiːhaɪ ˌtʃiːksɛntməˈhaɪ.iː/ mee-hy cheek-sent-mə-hy-ee; Hungarian: Csíkszentmihályi Mihály [ˈtʃiːksɛntmihaːji ˈmihaːj]; born September 29, 1934, in Fiume, Italy – now Rijeka, Croatia) is aHungarian psychology professor, who emigrated to the United States at the age of 22. Now at Claremont Graduate University, he is the former head of the department of psychology at the University of Chicago and of the department of sociology and anthropology at Lake Forest College.
Now that we understand flow, let’s loop back to the topic of games. What is a game?
Add flow to that system, and you’ve got yourself a GOOD game.
Note: Casual games are the kind you most often play on your smart phone; simple, engrossing experiences designed so they can be picked up and put down after a few minutes of play. Opposed to complex, hardcore console games that potentially require a lifestyle change in order to complete. There are more good game design principles than can be described within our timeframe, but here are a few.
Rock Paper Scissors give context to meaningless, unrelated hand gestures.
Yawn.
Forest foraging! Movie-style archeology! Gather gems to create wormholes through the space/time continuum!
3 Lives were invented in the pursuit of shaking kids down for their quarters. Also, being penalized & vanquished is not a default part of learning/playing a game. Task the average person to make a game and they’ll have rules like: “If you land on this space, you lose everything you’ve collected, you go back to Start, and you have to hold five bees in your mouth until you roll a 6.”
These are the 3 planning stages the Steering Committee has used to develop the Strategic Plan. First, we used our Mission, Vision, and Commitments to frame our goals. Next, we established the indicators of success for judging progress. The third stage gets into the specifics of a plan, outlining actions that need to happen to accomplish the goal.
Lastly, we get to the generalized distributive property lesson – a 6th grade Common Core Standard that actually is a challenge for many Algebra 1 students. We bring in variables and students realize that “FOIL-ing” – which we never call it in the product for a number of good reasons – is nothing more than the partial products they’ve been doing since 3rd grade – it’s the same as the multiplication algorithm, too. It’s a natural progression with connections to much of their prior knowledge. When you think of middle and high school teachers showing students how to FOIL – and maybe wondering why kids struggle with it – we should think about all of these many lessons, models, and very strategic lessons that have been built into DreamBox for students to work with over the course of 4 years. When we talk about gaps in student understanding or holes in prior knowledge, we oversimplify the complexity of what’s lost by thinking “skill gaps” are easily remedied. Students need to access great models and manipulatives over the course of many years as they develop into mathematicians.
Meta game rewards have been proven to be successful and rewarding with players within video games. Meta game rewards integrated onto media that are not games (such as websites) has been dubbed “gamification.” It’s prevalence has led to some misguided industry generalities that anything can be come a game if Meta game rewards are added to it.
Meta game rewards have been proven to be successful and rewarding with players within video games. Meta game rewards integrated onto media that are not games (such as websites) has been dubbed “gamification.” It’s prevalence has led to some misguided industry generalities that anything can be come a game if Meta game rewards are added to it.
Meta game rewards have been proven to be successful and rewarding with players within video games. Meta game rewards integrated onto media that are not games (such as websites) has been dubbed “gamification.” It’s prevalence has led to some misguided industry generalities that anything can be come a game if Meta game rewards are added to it.
Meta game rewards have been proven to be successful and rewarding with players within video games. Meta game rewards integrated onto media that are not games (such as websites) has been dubbed “gamification.” It’s prevalence has led to some misguided industry generalities that anything can be come a game if Meta game rewards are added to it.
Meta game rewards have been proven to be successful and rewarding with players within video games. Meta game rewards integrated onto media that are not games (such as websites) has been dubbed “gamification.” It’s prevalence has led to some misguided industry generalities that anything can be come a game if Meta game rewards are added to it.
Good game design also incorporates Flow methodology, whether on purpose or unconsciously.
DreamBox Learning’s intelligent adaptive learning program accelerates student learning.
DreamBox combines a rigorous mathematics curriculum, motivating learning environments and an intelligent adaptive learning™ engine which has the power to deliver millions of individualized learning paths- each one tailored to a student’s unique needs.
The result is a program that supports teachers in differentiating instruction for each student in the class, and truly personalized instruction for every student, from struggling to advanced, enabling each child to excel in mathematics.
And DreamBox supports teachers and administrators with real time reporting on student progress and proficiency.