Game-based Learning
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This document proposes using game mechanics and elements to create an engaging learning experience called QuestMOOC. It suggests substituting real-world concepts for fantasy elements commonly found in games, such as representing lessons as quests and students as members of collaborative learning guilds. By providing an immersive gaming experience through avatars and roles, the goal is to enhance cognition and build skills like collaboration, research, and trust among students. QuestMOOC would follow a narrative structure within a massive open online course (MOOC) framework.
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Stories in TV and movies are mainly meant to entertain. A story for learning should be entertaining, but also needs to be functional. The story needs to draw the players into the experience and create a bridge between characters, media elements, digital activities, and the interactive elements. A story is not only important for immediate motivation, engagement, and purpose. It’s also important for long-term learning and behavior change. Stories connect with our emotions, something that is usually lacking from traditional training, performance change, or employee engagement initiatives. Emotional experiences are memorable experiences.
Join this session to explore stories for learning within the context of Alternate Reality Games (ARGs). ARGs combine real-world experience with fictional clues, puzzles and communication in a collaborative game format. The story-based and problem-based experience promotes the use of online resources, collaboration among game players, and critical thinking related to the storyline and problem-based activities.
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The Link Issue 1
I've created The Link as a way to share ideas with my colleagues.
Read more at http://www.morethanmaths.com/thelink
Gdc06 Galarneau2
This document discusses how online games can help develop 21st century skills such as problem solving, communication, and collaboration. It suggests games facilitate these skills through cooperative play, managing information, and thriving in chaotic virtual worlds. Examples are given of the military and researchers seeing value in gaming for skills. Principles for designing effective skill-building games are outlined. The future potential for games as mainstream, lifelong learning platforms that supplement formal education is pondered.
Gdc06 Galarneau
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The document discusses using gaming for instructional purposes in educational settings. It provides reasons why games can be effective learning tools, such as engaging students with familiar formats, reinforcing social skills, and allowing students to explore concepts with less risk. The document also outlines characteristics of gamers that make them good learners, such as being willing to experiment, learn from mistakes, and seek help. Additionally, it discusses different types of games, matching games to curriculum goals, and considerations for implementing gaming in the classroom or library.
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For Presenation at ACRL, Friday, March 13, 2009: The Champlain College Library asked students from our Electronic Game Design Program and the Emergent Media Center to create a game to complement our Information Literacy (IL) program. Little did we know that this collaboration would lead us to question and re-envision what we mean by information literacy. Through the library-student collaboration, it became clear to the Library that words like authority, credibility, reliability, and currency were being used superficially. Clearly, our information literacy efforts needed to focus more on which factors were needed rather than prescribed. In a more abstract environment, like a game, the focus shifts from filling in the right answer to seeking and using the best information in a non-traditional context, as a demonstration of the game will show. Champlain’s IL program now encourages students to recognize and apply information literacy across multiple contexts. By identifying, discussing, and analyzing the information they use every day, students articulate their expectations and goals for the information they use. Those expectations and goals influence their information seeking in all situations, thereby bringing information literacy into students’ lives, not just their assignments. Game Design students’ reactions and understanding of information literacy have shaped the pedagogical approach to information literacy on our campus. Our information literacy program capitalizes and expands on students’ prepossessed knowledge and asks them to be cognizant of these skills in all situations. In doing so, we have an information literacy program that we think will make a difference in students’ lives.
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Why?
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Similar to Game-based Learning
Angry birds in education
This document discusses how the mobile game Angry Birds can be used as an educational tool. It notes that Angry Birds promotes learning physics and reasoning concepts through hands-on puzzle solving that involves gravity, momentum, trajectories and chain reactions. It suggests that students can add educational value by explaining their strategies in the game and discussing the most effective approaches with others. The document also provides links to other presentations on using video games in education.
Games and Learning in Higher Education
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Using games in education by Calongne
A Student Support Community presentation that I hosted on October 19, 2013. It features signs made at Imagechef.com and strategies for weaving games in your classes - suitable for teachers and learners to use.
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This document discusses transforming classrooms with games based learning. It begins by defining gamification as using game mechanics and design in non-game situations. The presenter then discusses how a gamified classroom looks different from a traditional one by emphasizing choice, freedom, fun, and activating positive game associations. Examples are provided of potential gamified systems, including using avatars, experience points tied to grades, and leaderboards. The document concludes by offering suggestions on how to start small with gamification and provides resources for further learning.
Robots are Eating the Building
From the April 21st Webinar on “Robots are eating the Building: Narrative for Increased Engagement”
Andy Petroski & Charles Palmer
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Join this session to explore stories for learning within the context of Alternate Reality Games (ARGs). ARGs combine real-world experience with fictional clues, puzzles and communication in a collaborative game format. The story-based and problem-based experience promotes the use of online resources, collaboration among game players, and critical thinking related to the storyline and problem-based activities.
The future is written in the present: online games for 21st century skills
This document discusses how online games can help develop 21st century skills such as problem solving, communication, and collaboration. It argues games inherently involve social learning and can facilitate managing information and diversity. The military and researchers have found evidence games can aid skills like leadership, teamwork and systems thinking. Principles for skill-based gaming include story-based curricula, communities of practice, and lifelong learning. The document ponders if games will become mainstream lifelong activities that supplement education.
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Read more at http://www.morethanmaths.com/thelink
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Learning with Games
Games have the potential to transform learning by making it student-centered, complex, and intrinsically motivating. When designed well, games can engage students in solving real-world problems through interactive problem-solving and collaboration. Game-based learning approaches like project-based learning embed critical thinking, communication, and deeper learning within an authentic and engaging context. Educators are exploring how to apply game mechanics and principles of game design to better capture students' interests and promote active, self-directed, and collaborative styles of learning.
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The document discusses using gaming for instructional purposes in educational settings. It provides reasons why games can be effective learning tools, such as engaging students with familiar formats, reinforcing social skills, and allowing students to explore concepts with less risk. The document also outlines characteristics of gamers that make them good learners, such as being willing to experiment, learn from mistakes, and seek help. Additionally, it discusses different types of games, matching games to curriculum goals, and considerations for implementing gaming in the classroom or library.
Game based learningdesign
This document discusses game-based learning and its benefits. It provides examples of successful educational games like Foldit and World of Warcraft. Game elements like badges, leaderboards, and virtual identities are described as motivational tools. The document outlines a case study using a virtual environment to teach cyber security through simulated discussions. Overall, it argues that games can foster active, social, and emotional learning when designed intentionally for educational purposes.
Percolating the Power Of Play
For Presenation at ACRL, Friday, March 13, 2009: The Champlain College Library asked students from our Electronic Game Design Program and the Emergent Media Center to create a game to complement our Information Literacy (IL) program. Little did we know that this collaboration would lead us to question and re-envision what we mean by information literacy. Through the library-student collaboration, it became clear to the Library that words like authority, credibility, reliability, and currency were being used superficially. Clearly, our information literacy efforts needed to focus more on which factors were needed rather than prescribed. In a more abstract environment, like a game, the focus shifts from filling in the right answer to seeking and using the best information in a non-traditional context, as a demonstration of the game will show. Champlain’s IL program now encourages students to recognize and apply information literacy across multiple contexts. By identifying, discussing, and analyzing the information they use every day, students articulate their expectations and goals for the information they use. Those expectations and goals influence their information seeking in all situations, thereby bringing information literacy into students’ lives, not just their assignments. Game Design students’ reactions and understanding of information literacy have shaped the pedagogical approach to information literacy on our campus. Our information literacy program capitalizes and expands on students’ prepossessed knowledge and asks them to be cognizant of these skills in all situations. In doing so, we have an information literacy program that we think will make a difference in students’ lives.
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3. Tools like tagging, annotation, dialog mapping, and storytelling would facilitate learning by allowing users to bookmark pages, link concepts, map discussions, and share stories.
A Future for Education: Some Core Thoughts
The document proposes a vision for a future of education centered around Dynamic Knowledge Gardens, which are global learning support infrastructures that use collaborative and social opportunities on the web. They would allow for lifelong, just-in-time learning through topic maps and collaborative tools that help weave information into a shared understanding and allow learners to harvest knowledge from each other. Examples are presented of early prototypes that demonstrate dynamic mapping of topics, social bookmarking, collaborative discourse, and annotation of relationships between ideas.
Topic Maps, Douglas Engelbart, and Everything
One of the earliest presentations when I started forming ideas of knowledge gardens around topic maps and "augmented storytelling"
IBIS Conversations with MediaWiki
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Augmented Claim Craft Ecosystem: HyperKnowledge- OpenSherlock Overview
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OpenSherlock - Hybrid Computing - Intelligence Augmentation
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to significant land degradation, adversely affecting the region's land cover.
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accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
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of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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- 1. Image copyright Paul Bourke and Gayla Chandler used with permission. http://local.wasp.uwa.edu.au/~pbourke/ 2013 BAHSA TopicQuests Arapahoe CC Game Based Jack Park Learning Sherry Jones
- 2. Learning is… Why not make a game Focusing on of learning? details and working together Understanding big pictures Images: http://www.turbophoto.com/Free-Stock-Images/
- 3. Theory • Games often have a • Substitute real-world for fantasy element that fantasy engages players in a – Quests learning activity through • Build on narrative as narrative or storylines. game play – From Wikipedia • Form learning groups • Fantasy provides – Guilds immersive gaming • Join guild and play a role experience that enhances – Avatars players’ cognition. ― From Karl Kapp
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