A presentation of the outcomes of the Global Social Problems class at the 2012 Association of American Colleges and Universities (AAC&U) Annual Meeting.
It uses values-driven peer review, social media for collaboration, and an immersive design inspired by Jane McGonigal's work to motivate students through challenge-based learning.
For a complete list of presentation references, check out: http://sites.stedwards.edu/syriasimulation/project-references/
This presentation focused on a pilot-test of a simulation that we are running at St. Edward's University to help students learn about the conflict in Syria. I've been working history faculty members Mity Myhr, Selin Guner, Christopher Mickelwait and Christie Wilson to pull together an experiential workshop for students in Cultural Foundations courses around the topic of the Syria conflict. Our goal for this is to provide an experiential space in which students can learn about the complexities of this conflict by role-playing actors and agencies involved in the conflict. These represent entities such as the Free Syrian Army (FSA) in addition to countries like Turkey in addition to Iran, Russia and the Western Powers.
On April 22, 2013, student groups will role-play these actors and non-actors in a game-like fashion in which they will be given choices of actions to play across a period of 6 game rounds. Each round will be prefaced by a description of one or more critical events, and students will be asked to make decisions about how to respond. Play will be divided into 3 phases–Research, Action and Voting.
Students will be asked to research the event and the actions they can take prior to taking action, and non-actors will be asked to cast votes of Confidence or Contempt for these actions.
Actions will generate scores across dimensions including casualty rates and refugee counts and groups will be presented with a “Win” condition to promote peacemaking in the region.
We successfully pilot-tested this design at a recent World History Association of Texas conference and are looking forward to fleshing out this work for the full event in mid-April.
The document summarizes educational games and their applications. It provides examples of educational games used at various universities, including Penn State, University of Wisconsin, MIT, and Indiana University. These games aim to engage and motivate students through social constructivism, situated learning, and other learning theories. They are used to teach skills, roleplay jobs, and promote learning through content creation. Examples highlighted include Quest Atlantis, Evoke, Peacemaker, and Mentira.
Designing games for learning at the EMCAnn DeMarle
Intro presentation for NEASC conference describing games for learning illustrated through two EMC projects: BREAKAWAY for the United Nations, and two Cystic Fibrosis games Ludicross and Creep Frontier
This document provides an outline for a presentation on examining one's information diet. It includes:
1. Introducing oneself as information professionals and breaking down student expectations.
2. Making the session relevant and fun for both students and librarians.
3. Using the inquiry method to have students explore content to answer "big" questions from multiple perspectives.
4. Including student feedback that found the topic more engaging and thought-provoking than expected when discussed in depth.
This document summarizes Day 4 of a creativity and design workshop. It provided ideation techniques like brainstorming, SCAMPER, and the 6-3-5 method. Participants engaged in activities applying these techniques. Recommendations for effective ideation included introducing diversity, exploring problems and solutions, documenting ideas, and avoiding criticism. The document also discussed facilitation best practices and evaluating ideas. It outlined individual and team assignments to reflect on lessons learned and apply them.
It uses values-driven peer review, social media for collaboration, and an immersive design inspired by Jane McGonigal's work to motivate students through challenge-based learning.
For a complete list of presentation references, check out: http://sites.stedwards.edu/syriasimulation/project-references/
This presentation focused on a pilot-test of a simulation that we are running at St. Edward's University to help students learn about the conflict in Syria. I've been working history faculty members Mity Myhr, Selin Guner, Christopher Mickelwait and Christie Wilson to pull together an experiential workshop for students in Cultural Foundations courses around the topic of the Syria conflict. Our goal for this is to provide an experiential space in which students can learn about the complexities of this conflict by role-playing actors and agencies involved in the conflict. These represent entities such as the Free Syrian Army (FSA) in addition to countries like Turkey in addition to Iran, Russia and the Western Powers.
On April 22, 2013, student groups will role-play these actors and non-actors in a game-like fashion in which they will be given choices of actions to play across a period of 6 game rounds. Each round will be prefaced by a description of one or more critical events, and students will be asked to make decisions about how to respond. Play will be divided into 3 phases–Research, Action and Voting.
Students will be asked to research the event and the actions they can take prior to taking action, and non-actors will be asked to cast votes of Confidence or Contempt for these actions.
Actions will generate scores across dimensions including casualty rates and refugee counts and groups will be presented with a “Win” condition to promote peacemaking in the region.
We successfully pilot-tested this design at a recent World History Association of Texas conference and are looking forward to fleshing out this work for the full event in mid-April.
The document summarizes educational games and their applications. It provides examples of educational games used at various universities, including Penn State, University of Wisconsin, MIT, and Indiana University. These games aim to engage and motivate students through social constructivism, situated learning, and other learning theories. They are used to teach skills, roleplay jobs, and promote learning through content creation. Examples highlighted include Quest Atlantis, Evoke, Peacemaker, and Mentira.
Designing games for learning at the EMCAnn DeMarle
Intro presentation for NEASC conference describing games for learning illustrated through two EMC projects: BREAKAWAY for the United Nations, and two Cystic Fibrosis games Ludicross and Creep Frontier
This document provides an outline for a presentation on examining one's information diet. It includes:
1. Introducing oneself as information professionals and breaking down student expectations.
2. Making the session relevant and fun for both students and librarians.
3. Using the inquiry method to have students explore content to answer "big" questions from multiple perspectives.
4. Including student feedback that found the topic more engaging and thought-provoking than expected when discussed in depth.
This document summarizes Day 4 of a creativity and design workshop. It provided ideation techniques like brainstorming, SCAMPER, and the 6-3-5 method. Participants engaged in activities applying these techniques. Recommendations for effective ideation included introducing diversity, exploring problems and solutions, documenting ideas, and avoiding criticism. The document also discussed facilitation best practices and evaluating ideas. It outlined individual and team assignments to reflect on lessons learned and apply them.
Using Social Media for Professional LearningChris Kennedy
This document discusses how social media can be used for professional learning and development among educators. It provides advice on using tools like blogs and Twitter to connect with others, share ideas and stories, and model digital learning. While tools are important, the focus should be on using them well to build connections and further learning. Next steps suggested include leading by example in using digital tools, making professional learning accessible to all, and telling stories that engage others beyond the school community.
The document summarizes Day 1 of a creativity and design workshop. It includes activities to help participants understand creativity, including exploring definitions of creativity through photos and discussions with others. Participants reflected on how they have initiated disruptive change and shared their creative potential. The day addressed views of design through design cases and videos. Activities were aimed at challenging assumptions about creativity and expanding participants' perspectives.
The Fall Blog Festival On WiziQ
Exploring Blogs on fire, Blogging and the Beast, technology, innovation, inspired exchanges, psychology, guest blogging, vlogging.....
Is social media killing the blogosphere with kindness?
Blogging Communities You Need to Know About.....!!
The document discusses developing a teaching identity among librarians. It argues that cultivating a teaching identity can combat burnout, improve classroom effectiveness, and facilitate collaboration. Some obstacles to developing a teaching identity include lack of time, reluctance to learn from others, and lack of support. The document provides suggestions for how librarians can cultivate a teaching identity, such as forming teaching-focused communities, conducting peer observations, developing teaching philosophies, and engaging in reflective practices. The goal of this work is to increase librarians' confidence, improve teaching, and foster stronger teaching communities.
MPI Presentation on Gameification DeMarleAnn DeMarle
This document discusses how to use game principles and mechanics to increase engagement for meetings and events. It covers how games create meaningful experiences through assigned roles, rewards systems, and levels of participation and difficulty. The goal is to motivate behaviors that support the event by defining what players should accomplish and driving participation through badges, points, leaderboards and status levels. Mechanics like ongoing updates help sustain long-term engagement in the online community built for the event.
Gaming wikis provide detailed documentation of game strategies and systems created by enthusiastic gamers. These wikis have become important references for understanding complex games. Research examines what motivates contributions to gaming wikis, finding contributors are driven by intrinsic love of their game rather than external rewards. Contributors emphasize creating high quality, accurate information to help fellow players fully appreciate the game. Gaming wikis thus demonstrate gamers' passionate engagement with game systems and desire to share knowledge with their community.
This document discusses the advantages and disadvantages of PowerPoint presentations. It notes that PowerPoint allows for creativity, freedom of expression, and productivity in work, home and school. It can bring people together through teamwork and sharing of ideas. However, PowerPoint presentations can also mislead audiences if the information is misinterpreted or used to spread bad ideas. While it empowers many users, it also risks lowering self-esteem or creating negative attitudes if not implemented properly. The document encourages users to leverage PowerPoint's abilities to make positive change in the world.
The document discusses using social media for outreach purposes. It prompts discussion on which social media platform The Word Radio (TWR) uses and why, as well as security tips for social media users, especially smartphone users. The bulk of the document involves guiding participants through an activity to brainstorm outreach ideas, identify obstacles, and commit to small actions to further discussed plans with accountability.
Global Citizenship: Empowering Students to Change the WorldMichael Soskil
This document discusses empowering students to become global citizens through connecting their learning to real world issues. It provides examples of projects where students can collaborate across borders, including cultural exchanges, virtual field trips, mystery Skype calls, and collaborative problem solving projects. The goal is to foster skills like cultural understanding, communication, and critical thinking. Connecting learning to students' passions and the wider world through these types of global projects can help motivate long-term learning and empower students to create positive change.
USMIEE Denver 2016 - Empower Students To Change the WorldMichael Soskil
This document provides information about empowering students to change the world through global learning opportunities. It discusses how connecting classroom learning to students' emotional experiences and the real world can foster intrinsic motivation and long-term learning. Various global collaboration projects are described that give students chances to communicate, problem-solve, and learn about other cultures through technologies like Skype and video exchanges. The goal is to help students feel empowered to make positive impacts on issues in the world.
NEPA Reading Association Anniversary Dinner 2016Michael Soskil
This document discusses how connecting classrooms globally can enhance student learning. It provides examples of how teachers have created global connections through activities like cultural exchanges, collaborative projects, and virtual field trips using tools like Skype and Twitter. The document emphasizes that global learning helps students develop skills like cultural understanding, collaboration, and problem solving. It also suggests that connecting students to real-world issues can motivate long-term learning and help students feel empowered to make positive impacts.
Connected Classrooms and the New World of Learning - NNSTOY Chigago 2016Michael Soskil
1) The document discusses connecting classrooms globally through various online tools and projects. It provides examples of cultural exchanges, collaborative projects, virtual field trips, and more that teachers can do with their students.
2) Specific tools and projects mentioned include Skype, video exchanges, mystery Skype, global kidwish projects, Twitter chats using education hashtags, and the 5 Clue Challenge. Guidance is provided on overcoming issues like time zones.
3) The overall message is that global learning helps students develop cultural understanding, empathy, and skills like communication and collaboration. It also empowers students and shows them they can help change the world.
This document summarizes Peter Bromberg's presentation titled "Access Services Conference: Unlocking the 21st Century" given on November 12, 2015 at the Georgia Institute of Technology in Atlanta. The presentation discusses how the pace of change is accelerating exponentially due to technological advances. It emphasizes the need for organizations and individuals to adapt and be flexible in order to succeed in this environment of constant change. Some key strategies discussed include flattening organizational hierarchies, nurturing emergent leadership, practicing self-care, and learning from others.
Luis de Marcos Ortega from the University of Alcalá gave a presentation on gamifying applications to motivate users and encourage engagement. He discussed how games can be used as learning tools and outlined elements of gamification like points, badges, and leaderboards. Examples of gamified apps like Foursquare and Nike+ were presented. The presentation covered the gamification process, focusing on understanding player styles and intrinsic motivation. While gamification has potential, it also faces criticism like replacing meaningful engagement with meaningless points systems. Overall, gamification aims to find fun in tasks by involving players and focusing on autonomy, competence and relatedness.
This document discusses designing motivational experiences through persuasive design principles. It begins by explaining the shift from a focus on utility and usability to a focus on psychology, emotion, meaning, and experience. It then discusses how motivation works through engagement loops involving goals, actions, feedback and challenges. Examples are provided of how engagement loops work in games and other digital experiences. The document stresses the importance of intrinsic motivation through competence, autonomy and relatedness rather than just extrinsic rewards. It advocates designing feedback that appeals to user motivations and provides a sense of progress. Storyboarding and applying design principles like juicy feedback are suggested as ways to flesh out engagement loop ideas.
Designing Social Interfaces: 5 Principles, 5 Practices, 5 Anti-PatternsBayCHI
This document outlines 5 principles and 5 practices for designing social interfaces, as well as 5 anti-patterns to avoid. The 5 principles are paving cowpaths, talking like a person, being open and playing well with others, learning from games, and respecting ethical dimensions. The 5 practices discussed are giving people identity and a social object, enabling activities and bridging real life and online connections. The 5 anti-patterns warned against are cargo cult design, breaking email conventions, weak password security, building a fake "Potemkin village" community, and an unbalanced ecosystem. The document provides examples and guidance for applying each principle and practice, and avoiding the anti-patterns.
Gamifiying information systems: How to motivate users with game elementsLuis de-Marcos Ortega
Gamification is the use of game elements in non-game contexts to foster participation and motivate action. This lecture presents the philosophical and learning basis for including game elements in information systems. Game elements, examples of gamification and its variations are then presented. The process to gamify applications is introduced emphasizing on the underlying psychological theories. The lecture concludes with criticism to gamification.
This document summarizes a 2-day boot camp for educators on transforming education through blogging. Day 1 focused on introducing blogging and its benefits, exploring various literacies needed in today's world, and setting goals and expectations for blogging. Day 2 covered self-determined learning, assessment through documenting the learning process, and using tools like thinking routines to document and reflect on learning. The boot camp aimed to help educators learn skills to support students and shift their thinking about teaching and learning through blogging.
This document discusses an alternative approach to behavior change interventions called an "aesthetic of friction". It notes that current approaches primarily focus on using incentives to maximize behavior, but this can undermine autonomy. The document outlines several issues with this approach and proposes alternatives focused on making information more situated and actionable, leaving users choice between options, being understanding rather than punitive, and promoting integration of goals through reflection. It advocates for interventions that introduce "pleasurable trouble" to behaviors in a way that reestablishes freedom of choice and supports autonomy, competence, and relatedness.
Holy Cross Institute 2012 Global Social Problems PresentationJason Rosenblum, PhD
This document describes a course on global social problems that uses game-based learning strategies. The course challenges students to take on missions addressing real-world issues through research, online participation on social media, blogging, and local action projects. Students work to solve problems both individually and collaboratively while earning experience points and badges. Feedback indicates students found the experiential approach impactful in motivating them to make meaningful changes in addressing social issues. The course incorporates new technologies, peer review, and guest speakers to immerse students in addressing problems through "heroic action." Key aspects that worked well include iterative blog assignments and a conference on social good that students participated in virtually.
Using Social Media for Professional LearningChris Kennedy
This document discusses how social media can be used for professional learning and development among educators. It provides advice on using tools like blogs and Twitter to connect with others, share ideas and stories, and model digital learning. While tools are important, the focus should be on using them well to build connections and further learning. Next steps suggested include leading by example in using digital tools, making professional learning accessible to all, and telling stories that engage others beyond the school community.
The document summarizes Day 1 of a creativity and design workshop. It includes activities to help participants understand creativity, including exploring definitions of creativity through photos and discussions with others. Participants reflected on how they have initiated disruptive change and shared their creative potential. The day addressed views of design through design cases and videos. Activities were aimed at challenging assumptions about creativity and expanding participants' perspectives.
The Fall Blog Festival On WiziQ
Exploring Blogs on fire, Blogging and the Beast, technology, innovation, inspired exchanges, psychology, guest blogging, vlogging.....
Is social media killing the blogosphere with kindness?
Blogging Communities You Need to Know About.....!!
The document discusses developing a teaching identity among librarians. It argues that cultivating a teaching identity can combat burnout, improve classroom effectiveness, and facilitate collaboration. Some obstacles to developing a teaching identity include lack of time, reluctance to learn from others, and lack of support. The document provides suggestions for how librarians can cultivate a teaching identity, such as forming teaching-focused communities, conducting peer observations, developing teaching philosophies, and engaging in reflective practices. The goal of this work is to increase librarians' confidence, improve teaching, and foster stronger teaching communities.
MPI Presentation on Gameification DeMarleAnn DeMarle
This document discusses how to use game principles and mechanics to increase engagement for meetings and events. It covers how games create meaningful experiences through assigned roles, rewards systems, and levels of participation and difficulty. The goal is to motivate behaviors that support the event by defining what players should accomplish and driving participation through badges, points, leaderboards and status levels. Mechanics like ongoing updates help sustain long-term engagement in the online community built for the event.
Gaming wikis provide detailed documentation of game strategies and systems created by enthusiastic gamers. These wikis have become important references for understanding complex games. Research examines what motivates contributions to gaming wikis, finding contributors are driven by intrinsic love of their game rather than external rewards. Contributors emphasize creating high quality, accurate information to help fellow players fully appreciate the game. Gaming wikis thus demonstrate gamers' passionate engagement with game systems and desire to share knowledge with their community.
This document discusses the advantages and disadvantages of PowerPoint presentations. It notes that PowerPoint allows for creativity, freedom of expression, and productivity in work, home and school. It can bring people together through teamwork and sharing of ideas. However, PowerPoint presentations can also mislead audiences if the information is misinterpreted or used to spread bad ideas. While it empowers many users, it also risks lowering self-esteem or creating negative attitudes if not implemented properly. The document encourages users to leverage PowerPoint's abilities to make positive change in the world.
The document discusses using social media for outreach purposes. It prompts discussion on which social media platform The Word Radio (TWR) uses and why, as well as security tips for social media users, especially smartphone users. The bulk of the document involves guiding participants through an activity to brainstorm outreach ideas, identify obstacles, and commit to small actions to further discussed plans with accountability.
Global Citizenship: Empowering Students to Change the WorldMichael Soskil
This document discusses empowering students to become global citizens through connecting their learning to real world issues. It provides examples of projects where students can collaborate across borders, including cultural exchanges, virtual field trips, mystery Skype calls, and collaborative problem solving projects. The goal is to foster skills like cultural understanding, communication, and critical thinking. Connecting learning to students' passions and the wider world through these types of global projects can help motivate long-term learning and empower students to create positive change.
USMIEE Denver 2016 - Empower Students To Change the WorldMichael Soskil
This document provides information about empowering students to change the world through global learning opportunities. It discusses how connecting classroom learning to students' emotional experiences and the real world can foster intrinsic motivation and long-term learning. Various global collaboration projects are described that give students chances to communicate, problem-solve, and learn about other cultures through technologies like Skype and video exchanges. The goal is to help students feel empowered to make positive impacts on issues in the world.
NEPA Reading Association Anniversary Dinner 2016Michael Soskil
This document discusses how connecting classrooms globally can enhance student learning. It provides examples of how teachers have created global connections through activities like cultural exchanges, collaborative projects, and virtual field trips using tools like Skype and Twitter. The document emphasizes that global learning helps students develop skills like cultural understanding, collaboration, and problem solving. It also suggests that connecting students to real-world issues can motivate long-term learning and help students feel empowered to make positive impacts.
Connected Classrooms and the New World of Learning - NNSTOY Chigago 2016Michael Soskil
1) The document discusses connecting classrooms globally through various online tools and projects. It provides examples of cultural exchanges, collaborative projects, virtual field trips, and more that teachers can do with their students.
2) Specific tools and projects mentioned include Skype, video exchanges, mystery Skype, global kidwish projects, Twitter chats using education hashtags, and the 5 Clue Challenge. Guidance is provided on overcoming issues like time zones.
3) The overall message is that global learning helps students develop cultural understanding, empathy, and skills like communication and collaboration. It also empowers students and shows them they can help change the world.
This document summarizes Peter Bromberg's presentation titled "Access Services Conference: Unlocking the 21st Century" given on November 12, 2015 at the Georgia Institute of Technology in Atlanta. The presentation discusses how the pace of change is accelerating exponentially due to technological advances. It emphasizes the need for organizations and individuals to adapt and be flexible in order to succeed in this environment of constant change. Some key strategies discussed include flattening organizational hierarchies, nurturing emergent leadership, practicing self-care, and learning from others.
Luis de Marcos Ortega from the University of Alcalá gave a presentation on gamifying applications to motivate users and encourage engagement. He discussed how games can be used as learning tools and outlined elements of gamification like points, badges, and leaderboards. Examples of gamified apps like Foursquare and Nike+ were presented. The presentation covered the gamification process, focusing on understanding player styles and intrinsic motivation. While gamification has potential, it also faces criticism like replacing meaningful engagement with meaningless points systems. Overall, gamification aims to find fun in tasks by involving players and focusing on autonomy, competence and relatedness.
This document discusses designing motivational experiences through persuasive design principles. It begins by explaining the shift from a focus on utility and usability to a focus on psychology, emotion, meaning, and experience. It then discusses how motivation works through engagement loops involving goals, actions, feedback and challenges. Examples are provided of how engagement loops work in games and other digital experiences. The document stresses the importance of intrinsic motivation through competence, autonomy and relatedness rather than just extrinsic rewards. It advocates designing feedback that appeals to user motivations and provides a sense of progress. Storyboarding and applying design principles like juicy feedback are suggested as ways to flesh out engagement loop ideas.
Designing Social Interfaces: 5 Principles, 5 Practices, 5 Anti-PatternsBayCHI
This document outlines 5 principles and 5 practices for designing social interfaces, as well as 5 anti-patterns to avoid. The 5 principles are paving cowpaths, talking like a person, being open and playing well with others, learning from games, and respecting ethical dimensions. The 5 practices discussed are giving people identity and a social object, enabling activities and bridging real life and online connections. The 5 anti-patterns warned against are cargo cult design, breaking email conventions, weak password security, building a fake "Potemkin village" community, and an unbalanced ecosystem. The document provides examples and guidance for applying each principle and practice, and avoiding the anti-patterns.
Gamifiying information systems: How to motivate users with game elementsLuis de-Marcos Ortega
Gamification is the use of game elements in non-game contexts to foster participation and motivate action. This lecture presents the philosophical and learning basis for including game elements in information systems. Game elements, examples of gamification and its variations are then presented. The process to gamify applications is introduced emphasizing on the underlying psychological theories. The lecture concludes with criticism to gamification.
This document summarizes a 2-day boot camp for educators on transforming education through blogging. Day 1 focused on introducing blogging and its benefits, exploring various literacies needed in today's world, and setting goals and expectations for blogging. Day 2 covered self-determined learning, assessment through documenting the learning process, and using tools like thinking routines to document and reflect on learning. The boot camp aimed to help educators learn skills to support students and shift their thinking about teaching and learning through blogging.
This document discusses an alternative approach to behavior change interventions called an "aesthetic of friction". It notes that current approaches primarily focus on using incentives to maximize behavior, but this can undermine autonomy. The document outlines several issues with this approach and proposes alternatives focused on making information more situated and actionable, leaving users choice between options, being understanding rather than punitive, and promoting integration of goals through reflection. It advocates for interventions that introduce "pleasurable trouble" to behaviors in a way that reestablishes freedom of choice and supports autonomy, competence, and relatedness.
Holy Cross Institute 2012 Global Social Problems PresentationJason Rosenblum, PhD
This document describes a course on global social problems that uses game-based learning strategies. The course challenges students to take on missions addressing real-world issues through research, online participation on social media, blogging, and local action projects. Students work to solve problems both individually and collaboratively while earning experience points and badges. Feedback indicates students found the experiential approach impactful in motivating them to make meaningful changes in addressing social issues. The course incorporates new technologies, peer review, and guest speakers to immerse students in addressing problems through "heroic action." Key aspects that worked well include iterative blog assignments and a conference on social good that students participated in virtually.
The document provides an overview of serious games, which are games designed for purposes beyond pure entertainment such as learning, health, and social change. It discusses what serious games are according to experts in the field like Henry Jenkins, describes different genres of serious games, and provides tips on how to use serious games in the classroom or for other purposes. Sample serious games are also listed and available for readers to test out.
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.
Social Media For School Districts and EducatorsShane Gibson
The document discusses the importance of social media for school districts. It notes that social media users are potential customers, coworkers, employees and bosses. It also emphasizes that the community owns a brand on social media. The document advocates developing a social media policy to guide positive engagement and protect schools/students. It suggests implementing social media by identifying goals, audiences, platforms, and an engagement strategy while also listening to stakeholders.
This document provides an overview of gamification and how it can be used in education. It defines gamification as using game mechanics and principles to engage students and make learning fun. Examples of game elements that can be used include badges, levels, achievements and points to reward students for their successes. Research shows that gamification improves student achievement and allows students to take more risks. The document then discusses various game frameworks and elements that can be implemented, as well as examples of existing educational games and apps that can be utilized, such as ClassDojo, Kahoot and Brainscape. It concludes with tips on how to design gamified lessons and apply game dynamics to classroom instruction.
Gamification - What is it and What it is in MoodleGavin Henrick
The document discusses gamification, which is defined as using game elements and mechanics to engage users and solve problems. It provides definitions of gamification from several sources and lists common game elements like badges, levels, and points. The document then discusses contexts where gamification can be applied, such as education, health, and marketing. It notes gamification is not simulations or serious games, but aims to motivate users through choice, control, and fun. Examples of gamified systems like Foursquare and Healthmonth are provided. The document concludes by discussing tools for applying gamification within the Moodle learning management system.
Grow Your Tech-Teach Ecosystem: What can you plug into Canvas?Dartmouth College
Dartmouth’s Fab-Four Canvas team shows how we’re using Piazza, Zaption, Lecture Tools, our custom Photo Roster, and other apps across the curriculum. This is not a sit-down session! Be prepared to bring your triumphs and challenges. Participate in an ed-tech ecosystem share-a-thon. Together we’ll develop an ed-tech ecosystem map.
Selling UX in Your Organization - Stir Trek 2012Carol Smith
Bring The Users: Selling UX in Your Organization was presented at Stir Trek 2012 in Columbus, Ohio by Carol Smith. You are convinced that UX work will not only save time and effort, but will also increase profits. Now you need to persuade your team to integrate UX activities into your work. This presentation will give you the facts to back up your convictions. Carol provides you with clear and compelling responses to tough questions about UX and usability methods. You’ll leave with facts about the Return on Investment (ROI) of UX, how to respond to UX skeptics, and how to turn your entire team into UX advocates.
Workshop given at TIES 2009, Minneapolis, MN, December 13, 2009. Using a design patterns approach to identify higher level thinking tasks to create a WebQuest around.
Deeper Learning through Global CollaborationHonor Moorman
Global Collaboration Projects can be an authentic and meaningful way to engage students in deeper learning. By working collaboratively with peers around the world, students are challenged to think critically and communicate effectively while drawing on multiple perspectives to solve complex problems and addressing real-world issues. Join us to participate in a simulation of a global collaboration project designed to help you experience and understand how they contribute to deeper learning.
The ‘Ecology of Implementation’ for Immersive Games in Teacher Education: Fro...Arizona State University
This document discusses the Quest2Teach program, which uses immersive games to support teacher education. Quest2Teach curricula include 3D role-playing games that immerse learners in educational theories in action. Research found the games helped learners see themselves as professionals, increased confidence and commitment to teaching, and allowed practicing skills like handling difficult interactions. However, the provided online network was redundant with students' existing networks. Future iterations could explore alternative network services to better support the program's goals.
Finding Opportunities for Higher Level Thinking in the CurriculumBernie Dodge
The document discusses ways to design webquests that encourage higher level thinking in students. It provides examples of webquests that ask students to summarize, analyze, create, decide, predict, and design. For each thinking skill, it lists types of tasks students could complete, such as creating a narrative from a different perspective, designing an object given constraints, or deciding how to rank items based on criteria. The goal is to move beyond lower-level tasks like recalling facts by engaging students in open-ended thinking that has multiple possible solutions.
This document discusses the use of social media in medical education. It begins by defining social media and explaining why students and educators should utilize these tools. Students today are "digital natives" who have grown up with technology and prefer collaborative, participatory learning over passive consumption. The document then provides examples of various social media platforms like Facebook, Twitter, blogs, and YouTube and how they can be used for educational purposes. It emphasizes experimenting with different tools, developing an online learning network, and focusing on pedagogy rather than any single technology. Best practices for social media use in education are also outlined.
MakerEd/Maker Space Coming to a DENapalooza Near YouKim Caise
Makered/Makerspace activities and tools are coming to more schools and educational events. The document discusses how maker activities allow students to develop skills like problem-solving, creativity, and engagement while learning subjects like math, science, and engineering. It provides examples of common maker tools and materials, challenges to implementing maker programs, examples of successful school maker spaces, and strategies for starting maker activities like gamification.
This document discusses using gamification principles in healthcare settings. It begins with defining gamification as using game mechanics to motivate and engage people. It then provides examples of gamification in healthcare for skills training, patient prevention programs, project management, and staff training. Specific cases outlined include a role-playing game for HIPAA compliance, a health month program, an agile project management tool, and a performance tracking system for ICD-10 billing codes. The document concludes with additional resources for learning more about gamification design.
Southern Fried STEAM: Innovative Learning Project, Not a Stir FryKim Moore
An introduction to the Innovative Learning Project on Biodiversity and Habitats for student exploration in elementary, middle, and high school. This approach encourages problem-based learning, real world application, college and career connections, blended and flipped classrooms all while supporting the Next Gen Science Standards!
Instructional Technologies For Engaging and Assessing Student LearningMelissa Mallon
This document provides an overview of various instructional technologies that can be used to engage students and assess learning. It describes tools such as Padlet, Twitter, Google Docs, polling applications, survey tools, brainstorming applications, infographics tools, word clouds, games, and activities for smartboards. For each category of tools, 1-2 specific tools are highlighted, describing their purpose and how to use them effectively in instruction. The document emphasizes using these technologies to increase student buy-in, encourage critical thinking, and provide real-time feedback through collaborative, interactive, and game-based activities. It also cautions that instructional technologies should not be used just for their own sake and that clear planning is important for successful
Nedra Kline Weinreich
Weinreich Communications
Pre-conference Workshop at the National Conference on Health Communication, Marketing and Media
Atlanta, GA
August 7, 2012
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
AAC&U 2012 Annual Meeting
1. Global Social Problems
Local Action & Social Networks for
Change - A “Gameful” Approach
Jason Rosenblum, Bob Strong
St. Edward’s University
http://academic.stedwards.edu/globalsocialproblems
jasonr@stedwards.edu
http://slidesha.re/zdim3r
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.
http://slidesha.re/zdim3
3. 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.
http://slidesha.re/zdim3
4. 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”
http://slidesha.re/zdim3
5. Learner as “Superhero”
Clever use of technology + game design
strategies to motivate players in ways that are
Challenge-Based.
http://www.urgentevoke.com
8. 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
http://slidesha.re/zdim3
9. What is Global Social
Problems?
&
Why Pilot this course?
http://slidesha.re/zdim3
10. 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.
http://slidesha.re/zdim3
13. Mission-based design to
foster “Heroic Action”
• 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.
http://slidesha.re/zdim3
14. Experiential Components
• Values-driven Superhero Gaming System
• Social Media to Research and Act
• Immersive, project-based approach
• Iterative writing with faculty/peer feedback
http://slidesha.re/zdim3
15. Heroic Values
Peer Review: 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
http://slidesha.re/zdim3
17. Things to Note
• Class site is 99% “open”, not
within Blackboard
• Heavily custmized Drupal
website
• Course hash tag = #globsoc
http://slidesha.re/zdim3
37. 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.”
http://slidesha.re/zdim3
38. What’s worked
• Iterative blog entries
• Guest Lecturer participation: Profs Vicki Totten
and Kay Firth-Butterfield
• Heroic Participation & values discussions
• The Social Good Summit: a social media
enabled conference
• Twitter participation
• Group Projects
http://slidesha.re/zdim3
39. 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
http://slidesha.re/zdim3
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
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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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Emphasize success with heroic characteristics as compared with super-heroic genre\n