The Identi-Tee project is a technology infused experience and incorporates social learning, exploration and creativity.
Identity and belonging are the main themes of the the learning experience. It's part game, part creative expression and part augmented exhibition.
With a focus on people, places, and stories, we use technology directly with young people and engage them in 21st century skills by inviting them to consume, curate and create media.
Participants learn collaboration, critical thinking and problem solving, communication, interviewing, personal branding, reputation management, information and media literacy, and digital citizenship.
These meet many of the focuses on domains from the Victorian Curriculum and Standards.
Jake Glavis discusses the emergence of the world's first entirely self-sufficient eco-friendly residential community. With enormous implications for the rest of the world, this development in Amsterdam could make a tremendous difference in reducing our current fossil-fuel reliance.
The Identi-Tee project is a technology infused experience and incorporates social learning, exploration and creativity.
Identity and belonging are the main themes of the the learning experience. It's part game, part creative expression and part augmented exhibition.
With a focus on people, places, and stories, we use technology directly with young people and engage them in 21st century skills by inviting them to consume, curate and create media.
Participants learn collaboration, critical thinking and problem solving, communication, interviewing, personal branding, reputation management, information and media literacy, and digital citizenship.
These meet many of the focuses on domains from the Victorian Curriculum and Standards.
Jake Glavis discusses the emergence of the world's first entirely self-sufficient eco-friendly residential community. With enormous implications for the rest of the world, this development in Amsterdam could make a tremendous difference in reducing our current fossil-fuel reliance.
The collected presentations from the Gamification Workshop held on May 7, 2011 at CHI 2011 in Navcouver, BC. More at http://gamification-research.org/chi2011.
Harvard 2007 - 'I Need a Green Axe': Video gaming in Gocial StudiesMichael Barbour
Evans, M. & Barbour, M. K. (2007, February). 'I need a green axe': Video gaming in social studies. Roundtable presented at the Harvard Graduate School of Education Student Research Conference, Boston, MA.
This presentation, originally presented in Second Life to the NC Distance Learning Association, explores how video games and virtual worlds can be valuable tools for instruction and shares resources that teachers might use to incorporate gaming into their curriculum.
Hellink is a video game designed to teach information literacy while remaining true to the independent game scene values of high gameplay and narrative quality. It was developed in 2016 in the Sorbonne University by a team of video games professionals from the traditional game industry.
This is the powerpoint from the 2010 Games For Change Festival.
The Power of Design: Youth Making Social Issue Games Day
Monday, May 24th, 9:00 a.m. - 5:00pm, followed by a reception, Theresa Lang Student Center, 2nd Floor, 55 West 13th St.
Spreading Serious Game Design: Global Kids' Playing For Keeps Capacity Building Program
2:45 - 3:45
This panel will explore how Global Kids' successful serious game design program, originally created for an afterschool context, was redesigned to scale and spread to libraries, public housing computer labs, in-school tech clubs, and public school classrooms. Representatives from each site will report on their experiences and details will be shared about the professional development program developed to support their implementations. Results from an independent evaluation will be shared and the final work produced by participating youth will be shown.
Applying Game Design Thinking to Education & Business Practices DeMarleAnn DeMarle
As an example, I wish to share a short video on our BREAKAWAY game (http://breakawaygame.champlain.edu ) camps in Hebron, Palestine and El Salvador where we applied both Game-Based Learning and Gamification principles to address the issue of violence against women and girls.
The collected presentations from the Gamification Workshop held on May 7, 2011 at CHI 2011 in Navcouver, BC. More at http://gamification-research.org/chi2011.
Harvard 2007 - 'I Need a Green Axe': Video gaming in Gocial StudiesMichael Barbour
Evans, M. & Barbour, M. K. (2007, February). 'I need a green axe': Video gaming in social studies. Roundtable presented at the Harvard Graduate School of Education Student Research Conference, Boston, MA.
This presentation, originally presented in Second Life to the NC Distance Learning Association, explores how video games and virtual worlds can be valuable tools for instruction and shares resources that teachers might use to incorporate gaming into their curriculum.
Hellink is a video game designed to teach information literacy while remaining true to the independent game scene values of high gameplay and narrative quality. It was developed in 2016 in the Sorbonne University by a team of video games professionals from the traditional game industry.
This is the powerpoint from the 2010 Games For Change Festival.
The Power of Design: Youth Making Social Issue Games Day
Monday, May 24th, 9:00 a.m. - 5:00pm, followed by a reception, Theresa Lang Student Center, 2nd Floor, 55 West 13th St.
Spreading Serious Game Design: Global Kids' Playing For Keeps Capacity Building Program
2:45 - 3:45
This panel will explore how Global Kids' successful serious game design program, originally created for an afterschool context, was redesigned to scale and spread to libraries, public housing computer labs, in-school tech clubs, and public school classrooms. Representatives from each site will report on their experiences and details will be shared about the professional development program developed to support their implementations. Results from an independent evaluation will be shared and the final work produced by participating youth will be shown.
Applying Game Design Thinking to Education & Business Practices DeMarleAnn DeMarle
As an example, I wish to share a short video on our BREAKAWAY game (http://breakawaygame.champlain.edu ) camps in Hebron, Palestine and El Salvador where we applied both Game-Based Learning and Gamification principles to address the issue of violence against women and girls.
1. Madrid, 2009
,
When Are Games Good for Learning and Teaching?
Examples and Explorations
Pilar Lacasa. University of Alcalá. Spain
AERA 2010. SIG‐Media, Culture, and Curriculum
Denver, Sat, May 1
2. Elisabeth R. Hayes et al
Children as
designers
Elizabeth M.
Robert J. Torres
King et al.
i l
People Tools
Girls? What games?
Karla Hamlen Kylie A. Peppler
et al.
4. • Games as
• Designed objects
• Cultural & Social
r.com/
significance
ill Crocke www.willcrocker
• Related to cognitive,
attitudinal, &
performances outcomes
• Theoretical models:
h ti l d l
• Different levels of
activity in the face of
er
the game
th
Questions:
apher: Wi
• Same theoretical models
for all the games?
Photogra
• What about context? For
example, augmented
reality, online gaming
reality online gaming
An Expanded Conception of Game Media Literacy
6. • MMOs are important “Third • Questions
places” for informal • Games literacies, much
learning.
g more than problem
• Games are both solving, looking for
technologies and information? NOT JUST
communities of practice COGNITION?
• The case of Dumptruck:
he founds school to be • For example: What about
“extremely boring”
extremely boring MMOs & civic
MMO & i i engagement?t?
• Games & cognitive
habilities
After‐School Online Program for Adolescent Boys Leveraging
Online Games for Literacy
7. Madrid 2009
d,
The Gender Gap In Technology:
Re‐examining Gender Differences in Video Game Play
12. • Gamestar Mechanic • Questions
• Game design community
g y • Children & Young People
space for multiple as Designers
players • How to support the
• Instantiating a learning teachers?
domain mediated by a • How to combine with
video game designed may other tools?
serve to facilitate the
development of systems
thinking skills.
Learning Complexity in Situ: Urban Middle Schoolers Show Understanding of
Systems Thinking as a Result of Playing and Designing Games Within an Immersive
Online Platform Called Gamestar Mechanic
13. s/154/
ttp://www.davidzwirner.com/exhibitions
January 13, 2008. The New York Times
e
ht
The Ritual of Chess, a Decoder of Life.
DOROTHY SPEARS
“This is a text about the world …”
14. Thanks!
Th k !
p.lacasa@uah.es
http://uah‐gipi.org/index.php