This document discusses the concept of networked intergenerational learning and serious games. It describes how a group of educators from different levels and specialties came together online to explore serious games. Over weekly meetings and collaborative activities on blogs and wikis, they explored what makes a serious game and how games can be evaluated. The educators provided input into game design as students conceptualized and proposed serious games. Teachers found the process eye-opening and saw potential for such games to engage students in new ways of learning. The collaboration allowed intergenerational exchange of ideas and perspectives on learning.
2. HOW TO CONNECT AS AN
INNOVATOR - GLOBALLY
Innovation cannot happen in Isolation
I’m alone…
I want to Innovate….
I want to be part of something
I want my students to be part of something
I can’t do this by myself
Where can I find like minded souls?
How can I be part of a team?
Where do I start?
7. GUIDING QUESTION
Quest 1 Questions:
What is a serious game? Is there such a thing as a
non-serious game?
What are examples of serious games?
How can serious games be evaluated?
14. IMPORTANT TO
TEACHERS:
1. Clear purpose that correlates with multiple learning
objectives
2. standards pertaining to coursework
3. Narrative Context/Storyline
4. Well-organized, risk oriented problem solving
5. Engaging and Motivating
6. Interactivity (Collaboration): students are able to interact
with other and the game
7. Skill scaffolding and mastery
8. Encouragement and Feedback
9. Utility
17. STUDENT & TEACHER
RESPONSIBILITIES
Teachers -
Recommend games for review
Review at least 5 games
Students-
Build and organize site
Manage workflow including notifying teachers of sites to be reviewed
Locate games for review
Review numerous games (10 each)
Manage the @gamifi-ED and #gamifi-ED Twitter identities and channel
24. CONCEPTUALIZING A
SERIOUS GAME
3 Teams of Higher Education Students: One
Minecraft Group and two Groups who could create in
any media/medium
Presentation tool was each Group’s own choice
Encouraged to meet their own rubric as they created
the games!
27. TEACHER RESPONSES
I have to admit. At first, I was a little skeptical. There was no way we were
going to pull this off in a two-week period. But, lo’ and behold, we did it!
All I can say about the last two weeks is WOW, and not the game. I was a little
unsure we could pull this off in just two weeks but I think we’ve all done an
excellent job holding it together and coming up with not only a game idea but
our sanity as well.
This process has been an eye opening, I never thought that I would be part of a
group that would create a game proposal which could eventually turn into a
real game. This has been a wonderful learning experience that has opened my
world to a new type of learning and learning environment for students. As we
worked through designing the game I had my students in mind and could
visualize them playing the game.
28. Overall, I am very pleased with our game idea. It
focuses on realistic situations that are important to
many people living in Alaska, which should make it
appealing to people living here. Because Alaska
and Alaska wildlife have such a broad appeal to
people outside the state, it should also be
interesting to people in different locales. The other
aspect of the game I like is that the game will
require cooperation between different groups to
make it successful. Winning will not be an
individual achievement. Individual groups can
achieve different degrees of success but ultimately,
all of the groups must come together in the end to
achieve total victory.