This document provides an overview of a game-based learning project called "MMO-School Classroom Cataclysm" being implemented in a middle school elective class. The project aims to gamify the classroom by applying elements from massively multiplayer online games like World of Warcraft. Key aspects include referring to students as "Heroes" and teachers as "Lore Keepers," using an experience point system instead of grades, framing assignments as quests, and allowing choice in completing quest chains. The goal is to make learning more engaging and motivate students through competition and achievement tracking features like those in games. Examples of student work produced for quests include character tweets reflecting on pre-Cataclysm events
Classroom Cataclysm: Or What Happens to "School" When Learners Become HeroesLucas Gillispie
World of Warcraft is a better "school" than school! This presentation compares traditional schooling to World of Warcraft and explains how World of Warcraft is actually being used to teach middle grades language arts in the WoWinSchool Project.
EPIC Teaching Academy is a new program, launching in the Spring semester, that provides district educators with an opportunity to explore a gamified approach to professional development. Built primarily in 3DGameLab, players will have a chance to earn badges certifying their mastery of a variety of topics! Educators can then share their earned badges with the world through platforms like Mozilla's Backpack.
Engaging Kids in Learning: game based learning and gamification in education Pierre Le Lann
Talk at Digital Kids Edu about engaging kids in learning using various forms of games: open ended play, game based learning and gamification
By Pierre Le Lann Co General Manager and Co founder, Tribal Nova, a Houghton Mifflin Harcourt company
The opening song to the 80's sitcom, Cheers, reminds us that we all need a space where we're welcomed, valued, and part of a community. Ray Oldenburg calls these Third Places. For many of our students today, Minecraft and other multiplayer online games, have become that third place. This year, I launched a 24/7 Minecraft server for our district's students. This presentation shares how it has become both a third place and a world that fosters powerful, informal learning!
Play to Learn, Learn to Play! How and Why Game-Based Learning Works
Description: This workshop will address the ins and outs of game-based learning, including: the characteristics of effective games, the features of games that make them useful learning tools and the best ways to use games in your classroom. Attendees will learn how games cater to active learning experiences; how they safely encourage experimentation, trial and error, and independent learning; how they contribute to personalized learning; and how to use games to increase engagement for students. The workshop will include hands-on gameplay, walkthroughs of games and a breakdown of learning game design. Also included will be a discussion of places to find quality games and strategies to evaluate the best games for your curriculum. The goal of the workshop is to educate participants on important features of game-based learning to make it easier to find, evaluate and utilize games in your teaching.
Classroom Cataclysm: Or What Happens to "School" When Learners Become HeroesLucas Gillispie
World of Warcraft is a better "school" than school! This presentation compares traditional schooling to World of Warcraft and explains how World of Warcraft is actually being used to teach middle grades language arts in the WoWinSchool Project.
EPIC Teaching Academy is a new program, launching in the Spring semester, that provides district educators with an opportunity to explore a gamified approach to professional development. Built primarily in 3DGameLab, players will have a chance to earn badges certifying their mastery of a variety of topics! Educators can then share their earned badges with the world through platforms like Mozilla's Backpack.
Engaging Kids in Learning: game based learning and gamification in education Pierre Le Lann
Talk at Digital Kids Edu about engaging kids in learning using various forms of games: open ended play, game based learning and gamification
By Pierre Le Lann Co General Manager and Co founder, Tribal Nova, a Houghton Mifflin Harcourt company
The opening song to the 80's sitcom, Cheers, reminds us that we all need a space where we're welcomed, valued, and part of a community. Ray Oldenburg calls these Third Places. For many of our students today, Minecraft and other multiplayer online games, have become that third place. This year, I launched a 24/7 Minecraft server for our district's students. This presentation shares how it has become both a third place and a world that fosters powerful, informal learning!
Play to Learn, Learn to Play! How and Why Game-Based Learning Works
Description: This workshop will address the ins and outs of game-based learning, including: the characteristics of effective games, the features of games that make them useful learning tools and the best ways to use games in your classroom. Attendees will learn how games cater to active learning experiences; how they safely encourage experimentation, trial and error, and independent learning; how they contribute to personalized learning; and how to use games to increase engagement for students. The workshop will include hands-on gameplay, walkthroughs of games and a breakdown of learning game design. Also included will be a discussion of places to find quality games and strategies to evaluate the best games for your curriculum. The goal of the workshop is to educate participants on important features of game-based learning to make it easier to find, evaluate and utilize games in your teaching.
Game-based Learning Webinar by GreenBooks & GamelearnShyam Sunder
1. Role of game-based learning in enhancing learning outcomes
2. Application of gaming elements in learning initiatives
3. An example of successful game-based learning module - Merchants
During the past year, there has been much discussion about learning gamification and game- based learning. Is all of the hoopla just a passing fancy, or is there substance to games as a learning strategy?
In this session, Dr. Karl Kapp and Bryan Austin will summarize the research supporting learning games. They will differentiate between learning gamification and game-based learning, share the rationale for leveraging games to increase engagement, and provide the business rationale used by organizations to implement game-based corporate learning. Finally, this session will outline research under way to benchmark the performance impact of game-based e-learning versus other modes of training.
At the end of this session, attendees will have a clear idea of where learning games fit in their training strategy and their potential value in improving workforce performance.
Learning objectives
Evaluate training techniques, i.e. game-based learning.
Develop, select and implement employee training programs to increase individual and organizational effectiveness.
Evaluate the effectiveness of employee training programs through the use of metrics.
Develop and utilize business metrics to measure the achievement of the organization’s strategic and performance goals and objectives.
Develop qualitative and quantitative methods and tools for analysis, interpretation and decision-making purposes.
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
This presentation introduces the SAGA (Story and Game Academy) project. A program designed to enrich students' experiences through the exploration of games and the storytelling in games.
This slidedeck accompanies a presentation on using game theory and games to invigorate a classroom. Although designed for use in religious education, virtually all of the ideas are applicable to secular classroom use as well. Download the handout from http://bit.ly/game-on-handout. Find the template for the picture reveal game at http://bit.ly/LDS-game-on.
This is a power point presentation that was presented at a community college Teaching and Learning with Technology conference. Since gamification of classes is the "new thing" this really showed how to do it "on the cheap"
In this presentation, you'll connect play with learning, explore the instructional side of video games, get 11 tips for integrating video games into your classroom, and explore a few examples of games you can use in the classroom.
This presentation will be of interest to Moodle Course Creators and educators interested in gamification. The Moodle Gradebook is a very powerful, and often neglected, gamification element.
Interactive computer games stimulate the hippocampus part of our brain, which is essential for learning new information, and invoke positive emotions. The same cannot be said for exams! People generally find the learning and assessment process daunting. A well configured gradebook can provide essential feedback to keep students motivated and positive.
Becoming an e-Learner shouldn't require having a combination of Einstein intelligence and Steve Irwin bravery. If you have been an online Student you probably were thinking ... What do I have to do? Did I pass that assignment? Have I finished yet? It's been months since I have been here .. I can't remember where I was up to.
Full presentation with voice-over: http://bit.ly/18hwzPP . This presentation demonstrates the flexibility of the Moodle LMS gradebook to be configured for all scenarios .. even the Vocational Education (VET) sector! Sample courses will be shown for competency based assessment (graded and ungraded). Rubrics, outcomes, custom scales and progress bars are all Gamification elements that can provide learners with rewards, feedback, levels, progression loops, boss fights, leader boards and achievement badges.
The iPod Touch is an incredible tool in the classroom in the hands of our digital learners. Game-based learning is an up-and-coming area of interest in education. What if those two met?
Game-based Learning Webinar by GreenBooks & GamelearnShyam Sunder
1. Role of game-based learning in enhancing learning outcomes
2. Application of gaming elements in learning initiatives
3. An example of successful game-based learning module - Merchants
During the past year, there has been much discussion about learning gamification and game- based learning. Is all of the hoopla just a passing fancy, or is there substance to games as a learning strategy?
In this session, Dr. Karl Kapp and Bryan Austin will summarize the research supporting learning games. They will differentiate between learning gamification and game-based learning, share the rationale for leveraging games to increase engagement, and provide the business rationale used by organizations to implement game-based corporate learning. Finally, this session will outline research under way to benchmark the performance impact of game-based e-learning versus other modes of training.
At the end of this session, attendees will have a clear idea of where learning games fit in their training strategy and their potential value in improving workforce performance.
Learning objectives
Evaluate training techniques, i.e. game-based learning.
Develop, select and implement employee training programs to increase individual and organizational effectiveness.
Evaluate the effectiveness of employee training programs through the use of metrics.
Develop and utilize business metrics to measure the achievement of the organization’s strategic and performance goals and objectives.
Develop qualitative and quantitative methods and tools for analysis, interpretation and decision-making purposes.
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
This presentation introduces the SAGA (Story and Game Academy) project. A program designed to enrich students' experiences through the exploration of games and the storytelling in games.
This slidedeck accompanies a presentation on using game theory and games to invigorate a classroom. Although designed for use in religious education, virtually all of the ideas are applicable to secular classroom use as well. Download the handout from http://bit.ly/game-on-handout. Find the template for the picture reveal game at http://bit.ly/LDS-game-on.
This is a power point presentation that was presented at a community college Teaching and Learning with Technology conference. Since gamification of classes is the "new thing" this really showed how to do it "on the cheap"
In this presentation, you'll connect play with learning, explore the instructional side of video games, get 11 tips for integrating video games into your classroom, and explore a few examples of games you can use in the classroom.
This presentation will be of interest to Moodle Course Creators and educators interested in gamification. The Moodle Gradebook is a very powerful, and often neglected, gamification element.
Interactive computer games stimulate the hippocampus part of our brain, which is essential for learning new information, and invoke positive emotions. The same cannot be said for exams! People generally find the learning and assessment process daunting. A well configured gradebook can provide essential feedback to keep students motivated and positive.
Becoming an e-Learner shouldn't require having a combination of Einstein intelligence and Steve Irwin bravery. If you have been an online Student you probably were thinking ... What do I have to do? Did I pass that assignment? Have I finished yet? It's been months since I have been here .. I can't remember where I was up to.
Full presentation with voice-over: http://bit.ly/18hwzPP . This presentation demonstrates the flexibility of the Moodle LMS gradebook to be configured for all scenarios .. even the Vocational Education (VET) sector! Sample courses will be shown for competency based assessment (graded and ungraded). Rubrics, outcomes, custom scales and progress bars are all Gamification elements that can provide learners with rewards, feedback, levels, progression loops, boss fights, leader boards and achievement badges.
The iPod Touch is an incredible tool in the classroom in the hands of our digital learners. Game-based learning is an up-and-coming area of interest in education. What if those two met?
What does it look like to gamify teacher professional development? In this session, which is also a game itself, participants will learn more about Lucas' latest project, EPIC Academy, a game-inspired, playable professional development program for district educators.
Digital Learning in Surry County Schools - New Teacher OrientationLucas Gillispie
Presented to Beginning Teachers as part of district New Teacher Orientation. This presentation shares digital learning initiatives in Surry County Schools with newly hired teachers in the district. ]
This presentation, originally presented in Second Life to the NC Distance Learning Association, explores how video games and virtual worlds can be valuable tools for instruction and shares resources that teachers might use to incorporate gaming into their curriculum.
Presented at the Surry County Schools Parent Academy, this presentation shares with parents the spaces that our digital kids are exploring, what we should know about them, and how we can at least try to stay up-to-speed.
Presentation shared with the Surry County Schools Furniture Committee regarding classroom design, effective spaces for learning, and functionality of the environment.
In games we are always chasing our better selves. We are natural learners. But to unfold this skill we need to consider a few conditions. This is about Gamification in education.
TH504 - Stop Thinking Like an Instructional Designer: Start Thinking Like a G...Karl Kapp
Instructional designers tend to think content first and then action. Game designers think action first. As a result, most games are engaging, intriguing, and immersive. Most instruction tends to be boring and perfunctory. Simply changing your mindset from instructional designer to game designer will help you to create engaging and effective instruction. Learn five methods to help you think like a game designer and change your stale training into an exciting and interesting experience for the learners.
Application on the Job:
Create engaging instruction using game design techniques.
Apply five methods for thinking activity first, content second.
Explore how game designers engage players and immerse them in the game environment.
Discover how game fosters action and activity.
Games, Interactivity and Gamification for Learning Karl Kapp
Gamification gets a lot of ink, but do you know what the research says? Kapp walks you through the latest research into why game-based thinking and mechanics make for vigorous learning tools. He’ll dissect critical elements of games and describe how to apply them to design and development. You’ll learn to create engaging learning using game-based thinking, find out how to move beyond theoretical considerations, and be introduced to three methods for designing interactive game-based learning.
The game jam workshop ppt Ryan MArtinez and I have used in our game jams for the EDUCAUSE Learning Initiative, and EDUCAUSE National conference workshop. Why and how to design games in a short, one-hour session (four 15-minute sections).
This presentation explores the idea that educators can adopt the principles of game design to design learning experiences that foster engagement, ethical citizenship, and entrepreneurial spirit. I gave this presentation at the 2013 conference for The Association of Alberta Public Charter Schools (TAAPCS)
Beyond Gamification: Thinking Like a Game DesignerKarl Kapp
Thinking like a game designer is a great way to craft instruction that engages learners on multiple levels. Game designers make decisions based on action, interaction, and player motivation. When properly applied, game thinking provides learning designers with insights into how to create instruction that motivates both online and face-to-face learners. In this session, you will play a game to discover how game thinking works. You will participate in both a learning experience and a debriefing process highlighting several game-thinking elements such as the freedom to fail, the value of an action-oriented approach, and the motivational aspects of both story and competition
Leveraging Game Elements for Learning, Engagement, and FunKarl Kapp
Games, gamification, and game-based learning have entered into the vocabulary of trainers, eLearning developers, and instructional designers over the past few years. But the influx has left many questions: What elements from games should be used in learning design? How does one seamlessly integrate story, challenge, badges, and points into the learning process? Does competition help or hurt learning? What research exists to support game elements for learning?
This interactive presentation includes many examples of using game elements for learning. And, yes, you will play a game during this session. Discover how research-based game thinking and design can be leveraged to create effective, engaging instruction.
Systems Based Gamification Volimen I: PlayEugene Sheely
In this essay I describe the basic philosophy of my consultancy and design practices in education: Play is not about fun, it's evolutionary purpose is to increase the tacit understanding of the complexities in the real world. It supercharges the understanding of relationships between different components in our world.
“The child amidst his baubles is learning the action of light, motion, gravity, muscular force; and in the game of human life, love, fear, justice, appetite and man... interact.” Ralph Waldo Emerson
It's a dry and probably boring work but I lay down some the scientific principles for game-based learning I've developed as a designer. I introduce why a lot of the currently popular gamification attempts for education are psydoscientific and give out principles backed up by scientific research on how to develop cognitive skills with games and their pedagogy.
A lot of the popular engagement techniques in gamification for education are based on techniques developed by casual game companies like Zynga. This is fundamentally a flawed approach filled with psudoscientific claims by the "gamification gurus."
This work bases it's design principles on scientific research on games with origins outside the virtual-world like chess and the process grandmasters have to go through to achieve world-class performance. It's disregards the popular techniques that claim they'll fix education by discovering how Farmville got people to water virtual crops.
Gamified Professional Development - EPIC AcademyLucas Gillispie
What if we treated teacher professional development like a game, giving teachers autonomy to choose a pathway, learning what's important to them, in a quest-based, gamified way that includes levels, badging, and more?
Third Places are informal spaces in communities other than home or work/school where people meet. In this presentation for GAME Manitoba 2019, I share how I've seen these emerge in game spaces with my students.
Students to Heroes 2.0 - Gaming Association of Manitoba EducatorsLucas Gillispie
Here's everything I shared at the GAME event keynote. My journey as a gamer and educator, examples of how I and others have used popular games like World of Warcraft and Minecraft for learning, tips for getting a games and learning program going in your school.
Badging and microcredentials are all the rage in teacher professional development, however, if we're just sticking badges on a workshop, we're accomplishing nothing. In this presentation, Lucas Gillispie explains how his gamified PD program, EPIC Academy works and lessons learned.
What are the applications of Augmented and Virtual Realities in the classroom? How can teachers leverage these technologies to support engagement and learning with students?
It's Gonna Be The Future Soon: Science Fiction, Video Games, and the Future ...Lucas Gillispie
What if science fiction were a reality? What if the way we interact in games were the way we interacted in real life? Soon, these things will be a reality and they'll impact learning! It's going to be exciting!
When the Internet Chooses You - Memes, Viral Videos, and Internet Subculture ...Lucas Gillispie
This presentation, delivered at the 2013 NCTIES Conference, is designed to introduce educators to the world of Internet Subculture, Memes, and Viral Videos.
This presentation, originally presented at Tech Forum Atlanta 2012, discusses the principles that make good games and good learning one and the same. It provides tips for starting a game-based program in your school, and it shares two of Lucas Gillispie's game and learning projects: WoWinSchool and MinecraftinSchool.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
3. I am a geek.
If the previous slides didn’t clue you in, I’m a geek. I wear it like a badge of honor. There are a few things I believe about geeks...
10. #1 PLAY IS POWERFUL
Remember the sandbox? What are the rules? How did you learn them? What are the limitations on what you create? Is this child learning? You bet!
Where are his notes, worksheets, homework... teacher?
11. “The opposite of play is not
work, it’s depression.”
Dr. Brian Sutton-Smith
Author: The Ambiguity of Play
If you haven’t seen Stuart Brown’s TED talk on the power of play, you should watch it. (It’s linked in the resources for this session.) We need to re-
examine play as a learning tool.
12. “It is paradoxical that many
educators and parents still
differentiate between a time for
learning and a time for play without
seeing the vital connection
between them.”
Leo F. Buscaglia, USC
Do we give our learners spaces to play with concepts? Is there room for structured play? Unstructured? How can we take our standardized curricula and
incorporate elements of play into them?
13. Mihály Csikszentmihályi
Flow
An optimal state
of intrinsic
motivation, where
a person is fully
immersed in what
he or she is
doing.
If you’d like to learn more about Flow psychology, check out the Wikipedia article on Csikszentmihalyi’s work at: http://en.wikipedia.org/wiki/
Flow_(psychology)
18. #2 IT’S ALL ABOUT MASTERY
Video games are all about mastery. You don’t start out fighting the “boss.” You build to that. This image is a typical screen of a World of Warcraft player
experiencing a large raid (encounter involving 25 - 40 players). As you can tell, there’s a great deal going on. However, players don’t start with this many
buttons and things to track. They actually start with three to four. As the build competence through experience, new abilities are added for them to
master. At the same time, their challenges become tougher and require more interaction. Why doesn’t the typical classroom work this way?
19. Level 1
Level 50
Motivation, both intrinsic and extrinsic play a significant role in successful games as well. Here you can see the difference in how the same character at
levels 1 and 50 appear to others in the online game, Star Wars: The Old Republic. The tools to tackle greater challenges are not just evident in the player’s
user interface. They have an outward affect as well. And that’s visible to other players. It provides newcomers a visual “goal” to strive for as they progress
through game content. Take a Biology class, for example. How might it look if, rather than talking to learners about a syllabus, that we introduced them
to a classmate, student-biologist, who’s already been through the course who knows how to “do” Biology? I wonder if it would have a similar impact?
20. Learning works best when
new challenges are
“pleasantly frustrating” in the
sense of being felt by learners
to be at the outer edge of, but
within their “regime of
competence”. That is, these
challenges feel hard, but
doable.
(Gee, 2007, p. 36).
James Gee, from the University of Arizona, is a must read for educators wishing to explore game-based learning. In his book, What Video Games Have To
Teach Us About Learning And Literacy, he lays the pedagogical groundwork that supports a game-based approach to learning. This quote sounds
somewhat similar to the idea of zone of proximal development doesn’t it? Successful game designers must find this “sweet spot.” Here, the game is not
too easy and not impossible. The best games keep us right at the edge of our capabilities, thus keeping us challenged at the same time we’re entertained.
Our classrooms can do this!
21. Identity
Interaction
Production
Risk-Taking
Customization
Well-Ordered
Problems
Agency
Challenge and Consolidation
“Just in Time”
Learning
Situated Meaning
Systems Thinking
Exploration
Distributed Knowledge
Cross-Functional Teaming
Performance-Based Competence
James Gee, in a freely available paper called “Good Games and Good Learning,” provides a number of learning strategies that are addressed in “good
games.” You can read the paper here: http://www.academiccolab.org/resources/documents/Good_Learning.pdf
22. #3 GAMERS CRAVE
ASSESSMENT
If you think about it, video games are persistent assessment. Players are constantly challenged/tested as they play. It’s an expectation. Typically,
assessment in school is a periodic thing and students fear and hate it. How can we bridge these two methods? In a video, Gee comments that we’d never
ask a student who’d completed the single player campaign in Halo to take a test to prove his competence in the game. That’s preposterous. We know that
by “beating” the game, they’ve have already demonstrated competence. As a colleague, Sean Dikkers adds, if you were to ask a team of carpentry students
to build a shed, you wouldn’t assess their success with a pencil and paper exam. Instead, you’d examine the quality of their work. Does the roof leak? If
so, re-do it! With that in mind, perhaps we need to reconsider what we call assessment.
23. Text
#4 IT’S OK TO FAIL
Games embrace failure. I fail in games all the time. I expect it. I learn from it. Is the same true in the classroom?
24. “One of the counter
intuitive things I
needed to learn as a
designer was that
players enjoy
failures more than
success
it’s diverse, they like
to explore the failure
space of a game.” !
!
-Will Wright, Game
Designer
Will Wright, designer of popular games like SimCity, Spore, and The SIMS, made this comment. Do we provide our learners to opportunities to fail safely?
Can they learn from their failures? This pattern of play/testing, failing, and re-trying is very similar to what we teach when teaching the scientific method.
Do you fail in front of your students?
25. Failure is different in the classroom...
Too often, failure has punitive consequences in the classroom. Consider this... A 68% in my classroom SHOULD mean that the learner has mastered 68% of
the course concepts. They only have 32% to go! Well over half-way there! However, that’s not how we do it. What do we tell them? “You’ve failed the
course.” This is usually followed by the learner repeating the same course, with the same material, and often with the same teacher. Is threatening
students with this sort of system the best way to do it? Which do we value more, learning or grades?
26. #5 TOGETHER, WE CAN
OVERCOME THE TOUGHEST
BOSSES
In recent surveys corporate America has told education what they’re looking for in new employees. Guess what... the three “R’s” though important, are low
on the priority list. Get ready to be offended, but seriously, how often have you used Algebra II or your extensive knowledge of the capitals of Europe, or
endoplasmic reticulum since you left high school? We can Google the stuff that resides in Bloom’s basement. What businesses say they want are
employees who can work in diverse teams, who can deal with novel situations, who can innovate and create! Yeah, there’s a disconnect here! However,
social video games, especially multiplayer, online games force us to do these things to be successful. And, it’s fun.
27. #6 Epic Wins Are Possible
Video games often put players in a position in which they feel they can do incredible things. Games encourage players to have the audacity to believe they
can achieve the impossible. Do your learners feel like the concepts you’re teaching them can change the world? Do you think what you’re teaching can
change the world? If not, then consider challenging your kids with real-world problems. Give your kids options. Australia hosts the Imagine Cup (http://
www.imaginecup.com/default.aspx) to challenge students to do this very thing. If you challenged your kids to have an epic win, could they? Do you
believe they could?
28. “In a good game we feel
blissfully productive. We
have clear goals and a
heroic sense of purpose.”!
!
Jane McGonigal, Institute for the
Future
In her TED talk, Jane McGonigal, from the Institute for the Future, challenges people to do something that seems, at first, counterintuitive. What if we
played more games? Lots more. What if we took that game-ful spirit and applied it to solving the world’s problems? What’s really cool, is that this is
already happening! In the free game, FoldIt, players from around the world team up to manipulate protein models to find different configurations that
might be useful to medicine. In 2011, they successfully accomplished something, collectively, that would have taken scientists many years to do. They
unlocked a protein that could have a huge impact in the fight against AIDS. (Read more, here: http://latimesblogs.latimes.com/technology/2011/09/
foldit-gamers-help-unlock-aids-fighting-proteins.html)
30. Game-Based Learning
Game based learning describes an
approach to teaching, where students
explore relevant aspect of games in a
learning context designed by
teachers.Teachers and students
collaborate in order to add depth
and perspective to the experience of
playing the game.
34. In a good game,
words and deeds
are all placed in
the context of an
interactive
relationship
between the
player and the
world.
-James Paul Gee
35. Math vs. Zombies?
http://carnivaltutoring.files.wordpress.com/2012/07/math-v-zombies.jpg
So many of today’s games, though entertaining, fun, and perhaps even effective, create environments in which game play is a reward for doing something
academic. Do some math, kill some zombies. Now, is it just me, or is there something awry, here? What does math have to do with zombies? Where’s the
meaningful context?
38. MMO-School
Classroom Cataclysm (…or, what happens to “school” when learners become heroes.).
By: Lucas Gillispie, Instructional Technology Coordinator, Pender County Schools
Founder, WoWinSchool Project (http://wowinschool.pbworks.com)
Original background image by Blizzard Entertainment.
Rock Background - http://wall.alphacoders.com/big.php?i=85052
39. An Elective/Enrichment Class
for Middle School Students
We initially began as an after school program. Observations of our club during the first year prompted the principal at Cape Fear Middle to request that we
offer the program as an elective language arts/enrichment class.
40. Blended/Hybrid Course
Paperless
Portable
Granular
Freely Available
Originally built
in
Migrated to:
First off, we wanted to use this class as an opportunity to test lots of the things we believe about learning and how we can “change the classroom.” The
first thing we decided is that the class should be a blended environment, with both face-to-face and online components. We want to be paperless. The
course will be portable and freely available to any other school who might want to start their own program. The granular nature of the Moodle
environment allows us to pick and choose (and the learners, too) what components we want to focus on and the order of instruction.
41. Aligned to National
Common Core Standards
All activities and assignments will be aligned to the National Common Core standards.
43. Experiences
As A Hero In
WoW and GW2
Here the learner explores their own experiences as a hero in World of Warcraft as they progress through the game world.
44. Parallel
Reading
Assignment
Alongside their game experiences, we’re reading “The Hobbit” and watching Bilbo’s progression as a hero in that world. It’s fantastic “writing-fuel” to
draw parallels between Bilbo’s journey and their own.
47. Gamifying The
Classroom
We wanted to use World of Warcraft (and other similar games) as a model for how we operate the classroom. Could we apply the very things that make
World of Warcraft a compelling gaming experience to the classroom? With Moodle, this was incredibly challenging. As forward-thinking as the platform is,
it’s still very traditional. Then comes Boise State’s 3DGameLab that accomplished everything we were straining to do with Moodle! (http://www.
3dgamelab.org)
48. “Heroes”
Not Students
First off, we want to change the conversation. To students, we really don’t want this to look like “school” at least in the sense they typically think of it.
Students are referred to as “Heroes.”
49. “Lore Keepers”
Not Teachers
Teachers are taking on the role of Lorekeeper. Rather than “telling” students, we come alongside them, guiding their learning as they progress. It’s really
important too for us to play with them in the game!
50. Instead of Grades…
We hate grades. At least, the common concept of grades. So we knew early on, we wanted to break from the traditional grading model.
51. …experience points
I “Win” The
Class
Here again, the game provides a model for measuring progression. So, we adopted an experience point and levels system. Students may complete course
activities as often as they like to earn as many XP as they can. Each assignment has a guiding rubric that explains how to attain maximum XP. We
intentionally used large numbers to break away from the ingrained 100-point, percentage based scale.
52. “Quests”
Not Assignments
We write assignments as though they are quests. These assignments to varying degrees tie directly to student game play in World of Warcraft.
53. Learner Choice
Likewise, students can choose a variety of paths through the curriculum. It’s very non-linear (very challenging for me as a traditional Biology teacher).
Students choose their path and progress through “quest chains” until they complete them. These might quests on poetry, digital citizenship,
argumentative writing, and business writing to name just a few. If you’d like to see our “map” of the quest chains, you can find it here: http://
popplet.com/app/#/59371. The flexibility of the system allows us to respond to student’s needs and changes easily.
54. Stats and Achievements
3DGameLab also gives us an easy way to handle badging and recognition of student achievement (both intrinsically and extrinsically). Likewise students
can track and compare their progress through their quests.
56. Character Tweets
The pre-Cataclysm events gave us exciting fuel for a variety of assignments. One of the most interesting was having students choose a character from the
world, and “tweet” the events unfolding in the game leading up to the launch of the Cataclysm expansion. Here, students had a relevant and fun way to
demonstrate their understanding of the storyline and characterization.
57. Propaganda/Ads
We also used the Cataclysm event as an opportunity to explore Propaganda and Advertising. Students created ads or propaganda posters like this one.
60. Bilbo - The Rogue by Borconyx
I think that Bilbo would be a rogue, considering that his nickname is Burglar
Baggins. I think this because "stealth is the first class ability a rogue can
get"(Rogue 1).
Stealth is needed to be a good burglar because you can't wake the guards
and you can`t make noise or the alarms will go off. Even Gandalf stated that "
you look more like a burglar than a grocer"(Tolkien 18). Plus, Bilbo is smart. I
think that would make him a rogue because rogues are intelligent enough to
know that when you turn invisible that you need to be quiet because going
invisible doesn't mean they can`t hear you.
Works Cited
"Rogue Talents." WoWWiki. N.p., n.d. Web. 4 Jan 2011.<http://
www.wowwiki.com/Rogue_talents#Subtlety>.
Tolkien, J.R.R. The Hobbit. New York: Del Rey Books, 1937. 320. Print.
Research/Argumentative
Writing
We posed the following to students. “If the characters in the Hobbit were characters in World of Warcraft, what “class” would they be? Support your
arguments. This is an example of one student’s response. This writing takes place in the course forums. Learners receive feedback from both their
instructor and their fellow learners.
61. DOUBLE IDENTITY
My emblem depicts a two-sided bird. One side is black and the other,
blue. I like to think of these birds as duality. On one hand, I reveal to
others that I am a fighter, and on the other hand, I conceal my fear. The
blue represents what you see, what is visible and shown to other people.
While, the black part of the bird represents our mask. While we show
some things, we also hide something.
!
In addition, the black represents the unknown. What is hidden, what can't
be shown, or what never will be. The black also hides who we really are.
It's our shield. It's what keeps our secrets hidden all except for one. The
red smudge behind the birds represents blood. Blood shows that we are
willing to sacrifice and fight no matter what it takes to set things right,
even if we must kill to defend others.
!
We believe in giving up our lives to fight for what is right. This emblem
represents what our guild is. It shows who we really are. The black side
shows that we're strong, that nobody is like us. But this is what the blue
for: the blue side shows that we're actually all the same. We're all scared
that we'll loose the battle, or that we won't make this certain mission.
We're scared we'll fail or mess up. We're all the same.
Guild Emblems and Symbols in Guild Wars 2
62. Writing Guild Mission Statements
The purpose of this guild is to encourage students to
learn about fantasy literature, games, and writing. The Legacy
gives students from around the world the opportunity to play
the epic game, "World of Warcraft." We make every effort
to join together as a team and show that that we are eager,
fearless, and victorious to make things happen. Learning
through writing, games, stories and fantasy literature is
something students will never forget. –Monchy
Guilds are a hugely important aspect of the game. Students are working to create and organize their own guild that will also work with students at other
sites. This is not only an opportunity to explore leadership but also a chance for them to define what a guild should be. So, we had them write mission
statements. This example was submitted by one of our ELL students.
63. Holiadore. It is a name of honor and pride. He has not yet
lived up to the dream, but this night elf will train and train
in the ways of the druid until he achieves his ultimate
goal- to be as good as his father. His father never had
pride in him so Holiadore ran away from home as a child
and has practiced the ways of the druid ever since. He
uses the skins of his foes to craft armor to use against
stronger foes. He goes through many perils to do the
bidding of the townspeople. He, in doing so, trains his
abilities until they can increase no more. And when he
reaches his ultimate goal, he will return to the place
where he was raised, the place that, once, his family
lived. And he will place flowers upon his father's grave,
and continue in his practices. This is the story of
Holiadore.
Fan Fiction
Students are writing short stories about their WoW characters.
64. Our second major game-based project in PCS was the integration of the popular building game, Minecraft (http://www.minecraft.com). Here, students can
work together to build, model, and play in a persistent virtual world. The possibilities for connecting to curriculum are only limited by your imagination.
(You can learn more about this project at http://minecraftinschool.pbworks.com)
65. Sandbox
Game
Locally
Hosted
Servers
No Subcription
Fees
Appropriate
for all ages
K-12
Flexible!
There are lots of advantages to Minecraft, too. It’s incredibly cost-effective. You can purchase individual accounts for around $18 and sets of 25 for
around $325 from http://www.minecraftedu.com. There are no recurring fees either. Once you own it, you own it. The game scales beautifully, too.
We’ve successfully used it with early elementary all the way up to high school and the kids at all levels love it. (The teachers do, too!) You can also host
your own, persistent world, on your own network, too, making it as open or closed as you wish.
66. Buildings and
Structures
Students are incredibly imaginative in their builds, too. Here’s a castle built by a first grader complete with moat, bridge, and decorative roof.
67. Contraptions
Minecraft also allows you to build functional contraptions, too. Rollercoasters, traps, vending machines, and even fully functional calculators are possible.
68. 8-bit Art
One art teacher in our district is having her learners build architecture and 8-bit art in the virtual space.
69. Story
And
Game
Academy
This year (2012-2013), we’re launching a new a game-based project that will take us into nearly every imaginable game space. It’s called SAGA (http://
storyandgameacademy.pbworks.com).
70. PlayPlay
XBox, PS3, iPad,
Handhelds, PC, Card
and Board Games
Digital Storytelling
Game Reviews
Story Analysis
Professional
Development
Still the early stages of development, this program aims to leverage gaming on just about every platform possible to demonstrate... it’s possible! We’re
transforming spaces into gaming and learning spaces with XBox, PlayStation, Nintendo, iPad, PC’s, handhelds, and more. Learners in this program will be
writing and publishing game reviews, analyzing the story elements of popular games, and even using those games to create and tell their own stories.
We’re really excited about it.
71. 16 Tips for Bringing
Video Games Into
Your Classroom
So, I always want to leave educators with practical advice for starting their own game-based learning initiatives.
72. #1 Read What The Experts Are Saying
There are some really great books out there. I’ve already mentioned Gee’s book. It’s great for curious/skeptical educators. For a less academic, but still
well-written option, great for parents, try Prensky’s Don’t Bother Me Mom -- I’m Learning.” There are many others out there to explore as well. You’ll find
a list in the presentation resources page on edurealms.com.
73. #2 Talk to your learners about the
games they play.
Want to see your learners light up? Ask them about the games they are currently playing. Be amazed at how detailed they can go, too. Can you name
these characters?
74. #3 Let your own children teach you about
the games they play.
Do you have kids? No? Go find some. ...and play games with them. Watch them play. Ask them about what/when/why/how they’re doing things. Notice
how they can articulate!!
75. #4 Pick up a new game and play it.
Next, you need to play some games yourself. Download a new game on your iPad. Buy an XBox! Get Minecraft or World of Warcraft. You really have to
experience these things first-hand. Yes, you do have time. It’s way better than American Idol (in my opinion).
76. #5 Put on your teacher lenses.
When you play games and watch kids play, look at what’s happening through the lens of pedagogy. Can you see the learning taking place? Can you find
ways to connect what’s happening to your classroom?
77. #6 Don’t overlook off-the-shelf games.
Frankly, I’d advise avoiding games marketed as “educational games.” They’re glorified worksheets with bells and whistles. Instead, take a look at
commercial-off-the-shelf games. Many of these are well-designed!
78. #7 Always start with your instructional
goals in mind.
As you learn about games, starting finding ones that address the concepts you’re teaching. Teaching math/stats? Try sports games. Teaching history?
Try Civilization.
79. #8 Don’t Ignore Mobile Games!
Don’t have consoles or computers to play games with your kids? Have iPads or iPod Touches? Then you have a fantastic platform for gaming. Here are
some examples of how to do it: http://ipodgamesforlearning.obworks.com.)
80. #9 Don’t incentivize the game play.
Please don’t incentivize game play. Rather, make it a part of the way you do business in the classroom. If you make game-play a reward, then you further
divide play and learning in the mind of your learners. You make “school” something they have to get through before they get to what they really want.
81. #10 Collaborate and share with other
professionals.
As you explore these spaces, you are not alone! There are many other pioneering educators out there doing game-based learning. On Twitter, take a look
at #gamemooc and #levelupbc. Other resources can be found on http://www.edurealms.com.
82. #11 Make cookies for your IT staff; they
can be powerful allies.
Your network is not going to crash! I promise. Work alongside your network folks to find solutions to barriers. Make them cookies!
83. #12 Get your principal on board.
Administrators set the tone for their schools. You want them on board. Connect them to the resources and give them the foundational books to read.
86. #14 Start in a safe place to fail.
Want to convince school leaders to take on your crazy game-based project? Start in safe place to fail. After-school clubs and elective periods are ideal.
Here, you can experiment and build acceptance.
87. #15 Market the awesome that’s
happening in your classroom..
Teachers don’t do this enough. We’re too humble. But, you have to market the successes of your program. Tell others about what’s happening. Have an
open-door policy. Invite the newspapers, TV reports, and even your local representatives in to see the awesome things your learners are doing. Make
posters, flyers, T-shirts, and brochures. Present at conferences. And by all means, brag on your kids!!
88. #16 Remember how to play.
Lastly, take some time to play. Play a game, a sport, play with Legos, play a board game, and please play with kids. They can teach us a great deal.
91. A typical question or concern about World of Warcraft and video games in general is the issue of violence. This is interesting in the light that we celebrate
literature such as Romeo and Juliet which has significant violence. And what about football? We celebrate that. Violence is (unfortunately) a part of our
human condition. Not dealing with it or discussing it serves no one. How many of us watched Looney Toons, played war, or even read Grimm’s Fairy
Tales? Typical children understand this fantasy play and easily separate it from real life. Ask them. “Would it be appropriate to attack someone with a
sword or gun in the real world?” They’ll quickly tell you no.
92. Dr. Henry Jenkins has a great article at: http://www.pbs.org/kcts/videogamerevolution/impact/myths.html