Keynote presentation at the ICEPOPS 2019 conference (https://copyrightliteracy.org/upcoming-events/icepops-international-copyright-literacy-event-with-playful-opportunities-for-practitioners-and-scholars/)
Fear of failure, fear of not being taken seriously, fear of
not being an expert or ‘knowing enough’ can halt and
obstruct learning at all levels. Charlie will be sharing
her experiences of creating a lusory attitude or playful
environment to empower learners (from
undergraduates to tenured staff) to experiment and
engage with copyright concepts and practices away
from fear and apprehension.
This is then followed with an interactive, games based learning OER Board Game Jam session.
The document discusses the process of character development in games. It explains that character development involves both creating the 3D model and avatar as "the body", as well as designing the game environment and rules as "the mind or soul" that allows the character to evolve through interactions over time. Many tools can be used to create 3D models and rig them for animation to serve as characters in a game. Once imported into a game engine, the model becomes an avatar that can navigate the virtual world based on the environment, physics, input devices, other players, and game AI.
The document discusses alternative and augmented reality gaming concepts including the "magic circle" and how games blur the boundary between fantasy and reality. It provides examples of alternative reality games that took place in public spaces and used real world locations, as well as augmented reality games that combined virtual and physical worlds. Key concepts mentioned include pervasive gaming, location-based gaming, and alternative reality games that surrounded players in their daily lives.
This document provides an overview of narratives in contemporary games. It discusses frameworks for understanding game narratives, including ludonarrative and the relationship between interactivity and storytelling. Different narrative elements are explored, such as setting, character, and challenge. Examples are given of embedded and emergent narratives. Techniques for delivering narratives, like cutscenes and instructional text, are covered. The document examines established narrative structures including the hero's journey. A brief history of narratives in games is provided with examples like Zork, Sierra games, and Elder Scrolls. Contemporary challenges in multi-player narratives are also discussed. Finally, the document promotes creating simple text adventures to experiment with narratives.
Lets play, game-based learning in Academic Development, 17 SEDA Conference wo...Chrissi Nerantzi
This document discusses the value of game-based learning in academic development programs. It describes a game called "Sell Your Bargains" that was used in a PGCAP program to help students learn about teaching in a fun way through collaboration and problem-solving. The benefits of the game included being enjoyable, learning through play, partnering with others, and thinking creatively. Challenges included the complexity of the game and time required. More facilitators and support could help address challenges and allow games to be used more effectively in academic development programs.
Let's play, game-based learning in Academic Development, SEDA Conference work...Academic Development
This document discusses the value of game-based learning in academic development programs. It describes a game called "Sell Your Bargains" that was used in a PGCAP program to get students collaborating, thinking creatively, and learning outside the classroom. The game involved three stages - selecting a concept, sharing ideas collaboratively, and testing solutions. Benefits included fun, learning through play, collaboration, and thinking differently. Challenges were the complexity, resources needed, and time. More facilitators, technology, and support were suggested to address challenges and expand game-based learning's use in academic programs.
This document summarizes Jeremy Legaspi's webinar on using apps to enhance speech therapy. It discusses using iPads in therapy, top reasons apps are useful, basics like settings and accessibility features, searching for apps, organizing photos for app adaptation, and examples of specific apps like Tiny Tap and Question Sleuth that can be adapted. QR codes and augmented reality are also covered as ways to engage clients and link apps to activities.
Paideia as Paidia: From Game-Based Learning to a Life Well-PlayedSebastian Deterding
»Gamification« has sparked the imagination of many for the potential of games in education, but turned away an equal amount within the games and learning community with its disregard for the complexities of design and human motivation.
However, this talk suggests that there is a deeper reason for the negative reaction in the games and learning community: namely, that gamification really provides a distorted mirror that throws into stark relief issues in today's game-based learning at large. Conversely, that best way to advance games for learning today is to look deep into this mirror. Doing so reveals a triple agenda for the field: to expand from deploying games as interventions in systems to the gameful restructuring of systems, and from designing games to the playful reframing of situations; and to shift from the instrumentalization of play and learning to paideia as paidia.
The document discusses the process of character development in games. It explains that character development involves both creating the 3D model and avatar as "the body", as well as designing the game environment and rules as "the mind or soul" that allows the character to evolve through interactions over time. Many tools can be used to create 3D models and rig them for animation to serve as characters in a game. Once imported into a game engine, the model becomes an avatar that can navigate the virtual world based on the environment, physics, input devices, other players, and game AI.
The document discusses alternative and augmented reality gaming concepts including the "magic circle" and how games blur the boundary between fantasy and reality. It provides examples of alternative reality games that took place in public spaces and used real world locations, as well as augmented reality games that combined virtual and physical worlds. Key concepts mentioned include pervasive gaming, location-based gaming, and alternative reality games that surrounded players in their daily lives.
This document provides an overview of narratives in contemporary games. It discusses frameworks for understanding game narratives, including ludonarrative and the relationship between interactivity and storytelling. Different narrative elements are explored, such as setting, character, and challenge. Examples are given of embedded and emergent narratives. Techniques for delivering narratives, like cutscenes and instructional text, are covered. The document examines established narrative structures including the hero's journey. A brief history of narratives in games is provided with examples like Zork, Sierra games, and Elder Scrolls. Contemporary challenges in multi-player narratives are also discussed. Finally, the document promotes creating simple text adventures to experiment with narratives.
Lets play, game-based learning in Academic Development, 17 SEDA Conference wo...Chrissi Nerantzi
This document discusses the value of game-based learning in academic development programs. It describes a game called "Sell Your Bargains" that was used in a PGCAP program to help students learn about teaching in a fun way through collaboration and problem-solving. The benefits of the game included being enjoyable, learning through play, partnering with others, and thinking creatively. Challenges included the complexity of the game and time required. More facilitators and support could help address challenges and allow games to be used more effectively in academic development programs.
Let's play, game-based learning in Academic Development, SEDA Conference work...Academic Development
This document discusses the value of game-based learning in academic development programs. It describes a game called "Sell Your Bargains" that was used in a PGCAP program to get students collaborating, thinking creatively, and learning outside the classroom. The game involved three stages - selecting a concept, sharing ideas collaboratively, and testing solutions. Benefits included fun, learning through play, collaboration, and thinking differently. Challenges were the complexity, resources needed, and time. More facilitators, technology, and support were suggested to address challenges and expand game-based learning's use in academic programs.
This document summarizes Jeremy Legaspi's webinar on using apps to enhance speech therapy. It discusses using iPads in therapy, top reasons apps are useful, basics like settings and accessibility features, searching for apps, organizing photos for app adaptation, and examples of specific apps like Tiny Tap and Question Sleuth that can be adapted. QR codes and augmented reality are also covered as ways to engage clients and link apps to activities.
Paideia as Paidia: From Game-Based Learning to a Life Well-PlayedSebastian Deterding
»Gamification« has sparked the imagination of many for the potential of games in education, but turned away an equal amount within the games and learning community with its disregard for the complexities of design and human motivation.
However, this talk suggests that there is a deeper reason for the negative reaction in the games and learning community: namely, that gamification really provides a distorted mirror that throws into stark relief issues in today's game-based learning at large. Conversely, that best way to advance games for learning today is to look deep into this mirror. Doing so reveals a triple agenda for the field: to expand from deploying games as interventions in systems to the gameful restructuring of systems, and from designing games to the playful reframing of situations; and to shift from the instrumentalization of play and learning to paideia as paidia.
This document provides summaries of various iPad apps that can be used for educational purposes. Some of the apps highlighted include Puppet Pals and Sock Puppets for creating puppet movies, Photocard for creating postcards, Corkulous for virtual brainstorming boards, StoryKit and Book Creator for making storybooks, Smartnote as an electronic notebook, and Bamboo Paper for digital note taking. The apps allow students to be creative, organize their thoughts, explain concepts, and share their work.
The document discusses different genres of games including artificial life games, puzzle games, and games for girls. Artificial life games involve simulating biological processes and populations of organisms. A subgenre is artificial pets which focus on caring for and interacting with simulated pets. Puzzle games are primarily about puzzle solving and can incorporate puzzles into storylines. They need to be challenging but not too difficult. The document also discusses how computers allow for puzzles that would be difficult to create in the real world and enable features like automatically generating puzzles and enforcing rules. Finally, it notes that historically, few games were designed specifically for girls despite research showing differences in how girls play games.
This is the presentation of my MA thesis "Playing (with) Educational Games: First and Second Order Gaming", held on Nov 11th 2009.
The complete thesis will be downloadable at http://blogs.epb.uni-hamburg.de/metagames/
The document discusses gamification and includes a memory game to find hidden signals in the slides. It introduces concepts like culture, patrimony, gamification, communication and new technologies. It discusses how everything is connected and related to human perception. It then covers definitions of gamification, why games are used, and examples that use gamification for behavior change. The document suggests playing a gamification game for this presentation on the provided URL, with the best score in the shortest time winning a prize.
This document discusses digital games and how they combine elements of traditional narratives, rationality, and fantasy. It notes how games offer invented worlds for players to explore and conquer. While games utilize familiar language structures, they also allow for endless transformation and variability. The document examines different genres of games and how some games seek to create filmic experiences or use film structures. It suggests that digital media blurs divides between science, number, and art.
The document discusses experiential media and outlines Christopher Stapleton's work pioneering this field. It describes creating experiences that blend real and virtual worlds. Stapleton founded Simiosys to develop technologies like augmented reality and help merge disciplines like media, technology and culture. The document provides examples of projects including making over spaces to tell infinite stories, interactive learning environments, and tools to measure user experiences across realities.
Topics include:
Why build a world: One vs many and how to decide
The problem of exposition
Creating gods in fantasy, science fiction and game
Creating species in fantasy, science fiction and game
How to create monsters, plants, animals and undead characters
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.
The document discusses Walt Disney's early experiments with animation techniques from the 1920s to 1940s. It notes that Disney borrowed a stop motion camera from his boss in the early 1920s to create hand-drawn animated films called "Laugh-O-Grams". In 1928, Disney experimented with synchronizing audio with film animation. From 1929-1939, more than 75 "Silly Symphonies" were created to further explore advances in sound, color, and animation. The Walt Disney Studios was also the first to experiment with technicolor in 1932 for the animated short "Flowers and Trees".
Google Tech Talk given on January 24, 2011 in Mountain View, CA on gamification and how to get three »missing ingredients« right: meaning, mastery, and autonomy.
This is the presentation that was delivered at the 2010 Game Developers Conference in San Francisco that outlined "The Art of Video Games" exhibition that we were developing. Note, this presentation only contains my portion of this joint presentation.
Med122 digital games: narrative and playRob Jewitt
This document discusses debates around how digital games are understood and analyzed. It outlines the narratology and ludology approaches, where narratology focuses on games as storytelling media and ludology emphasizes games as systems of rules and player interaction. The document also discusses how games combine both narrative elements and principles of play, challenging the notion that these are mutually exclusive. It provides examples of games studied through each lens and debates around player agency, character design, and the relationship between gameplay and narrative.
Just add points? What UX can (and cannot) learn from gamesSebastian Deterding
Can game mechanics help us to make applications and websites more fun and engaging? My presentation at the UX Camp Europe 2010 on May 29 and 30 in Berlin attempted a sobering look at what user experience designers can and cannot learn from games.
"Epistemic Game Design for Collaborative Inquiry and Civic Engagement" by She...Sherry Jones
Aug. 5, 2015 - This is my presentation on epistemic game design for the 2015 Colorado Learning and Teaching with Technology Conference (COLTT).
Through this slideshow, we introduce the epistemic game, "The Perspective Game" by GetTheIssues(GTI) to educators and administrators of higher education.
Don't Play Games With Me! Promises and Pitfalls of Gameful DesignSebastian Deterding
This document summarizes a talk given by Sebastian Deterding on gamification. It discusses how gamification aims to use elements from games like points, badges, and leaderboards in non-game contexts. However, Deterding argues that most current gamification fails to truly tap into what makes games fun and engaging. He draws on the work of philosophers like Roger Caillois and Raph Koster to argue that fun in games comes from mastery through interesting challenges, not just from extrinsic rewards. For gamification to mature, it needs to focus more on gameplay elements that foster creativity, play, and learning through problem-solving.
"The Perspective Game: An Epistemic Game for Civic Engagement" by Sherry Jone...Sherry Jones
Oct. 23, 2015 - This presentation features The Perspective Game, a massively multiplayer online role playing card game (MMORPCG) that aims to provide players a fun, challenging, and immersive experience of critically examining current and emerging issues mentioned in national and international discourse. The game is created by the GetTheIssues Team, and advances the game-based learning method for adult learners/players. This presentation is for the 2015 Metro State University of Colorado Teaching and Learning with Technology Conference.
Sherry Jones is the game architecture designer of The Perspective Game. In this presentation, she defines what an epistemic game is, and illustrates how The Perspective Game is an epistemic game of which its design is driven by advanced academic theory and game design principles.
Title of Design
Memoir monopoly
The problem
Tools for the rehabilitation of the elderly living with dementia in Taiwan are imported from overseas or initially designed for children. Most of them are not appropriate for aged users. Most paper-made rehabilitation tools have the drawbacks of inflexible designs and of limited ability to stimulate the user. Because individual information could not be included easily, caregivers need a more customized, interactive tool which can meet the elderly and their needs, better reflecting their personal experience in the past.
Description of solution
We designed a highly flexible ‘reminiscing’ and touchable rehabilitation game on an all-in-one computer, with the user tokens on the surface for physical indications and game interactions. The platform can help to collect each individual’s personal photos and preferences at home, and then upload to the cloud. The individual contents were pulled together by the hosting occupational therapist, and then responsively create a unique monopoly map for the participants with proper level of difficulty to suit their personal experiences, increasing their interests and encouraging their recall of the past. Various cognitive stimuli, including watching movie clips, listening to favorite songs, and touching interactive games, help participants to experience a sense of accomplishment and satisfaction in the rehab process. The record of the game process will be send to the cloud, and then analyzed the relevance between the materials that have been played. The result provides caregivers with recommended sources for future use in reminiscence activities for different groups.
Description of design process
We adapted the research-through-design paradigm and user-experience innovative design process to conduct the Memoir monopoly project. The process is the followings: First, user experience research (UXR) of the current tools used by the elderly living with dementia in rehabilitation revealed the need for a more interactive reminiscing game.
Second, based on UXR findings, we co-work with a software engineer to build working prototypes rapidly. By discussing with caregivers and therapists, we learn feedbacks from the users and move on to refine our design to meet their needs. After the iterative design process, we designed a highly flexible ‘reminiscing’ rehabilitation game on an all-in-one computer, which allows users to collect personal photos and preferences, and also allows them to create a customize game map for the elderly group with proper materials according to their own experiences.
Third, we conduct user experience test to examine our prototype. Memoir Monopoly was successfully brought into group rehab event at day care centers twice for a field test. Based on the observations and interviews of the therapist and caregivers, we found the elderly living with dementia in the test were more actively willing to share their stories, using their own
Alternate reality games (ARGs) are immersive storytelling experiences that use the real world as a platform. They incorporate multimedia puzzles and live events to tell collaborative stories. ARGs promote products but can also be used for serious purposes like education. They expose players to new ideas and skills in an engaging way without forcing learning. ARGs could be an effective method for cross-disciplinary learning and building community on a college campus.
This document discusses using math games to motivate students. It begins by introducing the concept of digital natives and millennial learners, noting their characteristics like being active, multitasking, and preferring collaborative and hands-on learning. It then discusses how games appeal to how the brain is wired to learn, through patterns, emotion, collaboration and problem solving. Specific math games are presented that incorporate these concepts, along with challenges teachers may face in implementing games. Overall the document argues games can better teach students using theories embedded in video games compared to traditional classrooms.
This document provides summaries of various iPad apps that can be used for educational purposes. Some of the apps highlighted include Puppet Pals and Sock Puppets for creating puppet movies, Photocard for creating postcards, Corkulous for virtual brainstorming boards, StoryKit and Book Creator for making storybooks, Smartnote as an electronic notebook, and Bamboo Paper for digital note taking. The apps allow students to be creative, organize their thoughts, explain concepts, and share their work.
The document discusses different genres of games including artificial life games, puzzle games, and games for girls. Artificial life games involve simulating biological processes and populations of organisms. A subgenre is artificial pets which focus on caring for and interacting with simulated pets. Puzzle games are primarily about puzzle solving and can incorporate puzzles into storylines. They need to be challenging but not too difficult. The document also discusses how computers allow for puzzles that would be difficult to create in the real world and enable features like automatically generating puzzles and enforcing rules. Finally, it notes that historically, few games were designed specifically for girls despite research showing differences in how girls play games.
This is the presentation of my MA thesis "Playing (with) Educational Games: First and Second Order Gaming", held on Nov 11th 2009.
The complete thesis will be downloadable at http://blogs.epb.uni-hamburg.de/metagames/
The document discusses gamification and includes a memory game to find hidden signals in the slides. It introduces concepts like culture, patrimony, gamification, communication and new technologies. It discusses how everything is connected and related to human perception. It then covers definitions of gamification, why games are used, and examples that use gamification for behavior change. The document suggests playing a gamification game for this presentation on the provided URL, with the best score in the shortest time winning a prize.
This document discusses digital games and how they combine elements of traditional narratives, rationality, and fantasy. It notes how games offer invented worlds for players to explore and conquer. While games utilize familiar language structures, they also allow for endless transformation and variability. The document examines different genres of games and how some games seek to create filmic experiences or use film structures. It suggests that digital media blurs divides between science, number, and art.
The document discusses experiential media and outlines Christopher Stapleton's work pioneering this field. It describes creating experiences that blend real and virtual worlds. Stapleton founded Simiosys to develop technologies like augmented reality and help merge disciplines like media, technology and culture. The document provides examples of projects including making over spaces to tell infinite stories, interactive learning environments, and tools to measure user experiences across realities.
Topics include:
Why build a world: One vs many and how to decide
The problem of exposition
Creating gods in fantasy, science fiction and game
Creating species in fantasy, science fiction and game
How to create monsters, plants, animals and undead characters
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.
The document discusses Walt Disney's early experiments with animation techniques from the 1920s to 1940s. It notes that Disney borrowed a stop motion camera from his boss in the early 1920s to create hand-drawn animated films called "Laugh-O-Grams". In 1928, Disney experimented with synchronizing audio with film animation. From 1929-1939, more than 75 "Silly Symphonies" were created to further explore advances in sound, color, and animation. The Walt Disney Studios was also the first to experiment with technicolor in 1932 for the animated short "Flowers and Trees".
Google Tech Talk given on January 24, 2011 in Mountain View, CA on gamification and how to get three »missing ingredients« right: meaning, mastery, and autonomy.
This is the presentation that was delivered at the 2010 Game Developers Conference in San Francisco that outlined "The Art of Video Games" exhibition that we were developing. Note, this presentation only contains my portion of this joint presentation.
Med122 digital games: narrative and playRob Jewitt
This document discusses debates around how digital games are understood and analyzed. It outlines the narratology and ludology approaches, where narratology focuses on games as storytelling media and ludology emphasizes games as systems of rules and player interaction. The document also discusses how games combine both narrative elements and principles of play, challenging the notion that these are mutually exclusive. It provides examples of games studied through each lens and debates around player agency, character design, and the relationship between gameplay and narrative.
Just add points? What UX can (and cannot) learn from gamesSebastian Deterding
Can game mechanics help us to make applications and websites more fun and engaging? My presentation at the UX Camp Europe 2010 on May 29 and 30 in Berlin attempted a sobering look at what user experience designers can and cannot learn from games.
"Epistemic Game Design for Collaborative Inquiry and Civic Engagement" by She...Sherry Jones
Aug. 5, 2015 - This is my presentation on epistemic game design for the 2015 Colorado Learning and Teaching with Technology Conference (COLTT).
Through this slideshow, we introduce the epistemic game, "The Perspective Game" by GetTheIssues(GTI) to educators and administrators of higher education.
Don't Play Games With Me! Promises and Pitfalls of Gameful DesignSebastian Deterding
This document summarizes a talk given by Sebastian Deterding on gamification. It discusses how gamification aims to use elements from games like points, badges, and leaderboards in non-game contexts. However, Deterding argues that most current gamification fails to truly tap into what makes games fun and engaging. He draws on the work of philosophers like Roger Caillois and Raph Koster to argue that fun in games comes from mastery through interesting challenges, not just from extrinsic rewards. For gamification to mature, it needs to focus more on gameplay elements that foster creativity, play, and learning through problem-solving.
"The Perspective Game: An Epistemic Game for Civic Engagement" by Sherry Jone...Sherry Jones
Oct. 23, 2015 - This presentation features The Perspective Game, a massively multiplayer online role playing card game (MMORPCG) that aims to provide players a fun, challenging, and immersive experience of critically examining current and emerging issues mentioned in national and international discourse. The game is created by the GetTheIssues Team, and advances the game-based learning method for adult learners/players. This presentation is for the 2015 Metro State University of Colorado Teaching and Learning with Technology Conference.
Sherry Jones is the game architecture designer of The Perspective Game. In this presentation, she defines what an epistemic game is, and illustrates how The Perspective Game is an epistemic game of which its design is driven by advanced academic theory and game design principles.
Title of Design
Memoir monopoly
The problem
Tools for the rehabilitation of the elderly living with dementia in Taiwan are imported from overseas or initially designed for children. Most of them are not appropriate for aged users. Most paper-made rehabilitation tools have the drawbacks of inflexible designs and of limited ability to stimulate the user. Because individual information could not be included easily, caregivers need a more customized, interactive tool which can meet the elderly and their needs, better reflecting their personal experience in the past.
Description of solution
We designed a highly flexible ‘reminiscing’ and touchable rehabilitation game on an all-in-one computer, with the user tokens on the surface for physical indications and game interactions. The platform can help to collect each individual’s personal photos and preferences at home, and then upload to the cloud. The individual contents were pulled together by the hosting occupational therapist, and then responsively create a unique monopoly map for the participants with proper level of difficulty to suit their personal experiences, increasing their interests and encouraging their recall of the past. Various cognitive stimuli, including watching movie clips, listening to favorite songs, and touching interactive games, help participants to experience a sense of accomplishment and satisfaction in the rehab process. The record of the game process will be send to the cloud, and then analyzed the relevance between the materials that have been played. The result provides caregivers with recommended sources for future use in reminiscence activities for different groups.
Description of design process
We adapted the research-through-design paradigm and user-experience innovative design process to conduct the Memoir monopoly project. The process is the followings: First, user experience research (UXR) of the current tools used by the elderly living with dementia in rehabilitation revealed the need for a more interactive reminiscing game.
Second, based on UXR findings, we co-work with a software engineer to build working prototypes rapidly. By discussing with caregivers and therapists, we learn feedbacks from the users and move on to refine our design to meet their needs. After the iterative design process, we designed a highly flexible ‘reminiscing’ rehabilitation game on an all-in-one computer, which allows users to collect personal photos and preferences, and also allows them to create a customize game map for the elderly group with proper materials according to their own experiences.
Third, we conduct user experience test to examine our prototype. Memoir Monopoly was successfully brought into group rehab event at day care centers twice for a field test. Based on the observations and interviews of the therapist and caregivers, we found the elderly living with dementia in the test were more actively willing to share their stories, using their own
Alternate reality games (ARGs) are immersive storytelling experiences that use the real world as a platform. They incorporate multimedia puzzles and live events to tell collaborative stories. ARGs promote products but can also be used for serious purposes like education. They expose players to new ideas and skills in an engaging way without forcing learning. ARGs could be an effective method for cross-disciplinary learning and building community on a college campus.
This document discusses using math games to motivate students. It begins by introducing the concept of digital natives and millennial learners, noting their characteristics like being active, multitasking, and preferring collaborative and hands-on learning. It then discusses how games appeal to how the brain is wired to learn, through patterns, emotion, collaboration and problem solving. Specific math games are presented that incorporate these concepts, along with challenges teachers may face in implementing games. Overall the document argues games can better teach students using theories embedded in video games compared to traditional classrooms.
1. Alternate reality games (ARGs) are immersive storytelling experiences that use the real world as a publishing medium and involve collaborative puzzle solving by players.
2. ARGs have been used to promote movies, games, and albums through interactive online and real-world experiences. They can also be self-sustaining games without a commercial purpose.
3. ARGs involve different tiers of play from online puzzles and interactions to live events, and can be either synchronous experiences for players to collaborate together or asynchronous for players to participate independently.
This session is run as part of the Future Teacher series of events at the University of Edinburgh, focusing on the big issues and the new technologies that will have an impact on teaching over the next few years, asking how teaching is changing and how should we respond. The sessions are intended to offer opportunities for discussion as well as practical know-how; to be lively, interactive and informative.
Run as a two hour session including a one hour board game jam where participants were led through the process of creating, licensing, and sharing a board game as an Open Educational Resource (OER).
The workshop uses playful engagement and game creation to explore OER, copyright, licensing, and playful teaching.
This workshop covers:
- the differences between copyright and licensing,
- how to identify licensed material that is free for re-use,
- how to licence your own work.
In this session we run participants through the 60minute board game jam variant, working in groups to create a board game inspired by, and using, openly licensed images from the University of Edinburgh’s digitised collection.
We also discuss how this can be used for a variety of learning and teaching applications, and encourage creative thought on what other types of OER can be incorporated, encouraged, and created through play.
Board Game Jam run for the Edinburgh University Student Association (EUSA)'s Peer Support & Learning volunteer students. This session was run over two hours and included a one hour Board Game Jam, game creation challenge.
Video Games, Virtual Environments & EducationJoanna Robinson
This document discusses the potential educational benefits of using video games and virtual environments in higher education. It provides examples of games being used to train skills like surgery and investigatory work. Researchers found games help develop strategic thinking, planning, and teach valuable cognitive and teamwork skills. However, negatives include potential for addiction, isolation, or reinforcing harmful stereotypes. The document advocates that games should be viewed beyond entertainment and have untapped potential for teaching when designed appropriately.
Games can be effective teaching tools by engaging students through active participation, frequent feedback and achievement, and social interaction. Some key ways games teach include requiring active participation over passive learning, frequent rewards that motivate students to continue playing, and opportunities for exploration, experimentation and failure in a low-risk environment. While games have limitations like a lack of direct alignment with educational standards, they can help students learn by doing and teach 21st century skills like collaboration and problem solving.
Keynote for the Third International Conference on ICT in Education - ticEDUCA2014, at the Institute of Education of the University of Lisbon, on 15 November 2014.
Presentation delivered by Daniel Livingstone, Glasgow School of Art at the Still Game to Learn event organised by College Development Network, 9th December, 2016.
Full day Board Game Jam workshop run for the postgraduate Design Informatics students at the Edinburgh College of Art.
Games from the day can be viewed at: http://open.ed.ac.uk/board-game-jam-design-informatics/
During the workshop students were introduced to the differences between copyright and licensing, how to identify licensed material that is free for re-use, where to find these materials, and how to licence their own work. They were then guided through all the steps to create their own board game. Including prototyping, play-testing, and adding variety and fun by employing different game mechanics. The play testing provides feedback and an opportunity for students to consider the mechanics and design of their games.
In this workshop groups were provided with packs of postcard images from the University of Edinburgh Image Collections with information on the image’s source and licence. Students then had to select which images in their pack were suitable for their needs and used the images to inspire the setting and theme of their game.
Information on how to run your own Board Game Jam can be found at:http://open.ed.ac.uk/run-your-own-board-game-jam/
Play to Learn : Keynote by Professor Maja PivecPaul Pivec
1. The document discusses the potential for game-based learning and addresses both benefits and challenges. It references several studies that found games can develop skills but teachers need support integrating them.
2. It describes a game design summer school that teaches students about educational game design. Lectures cover design concepts while practical sessions have students work in groups.
3. The document advocates for resources like Level Up for Teachers to help educators learn how to choose games, implement them, and assess learning outcomes, in order to better utilize games for learning.
The document discusses how games can support learning and why they are a natural fit. It summarizes that games incorporate many elements of instructional design theories even if not intentionally. It also discusses how serious games are being used in fields like science, health, and training.
Judy Perry- MIT Scheller Teacher, Education Program LabSeriousGamesAssoc
The document discusses using mobile augmented reality (AR) games to foster informal learning in real-world spaces. It describes how AR games can create "bridges" between visitors and places by overlaying digital information and gameplay. The author provides examples of an environmental detective AR game used with MIT students and high school students. For the MIT students, the game exhibited some elements of gaminess like interesting decisions, but lacked clear goals and feedback. For the high school students, the game was more focused on completion than problem-solving. The author advocates designing AR games that balance structured learning and open-ended play to cultivate both fun and deeper understanding.
1. The document discusses the differences between digital immigrants, who are teachers that grew up without digital technologies, and digital natives, who are students that have grown up with digital technologies.
2. It argues that teachers cannot provide students with 21st century skills because most teachers are digital immigrants who do not fully understand or use new technologies.
3. The document proposes empowering students by giving them tools like cell phones and game-based learning programs to help them develop 21st century skills and stay engaged in learning.
Using games with students.
What are the best games for classroom use?
This presentation includes links to several existing free or online games that could be used by educators. It includes some ideas about how to use games with students, benefits, assessment, and 3 ways to obtain games: use an existing game, students make games, the instructor makes a game.
This document discusses using games and play as a way of learning. It provides examples of how alternate reality games (ARGs) can foster collaborative and experiential learning. One such ARG called "Save Bluth" challenged participants to solve puzzles and find hidden clues online and in physical spaces to uncover a scientist's research before others. Players engaged in social interactions, used real data, and contributed over 100 edits to a wiki. Most hidden pages were found, showing players successfully solved the game's challenges. The document advises designing play-based learning purposefully around clear goals while allowing flexibility, and provides questions to guide implementation.
Similar to Make and release: embedding practice through play. ICEPOPS Keynote 2019 (20)
As part of our participation in Open Education Week 2019, @OpenEdEdinburgh ran a one-hour workshop to explore what it means to decolonise and diversify the curriculum with our EUSA VP of Education Diva Mukherji.
The session also provided a look at how creating, using, and sharing open educational resources (OER) can be one avenue towards diversifying and opening up curriculum materials with OER advisor Stephanie (Charlie) Farley.
This is the slide set for the OER & Open Licensing component of the monthly Copyright & Licensing Training provided by Stephanie (Charlie) Farley and Eugen Stoica at The University of Edinburgh.
Copyright and licensing training is an important way to build confidence, awareness, and staff skills, enabling the provision of teaching, research and information services in compliance with the law and open educational practices.
Stephanie (Charlie) Farley is the Open Educational Resources (OER) Advisor for Educational Design and Engagement. She provides the OER service and the Open.Ed website.
Stitching it together - Embedding information, digital, and academic skills o...Stephanie (Charlie) Farley
A consideration of how to approach embedding information literacy, digital and academic skills in online and distance courses, while considering scaleability.
This one hour information session aims to provide teaching staff at The University of Edinburgh with the information and tools to use copyright and licensed materials in teaching while adhering to licenses and copyright protections.
The session covers:
– Closed vs. Open teaching spaces
– Licenses in Higher Educations
– Subscriptions, databases, and services
– Open Educational Resources
– Attribution of materials in online teaching environments
– Searching for materials
Inspired by Europeanea.Eu's yearly Gif It Up competition, we're running workshops on how anyone can make their own gifs from openly licensed and public domain, museum, library, and archival materials.
Gifs are created using free online tools and software.
This is a beginners introduction to creating Gifs.
Teaching copyright & open licensing literacy through interactive creation & licensing of boardgames and online storytelling games.
Presented at Icepops2018
Stephanie (Charlie) Farley, Gavin Willshaw
This was presented at the Playful Learning conference, Manchester, July 2017.
The University of Edinburgh’s (UoE) Information Services Group (ISG) has developed a Playful Engagement strategy, utilising playfulness to create interest, boost attendance, and encourage interaction with its services and activities. We target appropriate workplace learning opportunities which support our strategic priorities in developing digital skills, engaging with open educational practices, promoting diverse role models and using
our collections in innovative ways.
Activities have been designed to:
• model good practice
• re-use existing designs
• stimulate social learning
• focus on authentic tasks with tangible outcomes
• support reporting on staff engagement.
This workshop will present our approach, providing opportunities for delegates to experience and reflect on examples of our playful engagement activities. Each activity will be set up in a separate area of the room, with information about the activity and its use in ISG provided to the group. Case studies (which you can take away with you) highlight how we have aligned our activities to University strategic aims while also utilising the full potential of gamification, friendly competition, use of metadata, a focus on facts, makers and sharers, third wave feminism, Dolly the sheep, and copious baked goods. If any of those sound like fun to
you, you’ll love this workshop.
These are the slides from joint Copyright and Licensing training provided to staff and students at the University of Edinburgh by myself and Eugen Stoica (Scholarly Communications Team).
Be led through the process of creating, licensing, and sharing a board game as an Open Educational Resource (OER) with this award winning hands-on workshop created by Stephanie (Charlie) Farley and Gavin Willshaw of Information Services Group at The University of Edinburgh.
Originally created for the University’s Innovative Learning Week in 2016, Board Game Jam has been re-purposed and presented as a one day, half-day, and one hour(!) workshop.
The workshop guides groups of participants through all the steps to create their own board game. It explores prototyping and play-testing and how to add variety and fun by employing different game mechanics.
In the workshop we encourage groups to create games using digitised images openly licensed from the University of Edinburgh Library; but, of course, images can be sourced from elsewhere on the web.
Our workshop covers:
- the differences between copyright and licensing,
- how to identify licensed material that is free for re-use,
- how to licence your own work.
We share all the resources for running a Board Game Jam as OERs on our http://www.open.ed.ac.uk website. The beauty of which is that you can adapt and modify the format and purpose of a Jam to suit your own needs.
In this session we will run participants through the 60minute variant, working in groups to create your own game inspired by, and using, openly licensed images from the University of Edinburgh’s digitised collection.
We will also discuss how this can be used for a variety of learning and teaching applications, and encourage creative thought on what other types of OER can be incorporated, encouraged, and created through play.
Presented as part of the University of Edinburgh PGCAP course 'Building a Research Profile'.
Focusing on how academic researchers can use social media to build a public profile of their research, network with peers, find research collaborators and participants, and engage with a global audience.
The document provides an overview of open educational resources (OERs). It defines OERs as freely available and openly licensed digital resources that can be used for teaching, learning, and research. The document discusses the differences between open access, open data, and OERs. It also explains intellectual property rights, copyright, and Creative Commons licenses as they relate to OERs. The document aims to help educators understand why they should use and create OERs, and provides guidance on finding, attributing, and sharing OERs.
This document provides information and guidance about open education resources (OERs) and Creative Commons licensing. It defines OERs and explains that although materials online may not have an explicit copyright statement, they are not necessarily free to use without permission. Creative Commons licenses provide permissions to reuse or modify copyrighted works. When using OERs, proper attribution is required using the TASL method of citing the Title, Author, Source, and License. The document encourages sharing OERs under an open license like CC BY and provides links to game design worksheets from an Board Game Jam event.
Presented at Multimedia and IT Group Conference 2015
One year ago the University of Edinburgh Library had a number of disparate social media accounts. Each account existing in its own world, with little or no coordination or consistency, and no clear message to Library users about who we were and what we offered.
Not only do we now use social media far more regularly, our engagement with and attempts to coordinate this activity has created internal dialogues which have improved the way that we offer services.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Make and release: embedding practice through play. ICEPOPS Keynote 2019
1. Make and release –
embedding practice
through play
Stephanie (Charlie) Farley
Open Education Resource Advisor
Educational Design and Engagement
University of Edinburgh
3. In using technologies provided by library
and learning technology services
Confidence Building
In creating, using, and sharing materials in
digital spaces.
In applying copyright and licensing
knowledge into practice.
5. Why do so I choose to use playful
methods to build confidence,
engagement, and teach copyright
literacy?
6. I’m not an expert
It’s so very complicated
What if I get it wrong?
Fear
7. Q. How did you feel when you first
started working in copyright literacy and
had to answer your first copyright
question as an ‘expert’?
8. The dragon with seven heads GifItUp Giphy.com – original image via Europeana.eu from National Library of
the Netherlands, Public Domain
9. Rug Rumble - playing cards and pieces, Open.Ed (Flickr), CC BY
“Games give experiences meaning, they
provide a set of boundaries within a ‘safe’
environment to explore, think and ‘try
things out’.” (Kapp, 2012)
10. Lusory attitude, coined by Bernard Suits
in 1978.
The psychological attitude required of a
player entering into the play of a game.
To adopt a lusory attitude is to accept the
arbitrary rules of a game in order to
facilitate the resulting experience of play.
11. Playfight, Pixabay – CC0
Wolves play fight, Zechariah Judy (Flickr) CC BY
Chocorate and Luna play fight, Yasuhiko Ito (Flickr), CC BY
15. • Safe spaces to
experiment with failure
• Support to immerse in
play – choice
• Autonomy –
intrinsic/internal
motivation to engage
Icons from Noun Project: Diversity by Nithinan Tatah, Self-motivation by Becris, & Choice by Millenials, CC BY
16. The ‘magic circle’ (Huizinga,
1955; Salen & Zimmerman,
2004) marks a space of
relative safety, where the
rules of the real world
do not directly apply; where
different norms and codes of
practice emerge, and there’s
space to imagine and create.
Icons from Noun Project: Diversity by Nithinan Tatah, Self-motivation by Becris, & Choice by Millenials, CC BY
19. • Re-purpose openly licensed
content
• Identify restrictions of use
• Consider potential use
• Consider distribution
• Licence own work
• Share it out into the wild
Confederate Gold – Game Instructions
Created by Daniella Bevsenyi, Thendral David, Hanna
Aiorana, Clarissa Chew, Dominika Kwecka., CC BY,
2017
20. Thinking Detectives: The Alps & Climate Change
http://open.ed.ac.uk/thinking-detectives-game-the-alps-and-climate-
change/
While playing learners develop Higher Order Thinking Skills, &
discuss whether a fictional ski instructor, Richard Fromm, in the
Bavarian Alps, should exchange his skis for bicycle wheels.
22. How can I be sure it works?
Icons from Noun Project: Smirk & Thinking by Xinh Studio, Research by priyanka, CC BY
23. Principal’s Teaching Award Scheme
(PTAS) funded research with Dr. Eva
Murzyn
5 interview groups were held between July and
November 2017.
Semi-structured questions for each session, focusing
on workshop experience and application.
PTAS Research “Playful Learning - OER Board Games’ full report:
https://edin.ac/31U2Agg
24. Findings: Playful learning
“had it been just a dry session, I would have
probably forgotten half of it by now.”
“It [playfulness] is a valuable aspect rather
than….stand up and teach theory.”
“it was really fun, and I think we need playful
learning.”
25. Findings: Hands-on experience
“You very much felt like you were put through
different paces to deliver something by the end. And
that was really good.”
“Putting it in action, not just learning about it, but
actually doing it yourself. A more creative approach
to doing this was very fun, but also very valuable,
because you look at those things in a different light.”
“It’s a hand on experience. It’s natural…it is an
experiential orientation, I think."
26. Copyright & Licensing Training
Copyright Bites
Will it bite me? Media, licensing & online learning
environments
Open Educational Resources / Practice / Assessment
OER Board Game Jam
Digital OER Story Game Creation with Twine
Gif It Up – Introduction + Intermediate/Advanced
Copyright the Card Game (!)
31. Flying Fish, Auckland Art Gallery Toi o Tāmaki, CC BY
GIF IT UP 2016 entry byAupetit Harmonie from Nanterre,
Ile-de-France, France.
Gif It Up is a competition run by
Europeana.eu in October each
year.
Enthusiasts and lovers of the
internet are invited to create
brand new GIFs by remixing
copyright-free and openly licensed
material from four international
digital libraries.
https://gifitup.net/about/
Gif It Up
32.
33. Create: Taking the answers from earlier,
draw / write a short story of your
copyright literacy experience as an
‘expert’.
34. Invitation to Share: Turn your drawing /
short story into a Gif, an image, or a
simple tweet, and share it on the
#Icepops2019 hashtag.
38. Jumping dinosaur GifItUp Giphy.com – by Federica Ferrarin, Source materials: Cactus, Pear
Cactus in Bloom | Rijksmuseum, dinosaur "[Manual of Geology: treating of the principles of
the science with special reference to American geological history ... Revised edition | British
Library, Study of Clouds over the Sound,
39. References
Huizinga, J. (1955), Homo Ludens: A Study of the Play Element in Culture, Beacon Press, Boston,
MA.
Kapp, K.M., (2012), The Gamification of Learning and Instruction: Game based Methods and
Strategies for Training and Education, John Wiley & Sons
Murzyn, E., Farley, S. (2018).,PTAS Research “Playful Learning - OER Board Games’ full report:
https://edin.ac/31U2Agg
Salen, K., Zimmerman, E., (2003), Rules of Play: Game Design Fundamentals, MIT Press
Salen, K. & Zimmerman, E. (2004), Rules of Play: Game Design Fundamentals, The MIT Press,
Cambridge, MA
Whitton, N. (2018). Playful learning: tools, techniques, and tactics. Research in Learning
Technology, 26. https://doi.org/10.25304/rlt.v26.2035
41. • Game Name
• Theme and Setting
• End / Win conditions
• Set of rules / instructions.
• Attribution details for resources used
• Licensing and sharing your game!
Create a board game to be shared
as an open educational resource
42. Be mindful of the protections and
licences that apply to any third-party
materials you are using and how this
may affect the distribution, re-use, and
licensing of your own game.
43. Are you ready to play?
Image: Jumanji, via Giphy.com
44. Centre for Research Collections
(select at least 3 images as inspiration for your game – 3min)
The Centre for Research
Collections’ Flickr account
is an example of an Open
Educational Resource.
It contains several
hundred images from our
images database
https://www.flickr.com/photos/crcedinburgh/albums
45. Theme and Setting (3min)
Theme – The underlying premise or set of
assumptions describe what the players
are doing in the game.
Setting – This can be the geographic
location, time period, and/or imaginative
environment where the game is taking
place.
46. Mechanics (5min)
How is the game being played?
Select at least 2 mechanics from the list
provided.
“These are the procedures and rules of your
game...how players can and cannot try to
achieve it, and what happens when they try.”
Jesse Schell, The Art of Game Design, A Book of Lenses
47. End Conditions (3min)
What are the end or win conditions for
your game?
What objective or purpose are your
players working towards (or to avoid)?
48. Gameplay / Rules (8min)
Write out a basic set of rules on a spare
sheet of paper (NOT on your game
document) to guide players through your
game.
Consider what types of resources might you
want to include in a game?
Digital? Audio? Physical? Where might you
source these?
49. Gameplay / Rules (8 min)
Confirm your rules and write these down
on your game document.
Have you listed all of the resources used
to create your game? Including any you
created yourself?
50. Licence your game (5 min)
Consider any third-party materials you’ve
used. Does this affect how you will licence
your game?
Have you attributed all of the resources
used to create your game? Including any
you created yourself?
51. Rocket Head - Gif It Up on
Giphy – original image ‘Self
Portrait’on Europeana.eu,
Public Domain
52. Congratulations!
You’ve made and licensed a
board game!
Let’s share it!
Take a photo of your document
and any pieces you’ve made, and
share your game using the
#Icepops2019 hashtag
Image: Robot/Android by OpenClipart-Vectors/23750, Pixabay, CC0
54. Thank you!
Stephanie (Charlie) Farley
stephanie.farley@ed.ac.uk
@SFarley_Charlie
CC BY-NC-SA 2.0, Centre for Research
Collections, https://flic.kr/p/fcwCzM
Editor's Notes
As mentioned I’m part of the Open Education Resources service here at The University of Edinburgh, and prior to working in open licensing my work had been focused in academic library learning services and technologies. This means my teaching and outreach are focused in the areas of what I like to call confidence building.
So this is where my mother comes in, it’s all good! But I do blame my mother for my approach towards teaching. You see, she was my preschool/kindergarten teacher. So learning was intrinsically linked with fun very early on and I was provided with all the fun things at home as well as in school. Learning was always approached from a perspective of playfulness and I’ve brought this with me all throughout my own education and now into how I approach the education and training of others.
But beyond my mother’s influence, why do I continue to use playful methods to build confidence, engagement, and teach copyright literacy?
I find copyright fascinating, but I know not everyone does, and when people would approach me with questions or concerns, I’d hear the same words over and over:
I’d hear: I’m not an expert. It’s so complicated. What if I get it wrong.
All of this was coming from one place, a great big thundercloud, of fear.
Turn to the person next to you and share an experience of how you felt when you first started working in copyright literacy, whether that was last week or decades past, and had to answer a copyright query or provide advice as an ‘expert’. Once you’ve shared this, take a moment and write it down in one to two sentences.
Fear of failure, fear of not being taken seriously, fear of your work not being ‘good enough’ is something that comes up again and again, and particularly when I’m talking to people about trying new technologies or opening up and sharing their content as Open Educational Resources.
When we play a game although we strive to achieve the win condition, it can also creates a safe space where losing the game or forfeiting a prize can be experienced away from fear. Games and playfulness are spaces where failing is part of the process, sometimes even encouraged. “Games give experiences meaning, they provide a set of boundaries within a ‘safe’ environment to explore, think and ‘try things out’.” (Kapp, 2012)
This is what we call a Lusory attitude. A term coined by Bernard Suits in 1978.
The psychological attitude required of a player entering into the play of a game.
To adopt a lusory attitude is to accept the arbitrary rules of a game in order to facilitate the resulting experience of play.
A colleague, Dr. Hamish Mcleod explained it well an internal conference we had on playful learning here in 2017 and I’m going to build on his explanation of these playful rules. Consider young animals, and older animals too, engaging in playful activities, such as playfighting, we see this in cats and dogs all the time. Both participants in the play fighting know that what is happening is a game, it’s practice, they’re not actually fighting but each accepts the bounds and rules of play in order to facilitate the experience, and in doing so to improve their skills in preparation for the real deal. I found that by creating a lusory attitude or environment in my workshops and sessions, where the bounds and rules are that failure is allowed and participation is safe, staff and students were more willing to experiment and learn with copyright with much less fear and apprehension.
However, we can create a game, we can invite others to join us in our lusory and playful spaces, but not everyone is going to be willing, able, or interested in playing our games. Variety, autonomy, and choice is key.
Turn to the person next to you and discuss what it means to you to play create or share creatively within your work around copyright literacy. Then write down or make a note of your answer to this:
I prefer to create guided workshops and experiences where people are in control of how and what their playful experience is, and provide opportunities to experiment playfully with content and copyright applications through playful creation, making, and sharing.
the positive construction of failure - support for learners to immerse themselves in the spirit of play -and the development of intrinsic/internal motivation to engage with learning activities – this creates what is called the magic circle
‘magic circle’ was originally coined by Huizinga (1955) as an example of a space in which play happens, and later expanded by Salen and Zimmerman (2004) as a way of explaining how people construct relationships and realities during play.
One of my first approaches was to create an OER Board Game Jam. A Game Jam is an organised event where a group of people gather with the intention of creating a full game – from conception to completion – in a pre-determined, short period of time. In the OER Board Game Jam I lead groups through the creation, licensing, and sharing of their very own board game as an open educational resource.
Participants are provided with postcards of digitised and openly licensed images from our University of Edinburgh Collections and guided through game creation, all the while opening up conversations about resource use, copyright protection, and open licensing in relation to creating a new licensable object.
Confederate Gold – playing cards
Board Game playing cards created by Daniella Bevsenyi, Thendral David, Hanna Aiorana, Clarissa Chew, Dominika Kwecka.
CC BY
In the course of the sessions they:
Confederate Gold – Game Instructions
Board Game playing cards created by Daniella Bevsenyi, Thendral David, Hanna Aiorana, Clarissa Chew, Dominika Kwecka.
CC BY
https://www.flickr.com/photos/143662088@N08/32348823412/in/album-72157679435048036/
Participants have gone on to create and share specific learning focused games as OERs and present and share these at conferences. This game, the Thinking Detectives, was created by Kay Douglas from the University of Edinburgh School of Geosciences. The game was created using data from current research, designed to develop learners Higher Order Thinking Skills, content was carefully copyright cleared, checked, and the game itself was openly licensed and distributed to Scottish schools as part of the Schools research impact and outreach. The game was also presented at European Geosciences Union in 2018.
I’d received feedback from staff that their practices had changed since attending playful sessions, but I was concerned and wanted to have a clearer understanding as to whether the playful approach was enhancing the learning experience or distracting from it.
So What’s the best way to answer this? Data baby, data! Get out there and gather up all that data! What I wanted was some data on staff and student experiences of the OER Board Game Jam, their motivations to attend, and if and how they applied the learning afterwards.
I joined forces with Dr. Eva Murzyn from the University of Edinburgh’s School of Psychology and we undertook a series of focused interview groups between July and November 2017. We used semi-structured questions for each session, focusing on workshop experience and application of learning.
The findings were pretty positive. We found that, as I’d suspected, participants had been attracted to attend by the playful approach of the session, and for those people the playfulness enhanced their engagement with copyright as a topic.
Overall, the session evaluations were very positive. Some participants expressed that their copyright use has improved, but it was not a universal sentiment. What did come through strongly was an appreciation for the hands-on practical experience of applying copyright knowledge to practice within the session.
Together with my colleague Eugen Stoica I run monthly straightforward Copyright & Licensing Training, where we provide a history, grounding in IPR around higher education, and an overview of the essentials, length of protection, available licenses, open access, UK CDPA Exceptions, open licensing and OER. We utilise fun examples, Eugen has a couple of great YouTube videos he uses to explain Parody and Pastiche while also relating back to the importance of Moral Rights, and we incorporate some of the great resources created by Copyrightuser.org.
Broadened out to include OER digital game creation using open-source tool Twine.
Topical. ;)
Make use of existing activities and events!
Giphy.com provides a source option so that attribution can be provided with a link back to the original image source. Note, this is only available on the website, it’s not an option when using the app.
Allows conversations around memes, gifs, moral rights and ethical responsibilities.
Leading by example
the magic circle Safe spaces to experiment with failure. - Support to immerse in play – choice , Autonomy – intrinsic/internal motivation to engage
Image cards have been provided for today’s session. The images are all sourced from the University’s CRC Flickr account which is an example of an Open Educational Resource and contains several hundred images from the University’s images database.