This presentation was given at Great Ormond Street Hospital's Learning Innovation Day 2013. It briefly covers the nature of games for education, including serious games and showcases a number of games created for use in healthcare settings in the UK
Talk about serious games and game-like simulations design given at the Laboratory of Computer Science of the Massachusetts General Hospital (Boston, USA).
The Educational Game development approach used for developping different games in the medical domain is presented.
This is exemplified with the first-aid game, the educ@ONT project with the National Transplant Organization in Spain (ONT) and the Surgical Checklist game.
Some final ideas about Learning Analytics and how this can be used for evaluation and for integrating heterogeneus information in a Learning Record Store are presented.
Gamification vs. Game-Based Learning - Theories, Methods, and ControversiesSherry Jones
My presentation for October 25, 2013 - Metro State University of Denver (MSUD) Symposium for Teaching and Learning with Technology Conference 2013. Access Conference Schedule here: https://metroteachingwithtechday.pbworks.com/w/page/69613174/2013%20Schedule
On the relation between learning, teaching, science and games. Presentation for the course on simulation in medical pedagogy at Paris Descartes university.
Talk about serious games and game-like simulations design given at the Laboratory of Computer Science of the Massachusetts General Hospital (Boston, USA).
The Educational Game development approach used for developping different games in the medical domain is presented.
This is exemplified with the first-aid game, the educ@ONT project with the National Transplant Organization in Spain (ONT) and the Surgical Checklist game.
Some final ideas about Learning Analytics and how this can be used for evaluation and for integrating heterogeneus information in a Learning Record Store are presented.
Gamification vs. Game-Based Learning - Theories, Methods, and ControversiesSherry Jones
My presentation for October 25, 2013 - Metro State University of Denver (MSUD) Symposium for Teaching and Learning with Technology Conference 2013. Access Conference Schedule here: https://metroteachingwithtechday.pbworks.com/w/page/69613174/2013%20Schedule
On the relation between learning, teaching, science and games. Presentation for the course on simulation in medical pedagogy at Paris Descartes university.
The Business Case for Game Based LearningKarl Kapp
Games, gamification, and game-based learning have entered into the vocabulary of trainers, e-Learning developers, and instructional designers in the past few years.
While many companies are beginning to explore ways to use games for learning, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change as a result of playing a game? What elements of games can learning designers borrow from game designers?
Creating engaging learning using game elements requires matching instructional content with the right game mechanics.
Case studies of several game-based learning projects developed, used in classrooms and evaluated in New Zealand.
Presented by Stephen Knightly, MD of InGame and Chairperson of the NZ Game Developers Association at the EdTech Leaders Summit, Auckland, New Zealand in July 2016.
Video games is a fast growing industry all over the world. Amount of time and money spent on the games industry cannot stay without our attention. Video games have interest and attention of school aged youth. Which make us think of the possibility of using video games in learning process, particularly in educational institutions.I discuss influence of video games and concentrate on learning through video games and its main learning principles. My essay is mainly based on J.P. Gee works.
Unity in the Classroom for Creating VR Sims and EdugamesSeriousGamesAssoc
David Renton, Upper School Computer Science Teacher / Technology Integrator | Porter-Gaud School
Unity in the Classroom for Creating VR Sims and Edugames
The session will cover how Unity and C# can be used in the classroom to teach coding and digital design via the creation of games (including edugames) and Virtual Reality simulations. The presenter will share how he has used it in the past 2 years in the classroom and give examples of student work. He will also go over the hardware and software requirements, including how he has used the cheaper Mixed Reality headsets, from Microsoft partners such as HP and Lenovo, to develop for SteamVR, meaning the VR simulations will also run on HTC Vive. He will also have at least one Mixed Reality headset with him so that attendees can try out some of the student developed VR simulations at the end.
Presented by the
Serious Play Conference
seriousplayconf.com
at
Orlando,
University of Central Florida,
UCF,
July 24-26, 2019
Montreal, Canada, Quebec,
UNIVERSITÉ DU QUÉBEC À MONTRÉAL,
UNIVERSITY OF QUEBEC IN MONTREAL,
July 10-12, 2019
This slidedeck was presented as a part of the Charity Learning Consortium's webinar series. Ben Betts runs through a brief look at gamification in the wider world, some examples from learning and a more in-depth case study. Want to learn more? Try our MOOCs...
http://www.curatr3.com/massive-open-online-courses/
The Business Case for Game Based LearningKarl Kapp
Games, gamification, and game-based learning have entered into the vocabulary of trainers, e-Learning developers, and instructional designers in the past few years.
While many companies are beginning to explore ways to use games for learning, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change as a result of playing a game? What elements of games can learning designers borrow from game designers?
Creating engaging learning using game elements requires matching instructional content with the right game mechanics.
Case studies of several game-based learning projects developed, used in classrooms and evaluated in New Zealand.
Presented by Stephen Knightly, MD of InGame and Chairperson of the NZ Game Developers Association at the EdTech Leaders Summit, Auckland, New Zealand in July 2016.
Video games is a fast growing industry all over the world. Amount of time and money spent on the games industry cannot stay without our attention. Video games have interest and attention of school aged youth. Which make us think of the possibility of using video games in learning process, particularly in educational institutions.I discuss influence of video games and concentrate on learning through video games and its main learning principles. My essay is mainly based on J.P. Gee works.
Unity in the Classroom for Creating VR Sims and EdugamesSeriousGamesAssoc
David Renton, Upper School Computer Science Teacher / Technology Integrator | Porter-Gaud School
Unity in the Classroom for Creating VR Sims and Edugames
The session will cover how Unity and C# can be used in the classroom to teach coding and digital design via the creation of games (including edugames) and Virtual Reality simulations. The presenter will share how he has used it in the past 2 years in the classroom and give examples of student work. He will also go over the hardware and software requirements, including how he has used the cheaper Mixed Reality headsets, from Microsoft partners such as HP and Lenovo, to develop for SteamVR, meaning the VR simulations will also run on HTC Vive. He will also have at least one Mixed Reality headset with him so that attendees can try out some of the student developed VR simulations at the end.
Presented by the
Serious Play Conference
seriousplayconf.com
at
Orlando,
University of Central Florida,
UCF,
July 24-26, 2019
Montreal, Canada, Quebec,
UNIVERSITÉ DU QUÉBEC À MONTRÉAL,
UNIVERSITY OF QUEBEC IN MONTREAL,
July 10-12, 2019
This slidedeck was presented as a part of the Charity Learning Consortium's webinar series. Ben Betts runs through a brief look at gamification in the wider world, some examples from learning and a more in-depth case study. Want to learn more? Try our MOOCs...
http://www.curatr3.com/massive-open-online-courses/
SIMO EDUCACIÓN 2016. "Enseñar en un mundo de recursos abundantes": “El circ...eMadrid network
SIMO EDUCACIÓN 2016. "Enseñar en un mundo de recursos abundantes": “El circulo virtuoso entre los cursos en abierto y los presenciales”. Carlos Delgado Kloos. 20/10/2016.
We need "flight simulators" for training in healthcare. This talk was presented to the Bio2Device group in the Silicon Valley / San Francisco Bay Area in August 2011.
In this talk we will introduce serious games as games which purpose is not only amusement and can be effectively used for educational or training purposes. This kind of games are also frequently named as educational games or even as game-like simulations. We will describe the general characteristics of serious games and how they are used in several domains (e.g. military, medicine), describing their main advantages (e.g. engagement, student motivation) and some of the shortcomings that prevent a wider generalization in educational settings (e.g. cost, deployment). We will also describe new emerging trends in the field of serious games such as gaming for solving scientific problems or how the application of learning analytics techniques can improve and simplify serious games application in different domains.
Presentación del campo de los juegos serios ) no sólo como tema de innovación e investigación si no también como sector industrial y salida laboral
Realizado en base al Informe hecho para la CODDII - Conferencia de Decanos y Directores de Ingeniería Informática
Seminario eMadrid sobre "Pensamiento Computacional". Entorno docente con Ardu...eMadrid network
Seminario eMadrid sobre "Pensamiento Computacional". Entorno docente con Arduino y Python para Educación Robótica en Secundaria. José María Cañas. URJC. (2017-01-20)
Seminario eMadrid sobre "Pensamiento Computacional". Pensamiento Computaciona...eMadrid network
sdfdfSeminario eMadrid sobre "Pensamiento Computacional". Pensamiento Computacional Unplugged para niños: Enseñanza de la computación sin el protagonista. Christian Brackmann. Federal Institute of Education, Science and Technology Farroupilha (IFFAR) / Federal University of Rio Grande do Sul (UFRGS).
What is Negotiation?
Features of Negotiation
Why Negotiate ?
Types of Negotiation
Distributive Vs Integrative Negotiation
Negotiation Process
BATNA
Bargaining Zone Model of Negotiation
Negotiating Behavior
Issues in Negotiation
Third party Negotiations
How to achieve an Effective Negotiation
Negotiation Tips
Revista especializada en seguridad y salud en el trabajo, mensual, digital y gratis, una contribución de la APDR: Asociación Peruana de Prevencionistas de Riesgos.
"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.
"Everything I need to know I learnt from World of Warcraft": why we might nee...Martin Oliver
Ascilite 2010 keynote
"Everything I need to know I learnt from World of Warcraft": why we might need to start asking better questions about games, simulations and virtual worlds
Like many areas of educational technology research, a lot of the work that focuses on games, simulations and virtual worlds consists of case studies that demonstrate proof of concept, enthusiastic position pieces or success stories. All of this is important: we need to know what sort of things we can use these technologies to do, so as to build a broader repertoire of teaching practices. However, this kind of focus neglects a range of other questions and issues that may prove more important in the longer term.
For example, educational research about games typically emphasises the way that playing motivates players; it ignores how successful games (such as massively multiplayer online games) often feel like work, and it also glosses over the way that bringing a game inside the curriculum changes the way that 'players' relate to it. There are also inconsistencies in the way games are thought about: the idea that they cause violence is often criticised as over-simplistic, yet the idea that they cause learning isn't. In virtual worlds, opportunities to create new identities is widespread, but questions about how this relates to our embodied relationships are rarely asked. In simulations, 'realism' is celebrated - but this means that simulations will always be second best to actual experiences, and it ignores how groups can disagree about whether something is realistic or not. Across this work, the complexity of learning and teaching seems hidden by the desire to promote the value of these technologies.
This talk will offer some examples of work that, in small ways, try to engage with these kinds of issue. Different priorities will be suggested, which invite a new kind of engagement with research and practice in this area.
"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.
Three examples of building for play in data science.Sam Pottinger
Exploration of how to apply game design principles to invite more voices into the design and use of machine learning / data science systems. Picture credit: https://unsplash.com/photos/gFFhJPuERII.
Gamification: Can volunteer work be a fun experience?FollowSunday
Presented at the 2nd Volunteer4Greece (http://volunteer4greece.gr) workshop for Non-Profit Organisations with subject: "Project Management Tools & Practices: Manage your Team Effectively".
The workshop, which took place on June 25th 2013 at ALBA Graduate Business School, was attended by 100 representatives of more than 50 organisations, including PRAKSIS, MEDITERRANEAN SOS Network, Fair Trade Hellas, Metavallon and Doctors of the World.
This is an investment-educational game design proposal I made in 2016, aiming to train teenagers on investment-literacy
(Demo:https://www.youtube.com/watch?v=u2kpDmp1HhM)
How does framing theory and the method of frame-reflective discourse analysis provide foundations for the emerging discipline of serious games research? A definitional or taxonomic approach to serious games (SG) is problematic and unfruitful. Using Goffman’s frame analysis as an alternative, I construct four frames, with sample illustrations, demonstrating the different ways in which the utility of games for society, business and politics is considered. These are serious games as: 1) tool (therapy, drug), 2) innovation (economic utility), 3) persuasion (idea, belief) and 4) self-organization (complexity). The frames are based upon different values and perceive different impacts of games in society, business and politics.
The slides summarize the publications: 1) Mayer, I. S., Warmelink, H. J. G., & Zhou, Q. (2014). The Utility of Games for Society, Business and Politics: A Frame Reflective Analysis. In Nick Rushby & D. Surry (Eds.), Wiley Handbook of Learning Technology (in press). Wiley. 2) Mayer, I. S., Warmelink, H. J. G., & Zhou, Q. (2015). A Frame-Reflective Discourse Analysis of Serious Games. British Journal of Educational Technology.
Combining Art, Creativity and Industrial Simulations: Game-Based Tools for Le...Karl Kapp
Games are fun, exciting and engaging but do they belong in the classroom? Can games and simulations be artistic, creative and still be educational? There is evidence that students participating in game-based learning experiences have higher declarative knowledge, procedural knowledge and retention of instructional material than those participating in more traditional learning experiences. But, what elements make games and simulations appropriate for learning and how can those elements be integrated into the classroom. This keynote discusses the careful blending of creativity, artistry and technology to create effective game-like simulations for learning.
Serious Games - How to use the most powerful communication tool of the next g...Nico King
The first step to effective communication is getting people’s attention, but what comes next? Learn from examples in Advergaming, Staff Training, and Games For Change to find out why they are effective at translating ideas into first-person experiences, and how that can be applied to businesses today.
Similar to Playing Games with Healthcare - serious games in healthcare education and training (20)
Experiments in Social Learning for organizationsCuratr
Social Learning represents a fantastic opportunity for organizational learning departments to break out of the compliance niche and start facilitating transformational online learning experiences.
This presentation will talk through the advantages of taking a more social approach and describe a new methodology and platform for facilitating social learning.
This presentation was delivered at the Chicagoland ELE Fall Conference, 2013.
We live in an age of rich content. So why is it that most of our elearning initiatives start with a call for more content, a practice that is both costly and time consuming? Ben Betts, one of the UK’s leading thinkers and practitioners in the field of curation, says the trick is not in creating learning materials centrally, but in curation: making best use of the materials that already exist, or that learners are already creating.
Improving Participation in Social Learning - DevLearn, 2011Curatr
Ben Betts and Prof. Simon Croom gave this presentation in their session, Improving Participation in Social Learning, at DevLearn 2011 in Las Vegas.
See www.ht2.co.uk for more info!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
9. Multiple meta-studies (De Freitas et al; Sitzmann; Egenfeldt-Nielson for example) all
suggest games can be more effective than more ‘traditional’ teaching methods, in the
right circumstances.
“Advocates of game-based learning suggest that games create deeper learning
experiences that more thoroughly engage participants in the attainment of learning
objectives” (Betts et al, 2013).
New studies (Glass et al, 2013) also cite neuroplasticity improvements; other known
benefits include improved core processing speed, faster logical comprehension, better
contrast sensitivity and more…
See: Glass et al (2013). Real-Time Strategy Game Training: Emergence of a Cognitive Flexibility Trait.
http://www.plosone.org/article/info:doi/10.1371/journal.pone.0070350
www.ht2.co.uk
11. Designing Games
The four pillars of games design, adapted
from Jesse Schell; The Art of Game Design.
See: http://www.amazon.co.uk/The-ArtGame-Design-lenses/dp/0123694965
www.ht2.co.uk
13. What types of games exist for learning?
•
•
•
•
•
•
Drill & Practice
Serious Games
Simulations
COTS
ARGs
Gamification…
www.ht2.co.uk
14. Drill & Practice
• Ask players to perform a basic
task in repetitions often with
the aim of reaching rote
retention.
• Used when information is
explicit and well defined, for
example maths and spelling.
• Tend to embody a single
mechanic; don’t often include
much in the way of story
www.ht2.co.uk
15. Serious Games
• Games played with a specific,
real-world goal.
• Embody multiple mechanics, a
well-defined space and a
compelling story.
• Can be realistic – situated
learning
• Can be more creative –
deliberately NOT reality.
www.ht2.co.uk
16. Simulations
“If they don’t get one, I don’t get one”
- Ken Mattingly, Apollo 13.
• High fidelity with the rules and
conditions of the ‘real-world’.
• Not necessary to have a ‘win-state’.
• Games create artificial barriers for
players to overcome; simulations
replicate realistic constraints.
www.ht2.co.uk
17. COTS and ARGs…
• Commercial Off-The-Shelf games
(COTS) can be used in learning
contexts; especially those
concerned primarily with
strategy and decision making.
• Alternate Reality Games (ARGs)
use the Internet as a platform to
create a fictional narrative that
players can interact.
www.ht2.co.uk
18. Gamification
• Applying game-like feedback to
non-game situations.
• Often manifests itself as points,
levels and badges, based on
users performing certain
actions.
• Typically used to promote
short-term engagement
• Also consider ‘gamefulness’.
www.ht2.co.uk
19. Some examples from Healthcare…
These are all being demonstrated outside if you want to get ‘hands on’ later…
www.ht2.co.uk
20. Defining Moments
Serious Game
• High-stakes ‘epic’ story
• ‘Meta’ game – it’s not
really about being good in
a disaster
• Wrapped in extensive
debrief and reflective
activity.
www.ht2.co.uk
21. COLP
University-level gamified course
• Short-term progress
checks for a long-term
process
• Quantifiable level of
understanding – part of
the grading mechanism
• Gamification nudges
social activity
www.ht2.co.uk
22. ECMO
Technical simulation with gamification
• Technically accurate
• Gamification gives
feedback on quality of
decisions and generates
leaderboard
• Aim to promote re-use;
time-on-task.
• Cuts initial cost of training
www.ht2.co.uk
23. Mission to Mars
Serious Game
• Understand negotiation
• Reflect on the emotions
felt in a high-pressure
negotiation scenario
• Promote team-work in
real-world networks
www.ht2.co.uk
24. What about value?
• Value is a function of cost and
impact, it doesn’t mean
‘cheap’ or ‘expensive’.
• Some games aren’t good
value.
• But games perhaps have
more potential to be
extremely good value than
other options…
www.ht2.co.uk