Online gaming and playful organization
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This document discusses the notion of playful organizations and whether online gamers' communities and work organizations can be considered playful. It outlines six values that characterize a playful organizational culture: contingency, agility, equality, teachability, meritocracy, and conviviality. The document presents a sequential exploratory research strategy to qualitatively study 95 Dutch online gamers through virtual-organizational ethnographic research to compare their online gaming communities and work organizations based on factors like age, organizational commitment, time of existence, and competitive rationale to determine the significance of any similarities or differences.
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This document announces a Twitter chat about play in public spaces. It provides guidelines for participating in the chat by following and responding to questions with the hashtag #cplaydk. The chat will include questions about experiences playing in public, how it feels to play in public, and how public play impacts views of one's town or neighborhood. It will conclude by asking how to create more playful public spaces.
CounterPlay Webinar: The Power of Play
Presentation from webinar on November 17-2016. Describes CounterPlay, our purpose, the underlying values and ideas of the festival, as well as the theme of CounterPlay '17: "The Power of Play".
Edutainment is Dead - long live educational games
The document discusses how edutainment games have failed and educational games can succeed by focusing on good game design rather than just adding an educational element. It argues that educational games should embrace freedom, playfulness, teaching relevant skills, and use user-centered design rather than seeing the educational aspect as an excuse for poor game quality. Educational games are challenging to create but can help players learn in an engaging way like solving problems in video games.
Playful Branding
Simon Egenfeldt-Nielsen discusses how companies can use games to strengthen education and branding. He outlines two game projects, Quest for Oil and Cargo Dynasty, that were created by his company Serious Games Interactive for Maersk Oil, Maersk Drilling, and the Danish transportation sector. Both games had educational goals around industry learning while also communicating the companies' brands to new audiences like students. The games achieved massive media exposure and reach, engaging over 225,000 players. Egenfeldt-Nielsen argues that strategic games can be a better medium than videos or donations for communicating complex industries to young people through an integrated learning and branding experience.
The Library as a Public Playground
The document discusses plans for integrating play and games into public libraries in Aarhus, Denmark. It describes several past experiments with play-based activities at local libraries, including family game events, workshops, and design labs involving users. The strategic agenda is for libraries to be more attractive places for children to play. Future plans include expanding play opportunities at the new central Dokk1 library, with dedicated play spaces, toys, and games available throughout. The goal is for libraries to serve as public playgrounds that bring stories and social interaction to life through facilitated play.
At the Intersection of games culture, and business
The document discusses a workshop on customer journeys and online touchpoints. It focuses on capturing and segmenting audiences, as well as measuring and reporting results. The workshop also covers creating profiles and marketing plans using various online channels like websites, microsites, social media, blogs and email to stay connected with audiences.
Zombie Based Learning
This document discusses using games and popular media like The Walking Dead and The Last of Us to make education more engaging for students. It describes how one teacher uses The Walking Dead to teach moral philosophy by having students discuss ethical theories in the context of scenarios from the show. Another discusses using The Last of Us and Skyrim to make literature and narratives more meaningful by having students analyze the stories. The document advocates for incorporating games and multimedia sources into teaching to increase student enjoyment of assignments.
Twine Workshop
This document provides instructions for using the Twine software to create interactive fiction by summarizing a source text. It recommends choosing a protagonist from the original text and identifying interesting choices they could make. The document also suggests finding spaces in the source text where additional storytelling could explore themes from the original. As an example, it analyzes potential protagonists, choices, and expansion opportunities that could be used in interactive fiction adaptations of Star Wars and The Princess and the Pea.
Mashing up digital and physical for culture, learning and socialchange
Fiddian Warman founded several organizations and projects related to digital culture, learning, and social change. Some examples mentioned include Corrupted Nature, an art project with 3 punk robots, and projects with Boeing Dreamscapes, the Science Museum, and more. Warman is interested in discussing how digital play and fabrication can extend beyond screens through things like physical interfaces, localization, and natural user interfaces. Warman also describes the Maker's Guild, a membership organization for makers from crafters to coders focused on where digital fabrication can enable radical change.
Norway Algebra Challenge
The document summarizes the Norway Algebra Challenge, an interactive math learning event held in January 2014. Over 36,000 Norwegian students in grades K-12 solved over 8 million math equations in just 1.5 hours of participation. 93% of participating students achieved mastery of the material, with 63% of all participants mastering algebra concepts. The event demonstrated that students are highly engaged and learn effectively using interactive, game-based learning resources and social learning environments. Future events aim to continue improving learning experiences and applying principles of meaningful, respectful, and natural learning design at large scales.
Skeletons in the right closet
To start this presentation, everyone must be seated in the first eight rows with an equal number of people in each row. The document then discusses designing authentic educational games and simulations by identifying key concepts and constraints, situating them in real world activities, problems, or challenges, adding narrative context, prototyping, testing, and refining. An example is given of designing a game where museum visitors must quickly curate an online exhibition for a funding opportunity.
Start talking about what matters...
This document discusses moving the conversation about games away from just discussing the games themselves and more towards what really matters. It is written by someone with 10 years of experience writing about games and 3 years as a professional game developer, who can be found on social media and their blog. The first section is about a book review on the theory of diminishing returns and how games create meaning for people in any way.
Painful Paradoxes of Play
This document discusses eight paradoxes of play. It notes that play allows free movement within rigid structures, and transformative play alters those structures. While play is meant to be fun and enjoyable, it also involves following rules and can involve pain. Play both manipulates players and is manipulated by them. It uses tools and terms that seem contradictory. And the experience of play forms a loop that brings the player back again and again despite these paradoxes.
Making The Classroom More Democratic
This document discusses how education systems can better prepare students for future trends and skills demands through the use of games in teaching. It suggests games can help students naturally develop communication skills, problem solving, collaboration and digital citizenship while allowing more freedom than traditional classroom settings. Specific examples are provided of how games could be used to teach concepts in areas like science, math and modeling real-world problems. The document argues games may be a more natural way for young students to communicate and share ideas compared to traditional classroom settings.
Building a global community of edugamers
Kirsten Campbell-Howes gave a presentation about building a global educational games community. She started designing games by accident in 2011 and launched #LEGup, which has grown significantly with over 700,000 users across 126 countries. #LEGup has also received investments, partnerships with companies like Telefonica and RM Education, and a licensing deal in Japan worth £250,000. Campbell-Howes discussed the growth of the UK educational games community and ambitions to continue growing edugameshub to connect and support others in learning, playing, and growing together through educational games.
Branding through playful interaction
Brands are looking for new ways to get consumers' attention as media and information overload make traditional advertising less effective. Playful interactions that appeal to consumers' sense of curiosity and childhood imagination can create memorable experiences that drive word-of-mouth activity and purchasing decisions. Successful branding strategies think differently by designing playground-like spaces and digital experiences that bring out people's inner child and foster unexpected positive interactions between the brand, consumers, and community in unique places.
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Online gaming and playful organization
- 2. Nice to meet you! HKU University of the Arts UtrechtDelft University of Technology
- 3. The notion of a playful organization Online gamers’ communities Online gamers’ work organizations Are online gamers fueling playful organizations?
- 4. Broad interest in serious gaming, games for learning Gaming as a way of thinking and doing – an attitude: The ‘gaming generation’ or ‘net generation’ The gamification of products and services Surely playful organizations could emerge – organizations in which work is experienced as play But… how can we research that? >> through online gamers!!
- 5. Play in ‘guilds’, ‘clans’, ‘communities’ Playful organizations by definition…? Also work for organizations Looking for playful ones…? What are characteristics of a playful organization, and to what extent are online gamers’ communities and work organizations playful organizations?
- 7. Based on an understanding of play derived from…
- 9. A playful organizational culture: 6 values people would implicitly uphold if employees are to experience their work as play >> with football (‘soccer’) and Google as central examples
- 11. Contingency
- 12. Contingency
- 14. Agility
- 15. Agility
- 17. Equality
- 18. Equality
- 20. Teachability
- 21. Teachability
- 23. Meritocracy
- 24. Meritocracy
- 26. Conviviality
- 27. Conviviality
- 28. And…
- 29. What are characteristics of a playful organization, and to what extent are online gamers’ communities and work organizations playful organizations? Sequential exploratory strategy Qualitative research >> quantitative research
- 32. Joined a ‘start-up’ corporation Became a manufacturer, cargo-hauler and trader Joined ‘Major’, an old, well-known corporation
- 33. 95 Dutch working online gamers
- 34. By Cameron & Quinn ‘Diagnosing and Changing Organizational Culture’: Based on the Competing Values Framework
- 35. Yes No Age Organizational commitment Time of existence Competitive rationale Time of existence +
- 36. Yes No Organizational commitment Weekly gameplay time Time of existence
- 37. Significance of the comparison Weekly gameplay time Weekly working time Diversity in national culture within the community Organizational commitment to community
- 38. The notion of a playful organization Online gamers’ communities Online gamers’ work organizations Are online gamers fueling playful organizations?
- 39. harald.warmelink@hku.nl Order at www.routledge.com 20% discount using code IRK69 Or send me an e-mail for a free copy of the slightly older thesis version of the book