Introduction to Beaconing.EU
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A short lunchtime #DisruptiveBytes seminar at the Disruptive Media Learning Lab, UK alongside the Rage and Magellan projects. Watch video here: https://twitter.com/disrupt_learn/status/868062120386207744
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The document provides information about the BEACONING project, which aims to break down educational barriers through contextualized, pervasive, and game-based learning. The 36-month project has 15 partners across 9 European countries and a budget of €5,902,772.13. It seeks to develop an adaptable learning platform that leverages technologies like mobile learning, gamification, and learning analytics. This platform will be implemented and validated through large-scale pilots to explore how engagement, knowledge acquisition, and skill transfer can be improved for learners.
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CREATIVECULTURE is proud to bring you the GAMIFICATION in LEARNING SEMINAR 2018. Hosted at our brand new gamification lab myCapsule at the Faculty of Computer Science & Information Technology, UNIMAS on 12 December 2018.
The seminar presents ideas about playful and gameful learning, to extend formal engagement methods in teaching. Gameful learning experience promotes lifelong learning, and reshapes thinking about learning for 21st century knowledge economies and open societies. The seminar taps into playful inspirations of existing traditional games played by various cultures in Sarawak and all around the globe.
In the workshop, participants will develop playful solutions to address serious challenges, themes and topics. Two keynote speakers will speak about gamification of learning, from perspectives and experiences in the UK, the US and in Malaysia. Success stories by teachers who have used gamification in their own classrooms will also be presented at the seminar.
This event is open to public. Teachers, instructors, trainers, and lecturers will find contents of the seminar relevant to their professional development as educators. You may refer to the attached flyer for more information about the event.
http://mycapsule.my
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When faced with a broken and out of date methodology, structure and systems, how do we as academics find our purpose, value and relevance within the 21st Century classroom or perhaps a more relevant question should be how would we re-imagine what that classroom could look like. Here, I am not meaning what shape of rectangle or square room and colour chairs or even what type of physical building, I am thinking what tools, skills will we, as learners and teachers, need to make this 'place' an effective, enjoyable environment to experiment and work together to help create and propel the next wave of creatives out into the big wide world!
In 2011 Peter Norvig and Sebastian Thrun at Stanford University shook up educational institutions by opening their doors to their ‘Introduction to Artificial Intelligence’ interactive MOOC (Massively Open Online Class). Two years earlier in the back of a converted cinema in the UK1, Jonathan Shaw and his team seeking to enhance student engagement with photography and connect them with their wider professional networks, had explored a similar idea, allowing the world to peer into their classroom. Picturing the Body better known by its hashtag #picbod, a free and open undergraduate photography class was born. #picbod together with its sister open class #phonar (short for Photography and Narrative) are now referred to as Open Boundary2 by JISC as a third distinct thread running within the wider weave of what might be commonly termed MOOCs.
SESSION
This conversation will reflect3 upon and explore the motivations, rational and strategies for development and support of open4, online courses specifically within context of arts, media and design education.
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This document discusses motivation and nudging in gameful and playful co-creation. It explores how games can drive collective action and social innovation through creative and playful learning spaces that merge physical and digital experiences. Examples of game inspirations are provided, such as card games, escape rooms and role-playing games. The document advocates for keeping the game creation process simple by tapping into personal play experiences and remixing elements that already exist.
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Feel free to repurpose and add more cards to your sessions- please share on social media and mention us. Would love to see new iterations of the cards!
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Introduction to Beaconing.EU
- 1. Sylvester Arnab, Disruptive Media Learning Lab Coventry University, UK #DisruptiveBytes, 26th May 2017
- 4. www.beaconing.eu http://chronicle.com/article/The-Looming-Gamification-of/233992 Design Experience inspired by PLAY and GAMES (Amy Jo Kim, MFW15)
- 5. www.beaconing.eu Learning “spaces”: Merging Physical and Digital?
- 6. www.beaconing.eu Crossings between Pervasive Gaming and Gamification?
- 7. “Breaking Educational Barriers with Contextualised, Pervasive and Gameful Learning” http://Beaconing.EU @BeaconingEU
- 8. www.beaconing.eu 1 2 3 4 5 6 7 BEACONING.EU Start date: 01-01-2016 Coordinator: Coventry University, UK 15 partners 9 countries: UK, SP, DE, RO, FR, PT, IT, PO, FR Budget: EUR 5,902,772.13 Duration: 36 months H2020 ICT-20-2015: Technologies for better human learning and teaching
- 10. www.beaconing.eu
- 11. www.beaconing.eu http://chronicle.com/article/The-Looming-Gamification-of/233992 (Amy Jo Kim, MFW15) Inspirations: Narratives, Curiosity, Progress
- 12. www.beaconing.eu Learning path (http://Beaconing.eu ) Mission A Mission B Mission C Quest B1 Quest B2 Learning path Quest A1 Quest C1 Quest C2
- 13. www.beaconing.eu Mission A Mission B Mission C Learning path Narrative/Story/Context = level up point e.g. secret door, unlocking level, etc… = activities/quests e.g. location based tasks, mini games, classroom work, etc…
- 14. www.beaconing.eu Learning in smaller chunks: Mini challenges
- 16. www.beaconing.eu Tracking progress: Analytics and Actionable feedback Lesson path
- 17. www.beaconing.eu Development is ongoing – small scale pilot
- 18. www.beaconing.eu LEARNING SHOULD BE... Anytime anywhere 1 Pervasive and context-aware 2 Pedagogy driven 3 Gamified 4 Accessible 5 Analysable/ traceable (learning analytics) 6 …and based on innovative content and validated through large-scale pilots For more go to BEACONING.EU
- 19. www.beaconing.eu Thank You! @sarnab75 #gamification @beaconingEU Sylvester Arnab, PhD Reader in Game Science s.arnab@coventry.ac.uk Blog: https://sylvesterarnab.com/
Editor's Notes
- What if education is a non-linear adventure game where you can make decisions on your own path, fight battles, power up and level up in missions and quests?
- What if education is a non-linear adventure game where you can make decisions on your own path, fight battles, power up and level up in missions and quests?
- To emphasise that the games to be created has tio be within the clear learning narrative and journey
- Tailblazer- catch up – on aris as well.