The document discusses using games for learning in higher education. It describes a mixed-reality game called "Sell Your Bargains" played by academics from different disciplines at the University of Salford to experience learning through play. Participants found it fun and enjoyed working with colleagues from other fields. They realized games can foster deep learning by engaging curiosity and different learning styles. However, challenges included coordination and using new technologies. Overall, participants saw benefits for experimenting with interactive tools and applying games to their own teaching.
Karl Kapp - Identifying the “Learning” Elements in GamesSeriousGamesAssoc
Presenter: Karl Kapp, Co-Founder, 2K Learning
We know that under the right conditions, learning occurs in games…but learning doesn’t occur in all games—even ones intended to lead to learning. Why? What makes a game effective from a learning perspective? What elements lead to learning and what elements detract from learning? This decidedly unacademic presentation provides research-based recommendations and guidelines for creating a game that leads to positive learning outcomes. Learn the best method for including a game into a corporate or K-12 curriculum, discover the number one game feature that leads to impactful learning outcomes and uncover game elements that have been directly linked to learning. Find out how to use empirically-based guidelines to create the outcomes you want to achieve with your serious game.
Free eBook - Beyond Fun: Serious Games and MediaAyman Sarhan
This book focuses on strategies for applying games, simulations and interactive experiences in learning contexts. The contributors orchestrated this collection together, reading and writing as a whole so that concepts resonate across articles. Throughout, the promises and problems of implementing games and media in learning experiences are explored.
Karl Kapp - Identifying the “Learning” Elements in GamesSeriousGamesAssoc
Presenter: Karl Kapp, Co-Founder, 2K Learning
We know that under the right conditions, learning occurs in games…but learning doesn’t occur in all games—even ones intended to lead to learning. Why? What makes a game effective from a learning perspective? What elements lead to learning and what elements detract from learning? This decidedly unacademic presentation provides research-based recommendations and guidelines for creating a game that leads to positive learning outcomes. Learn the best method for including a game into a corporate or K-12 curriculum, discover the number one game feature that leads to impactful learning outcomes and uncover game elements that have been directly linked to learning. Find out how to use empirically-based guidelines to create the outcomes you want to achieve with your serious game.
Free eBook - Beyond Fun: Serious Games and MediaAyman Sarhan
This book focuses on strategies for applying games, simulations and interactive experiences in learning contexts. The contributors orchestrated this collection together, reading and writing as a whole so that concepts resonate across articles. Throughout, the promises and problems of implementing games and media in learning experiences are explored.
A brief overlook of video games and their use for education. Included in the presentation are drawbacks, the power of reading, and tangential learning through video games.
The Business Case for Game Based LearningKarl Kapp
Games, gamification, and game-based learning have entered into the vocabulary of trainers, e-Learning developers, and instructional designers in the past few years.
While many companies are beginning to explore ways to use games for learning, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change as a result of playing a game? What elements of games can learning designers borrow from game designers?
Creating engaging learning using game elements requires matching instructional content with the right game mechanics.
How do you inspire writers?
A crowd-sourced CPD presentation about engaging children as writers in the primary classroom.
More at:
http://www.changinghorizons.net
Thanks to all contributors involved in the project!
A guest presentation given to students at the University of Cape Town introducing games and learning, serious games, and how these relate to the South African context.
Introduction to Gamification VS. Game-Based Learning (GBL) - Make An Engaging...Sherry Jones
September 17, 2013 - My Training Presentation prepared for educators at Colorado Community College System (CCCS).
Access this Slideshow: http://bit.ly/gamifyvsgbl
Questions or Comments? Contact me:
sherryjones.edtech@gmail.com
http://www.twitter.com/autnes
Judy Perry- MIT Scheller Teacher, Education Program LabSeriousGamesAssoc
“Informal Learning Using Augmented Reality Games”
How can augmented reality (AR) games played on smart phones extend informal educational opportunities? What challenges arise when you put digital learning experiences in typically low-tech environments? See what happened during recent pilot projects at zoos, nature centers and living history museums who used MIT STEP lab’s TaleBlazer AR platform.
This presentation discusses identifying the “Learning” Elements of Instructional, Learning-Focused Games. It will look at such elements as the best method for including a game into a corporate curriculum and game features that lead to impactful learning outcomes. It also discusses game elements that have been directly linked to learning.
A brief overlook of video games and their use for education. Included in the presentation are drawbacks, the power of reading, and tangential learning through video games.
The Business Case for Game Based LearningKarl Kapp
Games, gamification, and game-based learning have entered into the vocabulary of trainers, e-Learning developers, and instructional designers in the past few years.
While many companies are beginning to explore ways to use games for learning, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change as a result of playing a game? What elements of games can learning designers borrow from game designers?
Creating engaging learning using game elements requires matching instructional content with the right game mechanics.
How do you inspire writers?
A crowd-sourced CPD presentation about engaging children as writers in the primary classroom.
More at:
http://www.changinghorizons.net
Thanks to all contributors involved in the project!
A guest presentation given to students at the University of Cape Town introducing games and learning, serious games, and how these relate to the South African context.
Introduction to Gamification VS. Game-Based Learning (GBL) - Make An Engaging...Sherry Jones
September 17, 2013 - My Training Presentation prepared for educators at Colorado Community College System (CCCS).
Access this Slideshow: http://bit.ly/gamifyvsgbl
Questions or Comments? Contact me:
sherryjones.edtech@gmail.com
http://www.twitter.com/autnes
Judy Perry- MIT Scheller Teacher, Education Program LabSeriousGamesAssoc
“Informal Learning Using Augmented Reality Games”
How can augmented reality (AR) games played on smart phones extend informal educational opportunities? What challenges arise when you put digital learning experiences in typically low-tech environments? See what happened during recent pilot projects at zoos, nature centers and living history museums who used MIT STEP lab’s TaleBlazer AR platform.
This presentation discusses identifying the “Learning” Elements of Instructional, Learning-Focused Games. It will look at such elements as the best method for including a game into a corporate curriculum and game features that lead to impactful learning outcomes. It also discusses game elements that have been directly linked to learning.
Slides from talk at Interacting Minds Center, AU on Playful Education: http://interactingminds.au.dk/events/single-events/artikel/imc-seminar-talk-by-yishay-mor-and-rikke-toft-noergaard/
It is all about... for the 3 June 16 :) What would you add? Chrissi Nerantzi
Dr Alison James kindly invited me to the event:
Social status: creative uses of social media in higher education which will take place at the University of the Arts London on the 3rd of June. See http://events.arts.ac.uk/event/2016/6/3/Social-status-creative-uses-of-social-media-in-higher-education/ for further details.
As you can see the title of my contribution is incomplete. What would you add?
Learning Through Play, The Old School WayLucinda Rush
Poster presentation at the Virginia Library Association Conference on October 23, 2014. This poster introduces new ideas for instructional design using game structures that students are already familiar with to teach information literacy concepts. It is well documented that millennials enjoy learning through collaboration with peers and self-exploration in a fast-paced, technology rich environment, and game-based instruction can be a great way to engage them in the classroom. While millennials are comfortable with technology and enjoy learning through video and web-based games, it is difficult for libraries with limited resources to compete with the expectations that students have based on their lifelong experiences with high-tech video games. Examples of non-technology based games that have been effective with undergraduates are provided. Specifically, a case study that the presenter conducted, of creating an innovative Candy Land based game to teach information ethics will is described. Student responses and assessment of student learning is shared.
The Role of a Learning Technologist in Transforming Digital Learning Practice...Chrissi Nerantzi
18 January 2018, London, invited contribution to the Inside Government event Embracing Technology Enhance Learning in Higher Education
https://chrissinerantzi.wordpress.com/2018/01/20/inside-government-event-18-1-18/
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Playing games in HE: presented at the MEL SIG event, University of Salford, 3 Feb 12
1. Playing games in Higher Education
Learning and Teaching in Higher Education Module, Postgraduate Certificate in Academic Practice,
MEL SIG 3 Feb 12 University of Salford
Life must be
You can lived
discover more as play.
about a person
in an hour of
play than in a
year of
conversation.
Chrissi Nerantzi
Kirsty Pope
Neil Currie
http://www.flickr.com/photos/almarams/3902611177/
2. What is this all about?
• What are universities for?
• Playing games in HE?
• A mixed-reality game within the PGCAP
• You and games for learning
4. Prof. Anne Boddington Dean of the Faculty of Arts,
University of Brighton (UK) defined universities as a
place and a space to
• sustain conversations
• shape the future of human life
• stimulate innovation
• shape new structures of and for learning
• shape new pedagogies
7. Horizon Report 2011
“Proponents of game-based learning in higher education point to its
role in supporting collaboration, problem-solving, and
communication, the 21st century competencies needed by American
students outlined by Secretary of Education Arne Duncan in late 2010
in the National Education Technology Plan.
Advocates also underscore the productive role of play, which allows for
experimentation, the exploration of identities, and even failure.
Gaming also contributes to the development of a particular disposition
well-suited to an information-based culture and rapid change.”
Horizon Report 2011, Game-Based Learning (Adoption 2-3 years)
8. Horizon Report 2011
“One area in which there is currently a great deal of
development is social games, especially those that can be
taken along and played anywhere at all using a mobile device.
With social games, players are never far from a game
environment, whether it be a mobile in a pocket, a desktop or
laptop computer, or a networked gaming console. With this
kind of ubiquity, games are becoming a pervasive part of
everyday life, and our notions of what constitutes a game are
changing as fast as the games themselves.”
Horizon Report 2011, Game-Based Learning (Adoption 2-3
years)
9. “Sell your bargains” game
• a mixed reality game to spice up teaching and
learning
• immerse in out-of the box thinking based on
authentic problem scenarios from practice
• engage in multidisciplinary conversations and
collaborative learning
• being resourceful and utilising what we have, can
get and what we can do with it
• using available technologies for teaching and
learning
10. mixed-reality game ‘sell your bargains’ to spice up teaching and learning in HE
direct link http://www.flickr.com/photos/chrissinerantzi/6315009414/
11. mixed reality games in Higher
Education
“The rationale behind the use of alternative reality games is that
the use of problem-based, experiential and collaborative activities
in alternative reality games makes them ideally suited to teaching
in higher education; particularly as they enable players to become
involved in both playing and shaping the narrative as it emerges.”
(Whitton, 2010, 87)
Dr. Nicola Whitton
Research Fellow, Education and Social Research
Institute, Manchester Metropolitan University
Blog: http://playthinklearn.net/
Twitter: @nicwhitton
12. the social meaning of creativity
“human appetite for making things”
(Gauntlett, 2011, p. 61)
David Gauntlett
Professor of Media and Communications at
the Communication and Media Research
Institute (CAMRI)
University of Westminster
http://www.makingisconnecting.org/
13. Who is who
Frances
Kirsty
Neil Deaglan
• Postgraduate John
Fabrizio
Certificate in
Academic
Practice
• Multi-disciplinary
programme
• Teaching Fiona
qualification and
Fellowship of the
Higher Education
Academy
www.salford.ac.uk
16. Stage 2: Invest…
In pairs, what prop could
you purchase to explain
this…
1 hour to pick, purchase
and present…
17. Stage 3: Surprise…
Digital story: Blog, share,
reflect and demonstrate
your ideas and rationale
to your students and
peers…
What were the surprises?
18. “It was so much fun I
think I forgot I was
learning, but then “Ho vinto,
maybe that was the ho vinto! (I
point!” won : )”
20. It was fun. Working with others from other
disciplines but finding a lot of common
ground. It was beneficial to get different
perspectives of a difficult problem.
Then coming together to see what others
had done & their rationale was also really
useful.
21. I found it highly beneficial. I never thought I could exploit our natural
curiosity to explore and play as a medium to learn; through my active
engagement as a player/learner in the game I realised that I could design
this element in my academic modules.
I have also realised that this is a good way to foster deep rather than
superficial learning.
Furthermore the game was pleasurable and enjoyable, and although it
had a title and quite a rigid structure, it didn't have any extrinsic goals, i.e.
there was no prescribed learning that ought to have occurred.
Thanks to this freedom, or “gaps” (as said in yesterday’s session), learning
occurred creatively. Specifically my learning was enhanced by moving
about in a physical space (which could be recreated with a board game in
class through an element of make-believe). I felt that this way of learning
caters for different kinds of learners and is easily adaptable to how you
are feeling at that moment in time when learning occurs.
Finally it really gave me a boost in experimenting with digital interactive
tools for learning and teaching.
22. I really enjoyed the element of having to think 'on
your feet' and develop the ideas as you went along.
It was really interesting working with others from a
different discipline to myself as this helped me to
see the different perspectives that people can have
on the same topic. I enjoyed the element of taking
photos/videos and using these to help to tell our
story at the end.
23. benefits
• fun and enjoyable experience
• learning through play (not experienced before)
• playing with colleagues from other disciplines
• partnering
• using different learning spaces
• freedom despite structure
• thinking outside-the-box
• experimenting with digital tools
• ideas to use with own students
24. challenges possible solutions
• One game organiser • More facilitators (1 per 10 players)
• Technologies • Support (initial staff development,
• Number of players (7 out ongoing)
of 32) • Mainstream offer (game for all) +
• Complexity of Stage 3 students
• Digital stories • Scaffolding Stage 3 (case study
• Challenging all players template)
• Public voting (16) • Further dissemination (institutional
repository, CPD session, publication)
• Build-in extension activities
• More votes (channels to promote,
prize)
25. ripple effect
“I think I could use it with small groups of students as part of their pbl process to
make it more interesting for them. I think it would encourage them to demonstrate
their learning in a more interesting and challenging way.”
“I don't think I would chose to use this experience with my students. I feel some of
the more traditional techniques would offer a better learning experience such as
Problem Based Learning.”
26. How can we convince
more academics that
learning through games
can really work?
27. A BIG thank you
to Kirsty, Fiona, Frances, Neil, Fabrizio, Deaglan
and John from the University of Salford
http://www.flickr.com/photos/mikejonesphoto/2932001534/
28. References
• Barrows, H. S. and Tamblyn, R. M. 1980. Problem-based Learning. An Approach to Medical Education. New
York: Springer.
• Boud, D, Cohen, R, Sampson, J (2001) Peer Learning in Higher Education: Learning from and with each
other, London: Kogan.
• Burnard, Pamela; Craft, Anna; Cremin, Teresa; Duffy, Bernadette; Hanson, Ruth; Keene, Jean; Haynes,
Lindsay and Burns, Dawn (2006). Documenting ‘possibility thinking’: a journey of collaborative enquiry.
International Journal of Early Years Education, 14(3), pp. 243–262., available at
http://oro.open.ac.uk/6546/1/6546.pdf
• Glynis, C (online) Threshold Concepts: Undergraduate Teaching, Postgraduate Training and Professional
Development, A short introduction and bibliography, available at
http://www.ee.ucl.ac.uk/~mflanaga/thresholds.html
• Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report.
Austin, Texas: The New Media Consortium, available at http://wp.nmc.org/horizon2011/
• Meyer, J.H.F. and Land, R. (2003) Threshold concepts and troublesome knowledge: linkages to ways of
thinking and practising, In: Rust, C. (ed.), Improving Student Learning - Theory and Practice Ten Years On.
Oxford: Oxford Centre for Staff and Learning Development (OCSLD), pp 412-424.
• Mezirow, J. Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass, 1991.
• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus: Merrill.
• Schön D (1983) The reflective practitioner. Basic Books: New York.
• Whitton, N (2010) Learning with Digital Games. A Practical Guide to Engaging Students in Higher
Education, open and flexible learning series, Oxon: Routledge.
• Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report.
Austin, Texas: The New Media Consortium.
29. Learning in Higher Education through play
Learning and Teaching in Higher Education Module, Postgraduate Certificate in Academic Practice
PGCAP programme site at
http://www.adu.salford.ac.uk/
html/pgcert/intro.html
Twitter
@pgcap
YouTube
contact Chrissi Nerantzi, pgcapsalford
the game organiser at
c.nerantzi@salford.ac.uk
http://www.flickr.com/photos/almarams/3902611177/