Anuar Andres Lequerica Baladi - Great Games for Learning for High School Students
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This document lists and describes several video games that can be used to educate high school students through reflection and learning. It discusses how Civilization V can teach history, political science and economics. SimCity and Cities: Skylines are described as fun ways to learn about urban systems and infrastructure like water supply. Gone Home and The Sims 4 are said to provide opportunities to reflect on topics like game design, narrative, psychology, sexuality and human behavior. Papers, Please, Democracy 3 and Plague Inc. allow players to consider issues involving immigration, national security, politics and viral outbreaks. Overall, the games highlighted offer engaging formats for learning subjects like physics, math, and analyzing systems through play.
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146 * Education
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R. Barbek America Skip.s School • 147
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Shs core understanding culture, society and politics cg (1)
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2. Education focused on developing individual character and linking it to national character and pride, while also exposing students to both positive and negative aspects of American history and society to allow them to form their own opinions.
3. Beyond the classroom, various civic organizations and departments worked to educate students on safety, laws, and their responsibilities as future citizens through activities and presentations.
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History camp 2015-panel discussion-bringing history alive for our youth
History camp 2015-panel discussion-bringing history alive for our youthAmerican Heritage Living History Productions
My panel Discussion participant presentation at the 2015 History Camp held in Boston, MA on Sat. Mar. 28, 2015.
Topic: How to get kids interested in history.History camp 2015-FINAL-panel discussion-bringing history alive for our youth
History camp 2015-FINAL-panel discussion-bringing history alive for our youthAmerican Heritage Living History Productions
Kyle Jenks presents on establishing living historians' clubs for youth to engage with history. He discusses finding interested students through schools, reenactments, history competitions, and summer camps. Living historians' clubs could do staged readings, graveyard tours, dinner theatre, and serve as docents at historic sites to bring history alive for youth. Jenks is passionate about connecting new generations to the past through interactive experiences.‘SOUTH PARK’S JOKE ABOUT TRANSGENDER ATHLETES GETS HUGE BACKLASH
It never comes as a shock when South Park says or does something offensive. The adult cartoon is well known for its hilarious, controversial, and often offensive humor, and this is what makes it so popular around the world. It is probably impossible to count the number of times that the cartoon has offended someone or has made an extremely offensive joke. However, their most recent one is probably their most controversial. They have poked fun at and have completely roasted the transgender community by featuring a trans athlete in an episode. Obviously, the show has received a huge backlash with many dubbing the creators as transphobic. Keep scrolling to see the clip, and to hear what people have had to say on the matter...
https://tempfile.gitlab.io/say-what/posts/'south-park's-joke-about-transgender-athletes-gets-huge-backlash
History camp 2015-panel discussion_don't let history get stea_mrolled
History camp 2015-panel discussion_don't let history get stea_mrolledAmerican Heritage Living History Productions
This document discusses ways to engage youth in history education through creative and experiential means. It proposes establishing living historian clubs at schools where students can learn history hands-on through activities like reenactments, crafting period articles, and role playing. It also provides examples of interactive history programs and media that bring the past to life for modern audiences, like an Alexander Hamilton hip-hop musical and educational graphic novels. The goal is to foster passion for history by making the subject personally relevant and allowing students to experience it firsthand.History camp 2015-panel discussion-bringing history alive for our youth
History camp 2015-panel discussion-bringing history alive for our youthAmerican Heritage Living History Productions
This document discusses establishing living historian clubs for youth interested in history. It suggests finding potential members at schools, reenactments, history competitions, and scouting programs. The document provides examples of existing living historian clubs and proposes developing an exchange program between groups. Overall, the goal is to create clubs that bring history to life for young people through hands-on experiences like reenacting and visiting historic sites.146 EducationBenjamin R. Barber is the Gershon and Carro.docx
146 * Education
Benjamin R. Barber is the Gershon and Carrol Kekst Professor of Civil
Society at the University of Maryland. He has written numerous schol
arly and popular books which consistently explore the issues ofpolitics,
education, democracy, community, and citizenship. He regularly con
tributes to the Atlantic Monthly, the New York Times, and Harper s,
where the following argument appeared in 1993. An educational and
political progressive, in the traditional sense of the term, Barber’s main
concern is with .sustaining a healthy democracy. His best known hook is
An Aristocracy of Even'one, in which he argues for fundamental changes
in the ways Americans view the role of education in sustaining political
and social life.
Benjamiti R. Barber
America Skips School
On September 8, the day most of the nation’s children were scheduled
to return to school, the Department of Education Statistics issued a re
port, commissioned hy Congress, on adult literacy and numeracy in
the United States. The results? More than 90 million adult Americans
lacked simple literacy. Fewer than 20 percent of those surveyed cordd
compare two metaphors in a poem; not 4 percent could calculate the
cost of carpeting at a given price for a room of a given size, using a cal
culator. As the DOE report was being issued, as if to echo its findings,
two of the nation’s largest school systems had delayed their openings;
in New York, to remove asbestos from aging buildings; in Chicago, be
cause of a battle over the budget.
Inspired by the report and the delays, pundits once again began
chanting the familiar litany of the education crisis. We’ve heard it all
many times before: 130,000 children bring guns along with their pen
cils and books to school each morning; juvenile arrests for murder in
creased by 85 percent from 1987 to 1991; more than 3,000 youngsters
will drop out today and every day for the rest of the school year, until
about 600.000 are lost by June—in many urban schools, perhaps half
the enrollment. A lot of the dropouts will end up in prison, which is a
surer bet for young black males tlian college; one in four will pass
through the correctional system, and at least two out of three of those
wall be dropouts.
R. Barbek America Skip.s School • 147
In quiet counterpoint to those staggering facts is another set of
statistics: teachers make less than accountants, architects, doctors,
lawyers, engineers, judges, health professionals, auditors, and survev-
ors. They can cam higher salaries teaching in Berlin, Tokyo. Ottawa,
or Amsterdam than in New York or Chicago. American children are in
school only about 180 days a year, as against 240 days or more for
children in Europe or Japan. The richest school districts (school fi
nancing is local, not federal) spend twice as much per student as
poorer ones do. The poorer ones seem almost beyond help; children
with venereal disease or AIDS (2.5 million adolescents annuallv con
trac ...
Why We Ne To Understand ScienceCarl SaganAs I got off the plan.docx
Why We Ne To Understand Science
Carl Sagan
As I got off the plane, he was tv\aiting for me, holding up a sign with my name on it. I was on Iny way to a conference of scientists and television broadcasters, and the organizers had kindly sent a driver.
"Do you mind if I ask you a question?" he said as we waited for my bag. "Isn't it confusing to have the same name as that science guy?" It took me a moment to understand. Was he pulling my leg? "I am that science guy," I said. He smiled. "Sorry. That's my problem. I thought it was yours too." He put out his hand. "My name is William F. Buckley." (Well, his name wasn't exactly William F. Buckley, but he did have the name of a contentious television interviewer, for which he doubtless took a lot of good-natured ribbing.)
As we settled into the car for the long drive, he told me he •was glad I was "that science guy"—he had so many questions to ask about science. Would I mind? And so we got to talking. But not about science. He wanted to discuss UFOs, "channeling" (a way to hear what's on the minds of dead people—not much it turns out). crystals, astrology. . . . He introduced each subject with real enthusiasm. and each time I had to disappoint him: "The evidence is crummy," I kept saying. "There's a much simpler explanation." As ue drove on through the rain, I could see him getting glummer. I was attacking not just pseudoscience but also a facet of his inner life.
And yet there is so much in real science that's equally exciting. more mysterious, a greater intellectual challenge—m well as being a lot closer to the truth. Did he know about the molecular building blocks of life sitting out there in the cold, tenuous gas between the stars? Had he heard of the footprints of our ancestors föund in four-million-year-old volcanic ash? What about the raising of the Himalayas when India went crashing into Asia'? Or how viruses subvert cells, or the radio search for extraterrestrial intelligence, or the ancient civilization of Ebla? Mr.
spoken, intelligent, curious—had heard virtually nothing of modern science. He wanted to know about science. It's just that all the science got filtered out before it reached him. What society permitted to trickle through was mainly pretense and confusion. And it had never taught him how to distinguish real science from the cheap imitation.
All over America there are smart, even gifted, people who have a built-in passion for science. But that passion is unrequited. A recent survey suggests that 94 percent ofAmericans are "scientifically illiterate."A Prescription for Disaster
We live in a society exquisitely dependent on science and technology, in which hardly anyone knows anything about science and technology. This is a clear prescription for disaster. It's dangerous and stupid fi)l' us to remain ignorant about global warming, say, or ozone depletion, toxic and radioactive wastes, acid rain. Jobs and wages depend on science and technology. If the United States can't manufactu.
Module 1.pptx
Here are two slogans about the value of self-reliance with a short explanation for each:
Slogan 1:
Self-reliance is the key to my success.
Explanation: Being able to rely on one's own abilities, judgment, and resources promotes independence and confidence. Self-reliant individuals are empowered to achieve goals and overcome challenges through their own efforts.
Slogan 2:
A society of the self-reliant is a stronger society.
Explanation: When people cultivate self-reliance, they become less dependent on others and more productive members of their community. A population comprised of individuals who can support themselves is better equipped to weather difficulties and thrive economically and
Socialism Vs Capitalism Essay. Capitalism vs socialism thesis proposal
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Gun Control Pros And Cons Essay.pdf
The document provides an overview of writing an essay on the topic of gun control pros and cons. It notes that the topic is highly controversial with strong opinions on both sides, requiring extensive research to understand various perspectives and arguments. Producing a well-balanced essay demands navigating the intricacies of the topic, acknowledging diverse viewpoints, and presenting an informed discussion without bias. Researching reputable sources and logically organizing information is crucial to guide the reader through the complex debate surrounding gun control.
Shs core understanding-culture-society-and-politics-cg-www.spideylab.com
This document outlines the curriculum for an 11th or 12th grade course on Understanding Culture, Society and Politics. The course uses insights from anthropology, political science, and sociology to help students develop cultural awareness and sensitivity, understand how culture, society and politics work, and examine human development goals. The curriculum covers topics such as defining culture and society, human evolution, social institutions, stratification, and processes of social, cultural and political change. It provides learning competencies for each content area and codes them for reference. The goal is for students to gain ideas about human cultures, recognize cultural relativism, and develop social and cultural competence.
Shs core understanding culture, society and politics cg
This document outlines the curriculum for an 11th or 12th grade course on Understanding Culture, Society and Politics. The course uses insights from anthropology, political science, and sociology to help students develop cultural awareness and sensitivity, understand how culture and society work, and examine human development goals. The curriculum covers topics such as defining culture and society, human evolution, social institutions, stratification, and processes of social, cultural and political change. It includes over 30 learning competencies addressing concepts like cultural relativism, socialization, conformity, and responding to challenges like climate change and migration.
Shs core understanding culture, society and politics cg (1)
This document provides an overview of the Understanding Culture, Society and Politics curriculum for senior high school students in the Philippines. The course uses insights from anthropology, political science, and sociology to help students understand cultural diversity and dynamics, and examine human development goals. It covers topics like defining culture and society, human evolution, socialization, social groups and institutions, and social inequalities. The course aims to develop students' cultural awareness and sensitivity, and ability to engage with different communities and institutions.
Shs core understanding culture, society and politics cg (1)
This document provides an overview of the Understanding Culture, Society and Politics curriculum for senior high school students in the Philippines. The course uses insights from anthropology, political science, and sociology to help students understand cultural diversity and dynamics, and examine human development goals. It covers topics like defining culture and society, human evolution, socialization, social groups and institutions, and social inequalities. The course aims to develop students' cultural awareness and sensitivity, and ability to engage with different communities and institutions.
The Making of a Citizen in the United States
1. The author provides an eyewitness account of their experience attending high school in the United States for three years and how it gave them insight into what makes the US great.
2. Education focused on developing individual character and linking it to national character and pride, while also exposing students to both positive and negative aspects of American history and society to allow them to form their own opinions.
3. Beyond the classroom, various civic organizations and departments worked to educate students on safety, laws, and their responsibilities as future citizens through activities and presentations.
Art History Essay. what is art essay examples
History Essay Writing - 19+ Examples, Format, Pdf | Examples. Essay 1 art history - Grade: A - Orozco 1 Professor Simmons Art History .... 002 Essay Example Sample Of Art History Writing L ~ Thatsnotus. 003 Essay Example History Essays Examples Of Template Art Compare And ....
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Essays About New York City
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i m Poverty Race, o f L o w - S k i l l e d gers at the.docx
i m Poverty? Race,
o f L o w - S k i l l e d
gers at the Gates:
irica, edited by R.
;rsity of California
ichter. 2003. How
ion and the Social
y, C A : University
Society. Berkeley,
:ess.
eroskedasticity-
Estimator and a
ry." Econometrica
ihood Estimation
metrica 50:1-25.
i Disadvantaged:
md Public Policy.
ago Press.
pears: The World
York: Alfred A .
M . Neckerman.
Structure: The
and Public Policy
? Poverty: What
1S. Danziger and
irvard University
md Moral Order.
fornia Press,
inants of Recent
;." International
innarelli. 2001.
'are Programs:
deralism: Issues
igton, DC: The
Loprest. 2001.
Disadvantaged
New World of
i d R. Haskins.
Institution.
98. Growing up
•en Adapt to Life
: Russell Sage
Violence, Older Peers, and the
Socialization of Adolescent Boys in
Disadvantaged Neighborhoods
David J. Harding
University of Michigan
Most theoretical perspectives on neighborhood effects on youth assume that
neighborhood context serves as a source of socialization. The exact sources and
processes underlying adolescent socialization in disadvantaged neighborhoods, however,
are largely unspecified and unelaborated. This article proposes that cross-cohort
socialization by older neighborhood peers is one source of socialization for adolescent
boys. Data from the National Educational Longitudinal Survey suggest that adolescents
in disadvantaged neighborhoods are more likely to spend time with older individuals. I
analyze qualitative interview data from 60 adolescent boys in three neighborhoods in
Boston to understand the causes and consequences of these interactions and
relationships. Some of the strategies these adolescents employ to cope with violence in
disadvantaged neighborhoods promote interaction with older peers, particularly those
who are most disadvantaged. Furthermore, such interactions can expose adolescents to
local, unconventional, or alternative cultural models.
Most theoretical perspectives on neighbor-hood effects on youth assume that the
neighborhood serves as a source of socialization,
particularly for adolescents. Through differen-
tial exposure to behavioral models or cultural
ideas, disadvantaged neighborhoods are thought
to influence how young people make decisions
in domains such as schooling and romantic rela-
tionships. For example, Wilson's (1996) social
isolation theory argues that residents o f poor
neighborhoods are isolated from middle class or
mainstream social groups, organizations, and
institutions as a result of joblessness. Social
isolation creates cultural isolation, which—
when combined with diminished educational
and labor market opportunities—leads to the
Direct correspondence to David J. Harding at
Department of Sociology, University of Michigan, ~
500 S. State St., A n n A r b o r , M I 48109-1382
([email protected]). Funding for this research
was provided by the National Science Foundation
(SES-0326727), The William T. Grant F ...
Shaking Hands with the Future: Culture and Heritage at a Moment Full of Change
Keynote for the congress of the Network Oorlogsbronnen (Netherlands WWII data network), Amsterdam, The Netherlands
2 November 2021.
Note that some of the text/callouts seem hard to read w. SlideShare's new compression scheme — sorry about that! Probably best to download the show and view it in PowerPoint, or, I've put a link to a PDF version on slide 2 (and the links work on the PDF version too!)
(This is the second version of these slides. The previous version was for some reason flagged as suspicious by SlideShare and made irrevocably un-shareable.)
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History camp 2015-panel discussion-bringing history alive for our youth
History camp 2015-panel discussion-bringing history alive for our youth
History camp 2015-FINAL-panel discussion-bringing history alive for our youth
History camp 2015-FINAL-panel discussion-bringing history alive for our youth
‘SOUTH PARK’S JOKE ABOUT TRANSGENDER ATHLETES GETS HUGE BACKLASH
‘SOUTH PARK’S JOKE ABOUT TRANSGENDER ATHLETES GETS HUGE BACKLASH
History camp 2015-panel discussion_don't let history get stea_mrolled
History camp 2015-panel discussion_don't let history get stea_mrolled
History camp 2015-panel discussion-bringing history alive for our youth
History camp 2015-panel discussion-bringing history alive for our youth
146 EducationBenjamin R. Barber is the Gershon and Carro.docx
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Why We Ne To Understand ScienceCarl SaganAs I got off the plan.docx
Why We Ne To Understand ScienceCarl SaganAs I got off the plan.docx
Socialism Vs Capitalism Essay. Capitalism vs socialism thesis proposal
Socialism Vs Capitalism Essay. Capitalism vs socialism thesis proposal
Shs core understanding-culture-society-and-politics-cg-www.spideylab.com
Shs core understanding-culture-society-and-politics-cg-www.spideylab.com
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Shs core understanding culture, society and politics cg
Shs core understanding culture, society and politics cg (1)
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Essays On Animal Testing. Argumentative essay against animal testing. Persua...
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i m Poverty Race, o f L o w - S k i l l e d gers at the.docx
i m Poverty Race, o f L o w - S k i l l e d gers at the.docx
Shaking Hands with the Future: Culture and Heritage at a Moment Full of Change
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The Value of Robotics for Surgery Training
Jeff Berkley PhD, CEO, Chairman & Founder | Mimic Technologies
The Value of Robotics for Surgery Training
Adopting new technologies can be very disruptive to operating room efficiency. This disruption is compounded when the technology is not easily accessible outside of the operating room for training. This is certainly the case for robot assisted surgery, which is gaining significant traction as an alternative to open surgery and traditional laparoscopic surgery.
Simulation training has proven to be an effective alternative to learning “real time” on patients in the operating room. Most high-risk disciplines, such as aerospace, aviation, hazmat and military, require simulation for training and high stakes testing. However, medicine has been slow to embrace simulation in a meaningful way. Most hospitals do not enforce a structured simulation training curriculum or simulation testing for privileging and credentialing. However, the C-Suites of many hospital systems are now looking to simulation as a means of increasing OR efficiency while reducing surgical risk and costs. We therefore may be less than a decade away from a time where simulation testing will be required for surgeons as it is for pilots.
Jeff Berkley, PhD, will present on efforts by Mimic Technologies to create a common simulation training platform for surgical robots. Mimic began developing simulation for Intuitive Surgical’s da Vinci© robot in 2003 and has more recently adapted its simulation platform for use with many of the new robots pending FDA approval. Dr. Berkley will review current and future application of simulation to robot assisted surgery. The presentation will emphasize the utilization of data analytics for identifying and remediating high risk surgeons. Dr. Berkley will also discuss Mimic’s use of gamification for the purposes of encouraging surgeon engagement.
Presented by the
Serious Play Conference
seriousplayconf.com
Orlando,
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UCF,
July 24-26, 2019
Developing Low Cost Simulation Immersions
Katie Pawloski, Professor
Dr. Pasquale Iemma, Adjunct Lecturer
Kellany Cadogan Noland, DrPH(c), MSN, RN
Marie L. Lumbart, MSN, ARNP-C, FNP, CCRN | all Utica College – ABSN Program
Wendy Moore | Orbis Education
TEAM PRESENTATION: Creating a Low Cost Obstetric Clinical Immersion Simulation for Medical and Nursing Students
This presentation is designed to provide application level exposure to essential perinatal concepts that are often not available through traditional clinical exposure. The session features two phases of activities used in student training.
Phase One:
Focused contextualized skill stations utilizing leading-edge simulation skills using state-of-the-art computerized manikins (Human Patient Simulators, or HPS) and patient actors, also known as standardized patients (SP).
Phase Two:
Students are exposed to a multistage unfolding patient care simulation that required application of the phase one skills within the evolving scenario.
Finding Partners in Applied Research – A Case Study on Industry/Academic Coll...
Erik Sand, Director of Strategic Relationships
Dr. Thomas Carbone, Technical Director
at UCF’s Florida Interactive Entertainment Academy (FIEA)
Mike Eakins, Creative Lead | Mixed Emerging Technology Integration Lab (METIL) at UCF Institute for Simulation & Training
Finding Partners in Applied Research – A Case Study on Industry/Academic Collaboration
Sometimes financial, physical and content constraints on graduate programs force university researchers to be creative. This presentation talks about how FIEA faculty designed a class called GameLab to help expose students to Serious Games while simultaneously fostering lasting research and development partners outside traditional entertainment industry partners.
We will talk about how the development life cycle of a simple handheld game that teaches cleaning protocols for hospital janitors in the VA hospital network helped develop a template for how FIEA now finds and interacts with industry partners. It is a case study to show how a project can move from relationship to MVP to full-on build and deployment of a robust application in the context FIEA’s student centric curriculum. UCF’s Institute for Simulation and Training then finished the final product for delivery to the VA.
Orlando,
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Designing Immersive Experiences that Create Empathy, Reveal Biases, Alter Min...
In this talk we discuss insights from designing and studying immersive experiences aimed at improving early literacy outcomes through personalized learning, spanning virtual, augmented and mixed realities as well as non-immersive applications. Our serious games provide research evidence into how these varied media can enable adults (teachers, school leaders, families, and caregivers) to implement personalized literacy learning at the organizational and individual level.
We will present lessons gained from designing experiences across immersive media such as 360 video, virtual environments with agents, mixed reality systems with human-in-the-loop characters (ex: Mursion https://mursion.com/), and augmented reality. We will also discuss approaches and takeaways for creating experiences intended to build empathy towards the unfamiliar (ex: our work on parents using VR to experience the world as young children with reading disabilities), experiences for detecting unconscious biases (ex: teachers educating a stimulated classroom of students in ways that may trigger innate biases), and experiences to contextually modify parental mindsets (ex: parents using augmented reality to alter their strategies for children’s literacy).
Overall, we will present general lessons from building simulated authentic situations in which teachers and parents learn to overcome challenges in early literacy development. We will pause our talk/lecture occasionally for questions that enable brief small group interactions.
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at
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Designing Memorable Games
This document summarizes a presentation about designing memorable games. The presentation discusses how human memory works, including that memories are based on experiences and situations rather than being like video recordings. It also reviews research findings on memory such as how forgetting takes more brain power than remembering. To be effective, games need to increase replay value, build on interactive elements, provide memorable experiences, and maintain consistency to be remembered. The presentation concludes by emphasizing the importance of designing games in ways that strengthen memory formation.
Preparing Soldiers for the Future: The Army's New Synthetic Training Environment
Keynote
Maj. Gen. Maria Gervais, Director, Synthetic Training Environment Cross Functional Team
Preparing Soldiers for the Future: The Army's New Synthetic Training Environment
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at
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Learning Through Play: STEM Games in the Classroom
Catherine Croft, Co-Founder, Chief Executive Officer | Catlilli Games
Learning Through Play: STEM Games in the Classroom
Attendees will understand how STEM games can be used in K-12 classroom settings. They will learn about an overview of games on the market, from elementary school through high school. They will then learn how to design simple games that can be used to convey a key STEM concept within one class period. By the end of the workshop attendees will have collaborated to produce paper prototypes of such games.
We hope to host these files as free online print-and-play games for teachers, as a service to the community.
I will lead attendees in a game design workshop for STEM games in K-12 education. After providing an overview of such games, we will play a sample of existing games on the market from a variety of companies. Then each table will brainstorm ideas based on age, subject matter, and game mechanics. They will produce paper prototypes by the end of the workshop, which they will present to the other members. Hopefully, if it’s possible, we/SPC could host these files as free online print-and-play games for teachers as a service to the community.
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seriousplayconf.com
at
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Playable Design
Wei Fan Chen, Executive Producer / Founder | Fourdesire, China
Playable Design
I’m the founder of Fourdesire. I created games include keeping people to stay hydrated (via Plant Nanny), motivating them to walk more and stay healthy (via Walkr), and helping them to keep track of the knowledge behind these healthful activities.
Our titles Plant Nanny, Walkr and Fortune City have been used by tens of millions of users globally and were covered by Washington Post, Business Insider, IGN, Polygon etc.
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Playful Learning Without Games
Gregg Toppo, Author / Journalist and President | Education Writers Association
Playful Learning Without Games
What can educators do to understand games and make school a more rigorous, vital and enjoyable place? Building on decades of research, this session looks at the seven essential nutrients that games provide:
Failure
Feedback
Fairness
Flow
Fantasy
Freedom
Fellowship
Understanding these “seven F’s” can help teachers make their classrooms more successful places, even if they don’t like video games or are uncomfortable bringing them into the classroom. We’ll explore the possibilities and come up with doable, practical solutions.
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Client-Centered Serious Game Design
Jenn McNamara, Vice President | BreakAway Games
Client-Centered Serious Game Design
Serious game developers must consider client needs and constraints. To most, it is obvious that the end users’ desired training, behavior change, assessment, or experience outcomes shape the focus of the game. But the client organization’s funding, IT infrastructure, data needs, and personnel impact design as much, if not more, than end users’ needs.
This session will share experiences where these factors significantly impacted game design and make recommendations for identifying and addressing these needs early in the design process.
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Montreal, Canada, Quebec,
UNIVERSITÉ DU QUÉBEC À MONTRÉAL,
UNIVERSITY OF QUEBEC IN MONTREAL,
July 10-12, 2019
A Promise to Future Generations: Making Learning Fun
This document discusses intrinsic and extrinsic motivation in learning. It references studies from 1971, 1973, and 2001 on how extrinsic rewards can undermine intrinsic motivation to learn. It notes that not enough time is spent considering why children want to learn and too much time is spent trying to force learning. The document suggests thinking about the principles of play to better motivate learning.
Lets make a game workshop ser play orlando 2019
This document outlines the schedule and process for a workshop on creating educational games. The workshop will guide participants through forming teams based on curriculum, conceptualizing a game concept around chosen curriculum concepts, prototyping the game through iterative playtesting and rule refinement, and reviewing the process and outcomes. The goal is for participants to gain experience applying a proven process for developing a game concept into a prototype to teach curriculum in an engaging way.
0 for 3: Edtech Startup Lessons Learned
Andrew Gassen, CEO | Pivotal Software
0 for 3: Edtech Startup Lessons Learned
I’ve been a part of 3 different education technology companies, all focused on the K-12 market. Each of these companies failed, but each for different reasons and in spectacularly different ways. This talk is a bit of a public post-mortem that focuses on 3 key lessons from each company, including a brief discussion on how we might have done things a different way if I knew then what I know now.
Presented by the
Serious Play Conference
seriousplayconf.com
at
Orlando,
University of Central Florida,
UCF,
July 24-26, 2019
OODA OODA! How Rapid Iteration Can Help Level Up Your Gaming Business
Mitch Weisburgh, Partner | Academic Business Advisors and
Scott Brewster, Co-Founder & CTO | Triad Interactive Media / Hats & Ladders
DOUBLE SESSION: OODA OODA! How Rapid Iteration Can Help Level Up Your Gaming Business
We are all involved in lots of complicated and complex situations. We deal with students and learning. We write, adapt, and use games for learning. We may be running businesses.
One thing that all of these have in common is that we can’t just come up with a plan, execute and expect things to just work smoothly. Unexpected things happen, it’s often impossible to anticipate all possible situations, people react in unanticipated ways, there is often information we just don’t or can’t know in advance, the people we are working with have hidden agendas. Allies, antagonists, and resources shift and change. And so on.
So, what are we supposed to do?
We are going to explore a framework for managing solutions during periods of dynamic change. The OODA Loop Framework was developed by air force colonel John Boyd based on precepts developed by Sun Tzu, Napoleon, Heisenberg, Kyng, Einstein, Gödel, and others, and has been used by military, political, and business leaders around the world. You’ll learn to prepare for the unexpected, observe and react to actions and results, and pull together and manage a team despite adversity.
Presented by the
Serious Play Conference
seriousplayconf.com
at
Orlando,
University of Central Florida,
UCF,
July 24-26, 2019
The ux of serious games how to impact a wider audience
Birdie Champ, BS, M.Ed., Ed.S, Owner, Chief Product Officer | UXDiversity and Thorne Palmer, BA, M.Ed
The UX of Serious Games: How to Impact a Wider Audience
What elements are you measuring when determining the value of your serious game?
There are many critical touchpoints a player (user) experiences that occur before, during, and after playing a game, from initial interest to post-game evangelism. Some serious game designs inadvertently block some users from ever playing. Some design elements can cause players to rage quit where others thrive. In this session we will explore three topics:
First, we will explore a complete user’s experience (UX) of a serious game.
Second, we will look closer at the users of serious games and break them into personas based on social, emotional, and cognitive differences in how they learn and how they play.
Third, we will explore how to merge instructional design with game design with activities that bridge the varied experiences different users can have when engaging with similar challenges. By breaking down the UX into touch points, breaking down users into personas, and mitigating gaps in the varied qualities of user experiences, you will likely improve your game analysis, game quality, and broaden your customer segments.
Presented by the
Serious Play Conference
seriousplayconf.com
at
Montreal, Canada, Quebec,
UNIVERSITÉ DU QUÉBEC À MONTRÉAL,
UNIVERSITY OF QUEBEC IN MONTREAL,
July 10-12, 2019
Alphabet Soup Cans: Avoiding Bad Tropes of Educational Games
Stuart Criley presents on avoiding "bad tropes" in educational games. He discusses games that include puzzles that do not fit thematically, such as sorting soup cans to progress in a haunted house game. Criley urges developers to have a deep understanding of the topic and include authentic problems to engage students, rather than unrealistic scenarios like doing math in space. Developers must ensure educational games are worth the classroom time spent on them.
Building Heroes: Using Roleplaying Game Design for Classroom Management, Read...
You have a loyal companion to help you.
Barter: You can negotiate prices and deals well.
Bilingual: You speak two languages fluently.
Citizen: You have citizenship papers for a safe settlement.
Contacts: You know people who can provide information.
Educated: You received some schooling before the war.
Medic: You have basic medical skills and a small kit.
Scavenger: You know where to find supplies in the wastes.
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Augmented Reality: Revolutionary or Disruptor of Training and Assessment
Dennis Glenn, MFA, Adjunct Professor| DePaul University Graduate School for New Learning / President | Dennis Glenn LLC
Augmented Reality: Revolutionary or Disruptor of Training and Assessment
Augmented reality (AR) has the potential to revolutionize training and assessment. This technology innovation superimposes computer-generated sensory input such as sound, video, graphics or GPS data onto a live or indirect view of a physical, real-world environment. The increasing need to scale education-based interactive learning to larger audiences thus mitigating the larger development costs, is where AR has a few potential revolutionary and disruption attributes that must be considered.
Learning Objectives:
Assessment needs to be done rigorously and methodologically, and AR technologies can provide multiple avenues to achieve this goal. Recall of knowledge is no longer a viable method to provide accurate validation of mastery. In order to assess competency, we need to understand what the learner needs to know and be able to do and then demonstrate their ability to perform these tasks. We will offer multiple solutions to this disruptor.
Privacy and security of the data con be compromised using AR technologies. A few of the risks to be discussed are identity theft, invasion of privacy, and unequal access, thus increasing the inequality divide. We will lead a discussion of the avenues to reduce these risks.
On the positive side we offer a number of effective solutions that lead to the demonstration of mastery. Using AR technology to disseminate education is a way to teach thousands of users across the globe while eliminating barriers to access, reducing costs, and ensuring consistency in quality and delivery.
Presented by the
Serious Play Conference
seriousplayconf.com
at
Orlando,
University of Central Florida,
UCF,
July 24-26, 2019
Return on Investment (ROI) for Virtual Environments and Gaming
Carole Bagley, President, Consultant, Team Lead | The Technology Group, Inc & Distinguished Service Professor | University of St. Thomas (UST)
Return on Investment (ROI) for Virtual Environments and Gaming
How effective are virtual and gaming environments? Do they have an impact on the user’s learning, on their job or organization and/or do they have an impact on their daily life?
The presentation will include a brief discussion of Kirkpatrick’s ROI levels 1-5 and how it is useful in the creation and evaluation of virtual gaming environments. Several virtual environments and games (Health Benefits, Pharmacy and Dentistry games for the Healthcare industry and a Tobacco prevention game for Middle school students) will be discussed and demonstrated and will describe how the evaluation results have impacted the effectiveness of the product and the user.
Participants who have conducted ROI evaluations will be asked to share their product evaluation results and how it impacted the users. Participants who are interested in conducting an ROI evaluation will be asked to provide for discussion product descriptions and what results/proof they are looking for in conducting an evaluation.
Presented by the
Serious Play Conference
seriousplayconf.com
at
Orlando,
University of Central Florida,
UCF,
July 24-26, 2019
Enhancing New Employee Orientation with a Digital Scavenger Hunt
Karen Burns, Asst. Coordinator of Faculty Development | The University of Alabama
Enhancing New Employee Orientation with a Digital Scavenger Hunt
Pervasive games are a burgeoning genre in which the affordances of mobile devices are used to extend the boundaries of digital games into the real world. This game genre leverages the GPS, photo, video, and texting capabilities of smart phone devices in order to create games that require location-dependent and context-sensitive interactions between the physical and virtual environments. One particular form of pervasive games is a digital scavenger hunt.
This presentation will focus on the findings of a study in which a digital scavenger hunt was integrated into new employee orientation. The goal of the study is to determine if a digital scavenger hunt can be an effective means of enhancing the typical employee orientation by reinforcing information provided during the face-to-face sessions, introducing new information, reducing the stress new employees typically feel, and fostering employee competence. While this study is ongoing, data collection and analysis will be completed by May 2019.
This session will report on the findings of this study and include a discussion of the successes and challenges of the study. Additionally, discussion will center on potential applications of a digital scavenger hunt being used as a means of learning through discovery.
Presented by the
Serious Play Conference
seriousplayconf.com
at
Orlando,
University of Central Florida,
UCF,
July 24-26, 2019
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