It uses values-driven peer review, social media for collaboration, and an immersive design inspired by Jane McGonigal's work to motivate students through challenge-based learning.
The team Steve Zuckerman proposes creating collaborative digital photo albums located at physical locations to encourage interaction with the environment and awareness of others. Their minimum viable product would allow users to find a box, explore the photos already in the box, and contribute their own photos to the box. Competitors in this space include Blopp, Geocaching by Groundspeak, and Secret.
'I went to a marvellous party': a manifesto for online meetingsRebecca Ferguson
Slides presented at the Computers and Learning research group (CALRG) at The Open University, UK, in March 2021. A series of provocations about how online meetings could develop, drawing on the work of Raph Koster.
The document discusses how online music platforms like SoundCloud and ThisSongIsSick allow users to discover, share, and personalize new music. These sites create "affinity spaces" where people with a shared passion for music can interact, generate and share content. The platforms encourage the spread of knowledge about music and help users gain extensive and intensive knowledge through collaboration in these online communities.
A presentation of the outcomes of the Global Social Problems class at the 2012 Association of American Colleges and Universities (AAC&U) Annual Meeting.
UX Bristol 2014 - Habits and interaction design from the casino experienceAcuity Design
Slidedeck from my session on habits and interaction design from UX Bristol 2014.
Workshop format was designed around talking about a limited number of theories of habit forming and then a lot of playing roulette
There is a video I couldn't upload at the end of the deck - go to https://www.youtube.com/watch?v=0xDj3NRYTU8 and watch it
It uses values-driven peer review, social media for collaboration, and an immersive design inspired by Jane McGonigal's work to motivate students through challenge-based learning.
The team Steve Zuckerman proposes creating collaborative digital photo albums located at physical locations to encourage interaction with the environment and awareness of others. Their minimum viable product would allow users to find a box, explore the photos already in the box, and contribute their own photos to the box. Competitors in this space include Blopp, Geocaching by Groundspeak, and Secret.
'I went to a marvellous party': a manifesto for online meetingsRebecca Ferguson
Slides presented at the Computers and Learning research group (CALRG) at The Open University, UK, in March 2021. A series of provocations about how online meetings could develop, drawing on the work of Raph Koster.
The document discusses how online music platforms like SoundCloud and ThisSongIsSick allow users to discover, share, and personalize new music. These sites create "affinity spaces" where people with a shared passion for music can interact, generate and share content. The platforms encourage the spread of knowledge about music and help users gain extensive and intensive knowledge through collaboration in these online communities.
A presentation of the outcomes of the Global Social Problems class at the 2012 Association of American Colleges and Universities (AAC&U) Annual Meeting.
UX Bristol 2014 - Habits and interaction design from the casino experienceAcuity Design
Slidedeck from my session on habits and interaction design from UX Bristol 2014.
Workshop format was designed around talking about a limited number of theories of habit forming and then a lot of playing roulette
There is a video I couldn't upload at the end of the deck - go to https://www.youtube.com/watch?v=0xDj3NRYTU8 and watch it
This document discusses the development and delivery of a Massive Open Online Course (MOOC) on literature searching. The 6-week MOOC aims to equip librarians with the knowledge and skills to undertake and evaluate effective literature searches. It will cover topics like refining search questions, scoping searches, searching databases, refining search results, and evaluating searches. Feedback was gathered to determine participant needs. The MOOC content will be delivered through a learning platform to NHS healthcare librarians for free continuing professional development. Lessons learned so far include ensuring accessibility, developing new skills, managing time, and providing technology support.
David Ball's Keynote Speech from our Annual Member's Day on the 9th February 2015 discussing Open Access as it stands now and where it might lead in the future. David later took part in our CILIP Debates session on Open Access
Keynote - The Magic Circle of Playful and Gameful Co-CreationSylvester Arnab
This document discusses motivation and nudging in gameful and playful co-creation. It explores how games can drive collective action and social innovation through creative and playful learning spaces that merge physical and digital experiences. Examples of game inspirations are provided, such as card games, escape rooms and role-playing games. The document advocates for keeping the game creation process simple by tapping into personal play experiences and remixing elements that already exist.
This document discusses how play and games can inform learning in higher education. It provides background on the author and their expertise in play, games, and creative teaching approaches. The author believes play has many benefits for exploring ideas, active learning, and constructing knowledge in a low-risk environment. They argue the main purpose of games is to deliver play. Potential benefits of using games and play activities in teaching are discussed, such as problem solving, orientation, and building activities. The author advocates giving permission for adults to play and seeing playfulness as an attitude for work.
This document discusses how digital technologies are changing concepts of materiality, identity, and cognition. It explores how the immaterial can be made material through design, production and cultural innovation processes. New technologies are blurring the boundaries between mind and world, and between reality and play. Our identities are shaped through "identity work and play" using digital tools and virtual environments. The ubiquity of technologies and their integration into many aspects of life are transforming human experience and relationships in complex ways.
The document discusses using play and games as a pedagogical approach to teaching information literacy (IL). It argues that IL is socially constructed, so using playful learning allows for socially constructed meaning to emerge. The document outlines several characteristics of play, such as it being voluntary and done for its own sake. It also notes that play can be social and interactive. In conclusion, the document states that playful learning suits socially constructed learning in IL education, if educators give students permission to play.
Why Second Life Can't Tip: The Power and Perils of Living La Vida LudicGlobal Kids
The following is the powerpoint from Barry Joseph's keynote at the SLEDcc 2008 Second Life educator's convention. Barry write that: "In it I introduce a term I have coined, "the ludic life," and discuss its implications for Second Life and learning. In short, Eric Zimmerman, the game designer, has recently been making the argument that we have entered "a ludic century." We once moved from an industrial age to an information age. However, we are now interacting with that information in a way Zimmerman finds best described as ludic, which is not to say everything is becoming a game but rather game/play dynamics, aesthetics and sensibilities will increasingly define our social interactions.
"While Zimmerman uses Wikipedia as his example, I am looking to articulate that Second Life is a better example and, more importantly, the way in which SL allows users to combine their real life identities and practices within a ludic context not only makes it a powerful space for teaching people how to live a ludic life, but it also becomes the key defining characteristic of the Second Life experience. The ramifications are tremendous and will be explored, both at the keynote and within this group."
It is highly recommended to not just view the images but download and view with full notes. It's rather dense.
In fact, the full recommendation is to go to http://www.rezed.org/group/ludiclife to watch the powerpoint while listening to the presentation audio or watching the video.
Enjoy.
This document discusses how networks and new technologies are changing learning. It notes that knowledge is now abundant and free online, learning is increasingly social and visible, and networks enable new forms of collaboration. Weak ties and open sharing of ideas can spark innovation. The document provides examples of how YouTube, social media, and memes spread information and new literacies like network literacy are important. It emphasizes making the learning process visible and contributing to others' learning through open sharing.
69 A METHoDoLogICAL PLAYgRoUND 5. A METHODOLOGICALP.docxtroutmanboris
69 A METHoDoLogICAL PLAYgRoUND
5.
A METHODOLOGICALPLAYGROUnD:
FICTIOnAL wORLDs
AnD THOUGHT EXPERIMEnTs
The universe of possible worlds is constantly expanding and diversifying
thanks to the incessant world-constructing activity of human minds and
hands. Literary fiction is probably the most active experimental
laboratory of the world-constructing enterprise.
1
Although design usually references sculpture and painting for material,
formal and graphic inspiration, and more recently the social sciences for
protocols on working with and studying people—if we are interested in shifting
design’s focus from designing for how the world is now to designing for how
things could be—we will need to turn to speculative culture and what Lubomír
Doležel has called an “experimental laboratory of the world-constructing
enterprise.”
9808.indb 69 9/23/13 5:48 PM
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EBSCO : eBook Collection (EBSCOhost) - printed on 3/5/2019 7:43 PM via MONASH UNIVERSITY LIBRARY
AN: 672907 ; Dunne, Anthony, Raby, Fiona.; Speculative Everything : Design, Fiction, and Social Dreaming
Account: s8849760.main.ehost
70 CHAPTER 5
Speculating is based on imagination, the ability to literally imagine
other worlds and alternatives. In Such Stuff as Dreams Keith oatley writes
that “[i]magination gives us entry to abstraction, including mathematics.
We gain the ability to conceive alternatives and hence to evaluate. We
gain the ability to think of futures and outcomes, skills of planning.
The ability to think ethically also becomes a possibility.”
2
There are many kinds of imagination, dark imaginations, original
imaginations, social, creative, mathematical. There are also professional
imaginations—the scientific imagination, the technological imagination,
the artistic imagination, the sociological imagination, and of course
the one we are most interested in, the design imagination.
fictionAl WorldS
As Lubomír Doležel writes in Heterocosmica: Fiction and Possible Worlds,
“our actual world is surrounded by an infinity of other possible worlds.”
3
once we move away from the present, from how things are now, we enter
this realm of possible worlds. We find the idea of creating fictional worlds
and putting them to work fascinating. The ones we are most interested in
are not just for entertainment but for reflection, critique, provocation,
and inspiration. Rather than thinking about architecture, products,
and the environment, we start with laws, ethics, political systems,
social beliefs, values, fears, and hopes, and how these can be translated
into material expressions, embodied in material culture, becoming little
bits of .
The document summarizes an educational live action role-playing (larp) game called Project System aimed at helping young people understand and think critically about the 40-year period of communism in Czechoslovakia. The larp placed players in the setting of a fictional totalitarian regime to experience life under such a system firsthand. Over three realizations involving 40 players each, the larp addressed themes like personal freedom and remaining morally upright under totalitarianism. Organizers found the larp effectively conveyed the pressures of life under totalitarianism in a way lectures could not and inspired thoughtful reflection among players.
"Don't Come to Class Naked": Immersion, Engagement and Ethos for Freshman Com...Sarah Robbins
1. The document discusses using the virtual world Second Life to teach freshman composition. It describes some of the activities students engage in, like analyzing avatars and virtual spaces rhetorically.
2. Some benefits of using Second Life discussed are that it provides an authentic writing environment, opportunities for primary research, and allows for visual rhetorical analysis. It also supports active learning styles.
3. The document outlines various theories of play and how avatars can promote student immersion and engagement through play in Second Life. This can help build bonds between students and faculty.
This document discusses upcoming plans and events for a class. It mentions the possibility of playing Dungeons & Dragons on November 8th or 9th. It also proposes meeting at an arcade during finals week to play games. The document asks for interest in a Super Smash Bros tournament using an older or newer game. It provides context and examples about the Proteus Effect from virtual worlds research. It also summarizes key passages from a reading by Michel de Certeau about how places come to exist through practices and use. The document gives a brief history of Second Life and considers whether it can be considered a game based on common definitions of what makes something a game. It notes declining active user numbers for Second Life compared to other
Second Life is a virtual world where residents can interact through avatars, explore the world, meet other residents, and participate in individual and group activities. It allows for constructivist learning by providing an immersive environment where students can actively problem solve and construct knowledge. The document provides examples of how Second Life can be used for educational purposes, such as a YouTube video showing its use in a classroom setting.
Grell Rau Kosubski ICA 2018 Game Study Ingress Petra Grell
This document summarizes research on the augmented reality mobile game Ingress. It describes the game's design, including its location-based gameplay and multiplayer elements. The research study used qualitative methods like ethnographic observation and interviews with 12 Ingress players to understand how the game impacts players' perspectives on social interaction, community, and public space. Key findings included that playing Ingress led to meaningful social encounters and the development of new friendships. It also transformed players' views of cities as they explored new areas and learned more about locations through playing the game. The research suggests Ingress facilitates a "layered reality" that promotes complex social and spatial learning for players.
This document discusses the development and delivery of a Massive Open Online Course (MOOC) on literature searching. The 6-week MOOC aims to equip librarians with the knowledge and skills to undertake and evaluate effective literature searches. It will cover topics like refining search questions, scoping searches, searching databases, refining search results, and evaluating searches. Feedback was gathered to determine participant needs. The MOOC content will be delivered through a learning platform to NHS healthcare librarians for free continuing professional development. Lessons learned so far include ensuring accessibility, developing new skills, managing time, and providing technology support.
David Ball's Keynote Speech from our Annual Member's Day on the 9th February 2015 discussing Open Access as it stands now and where it might lead in the future. David later took part in our CILIP Debates session on Open Access
Keynote - The Magic Circle of Playful and Gameful Co-CreationSylvester Arnab
This document discusses motivation and nudging in gameful and playful co-creation. It explores how games can drive collective action and social innovation through creative and playful learning spaces that merge physical and digital experiences. Examples of game inspirations are provided, such as card games, escape rooms and role-playing games. The document advocates for keeping the game creation process simple by tapping into personal play experiences and remixing elements that already exist.
This document discusses how play and games can inform learning in higher education. It provides background on the author and their expertise in play, games, and creative teaching approaches. The author believes play has many benefits for exploring ideas, active learning, and constructing knowledge in a low-risk environment. They argue the main purpose of games is to deliver play. Potential benefits of using games and play activities in teaching are discussed, such as problem solving, orientation, and building activities. The author advocates giving permission for adults to play and seeing playfulness as an attitude for work.
This document discusses how digital technologies are changing concepts of materiality, identity, and cognition. It explores how the immaterial can be made material through design, production and cultural innovation processes. New technologies are blurring the boundaries between mind and world, and between reality and play. Our identities are shaped through "identity work and play" using digital tools and virtual environments. The ubiquity of technologies and their integration into many aspects of life are transforming human experience and relationships in complex ways.
The document discusses using play and games as a pedagogical approach to teaching information literacy (IL). It argues that IL is socially constructed, so using playful learning allows for socially constructed meaning to emerge. The document outlines several characteristics of play, such as it being voluntary and done for its own sake. It also notes that play can be social and interactive. In conclusion, the document states that playful learning suits socially constructed learning in IL education, if educators give students permission to play.
Why Second Life Can't Tip: The Power and Perils of Living La Vida LudicGlobal Kids
The following is the powerpoint from Barry Joseph's keynote at the SLEDcc 2008 Second Life educator's convention. Barry write that: "In it I introduce a term I have coined, "the ludic life," and discuss its implications for Second Life and learning. In short, Eric Zimmerman, the game designer, has recently been making the argument that we have entered "a ludic century." We once moved from an industrial age to an information age. However, we are now interacting with that information in a way Zimmerman finds best described as ludic, which is not to say everything is becoming a game but rather game/play dynamics, aesthetics and sensibilities will increasingly define our social interactions.
"While Zimmerman uses Wikipedia as his example, I am looking to articulate that Second Life is a better example and, more importantly, the way in which SL allows users to combine their real life identities and practices within a ludic context not only makes it a powerful space for teaching people how to live a ludic life, but it also becomes the key defining characteristic of the Second Life experience. The ramifications are tremendous and will be explored, both at the keynote and within this group."
It is highly recommended to not just view the images but download and view with full notes. It's rather dense.
In fact, the full recommendation is to go to http://www.rezed.org/group/ludiclife to watch the powerpoint while listening to the presentation audio or watching the video.
Enjoy.
This document discusses how networks and new technologies are changing learning. It notes that knowledge is now abundant and free online, learning is increasingly social and visible, and networks enable new forms of collaboration. Weak ties and open sharing of ideas can spark innovation. The document provides examples of how YouTube, social media, and memes spread information and new literacies like network literacy are important. It emphasizes making the learning process visible and contributing to others' learning through open sharing.
69 A METHoDoLogICAL PLAYgRoUND 5. A METHODOLOGICALP.docxtroutmanboris
69 A METHoDoLogICAL PLAYgRoUND
5.
A METHODOLOGICALPLAYGROUnD:
FICTIOnAL wORLDs
AnD THOUGHT EXPERIMEnTs
The universe of possible worlds is constantly expanding and diversifying
thanks to the incessant world-constructing activity of human minds and
hands. Literary fiction is probably the most active experimental
laboratory of the world-constructing enterprise.
1
Although design usually references sculpture and painting for material,
formal and graphic inspiration, and more recently the social sciences for
protocols on working with and studying people—if we are interested in shifting
design’s focus from designing for how the world is now to designing for how
things could be—we will need to turn to speculative culture and what Lubomír
Doležel has called an “experimental laboratory of the world-constructing
enterprise.”
9808.indb 69 9/23/13 5:48 PM
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ri
gh
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@
20
13
.
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EBSCO : eBook Collection (EBSCOhost) - printed on 3/5/2019 7:43 PM via MONASH UNIVERSITY LIBRARY
AN: 672907 ; Dunne, Anthony, Raby, Fiona.; Speculative Everything : Design, Fiction, and Social Dreaming
Account: s8849760.main.ehost
70 CHAPTER 5
Speculating is based on imagination, the ability to literally imagine
other worlds and alternatives. In Such Stuff as Dreams Keith oatley writes
that “[i]magination gives us entry to abstraction, including mathematics.
We gain the ability to conceive alternatives and hence to evaluate. We
gain the ability to think of futures and outcomes, skills of planning.
The ability to think ethically also becomes a possibility.”
2
There are many kinds of imagination, dark imaginations, original
imaginations, social, creative, mathematical. There are also professional
imaginations—the scientific imagination, the technological imagination,
the artistic imagination, the sociological imagination, and of course
the one we are most interested in, the design imagination.
fictionAl WorldS
As Lubomír Doležel writes in Heterocosmica: Fiction and Possible Worlds,
“our actual world is surrounded by an infinity of other possible worlds.”
3
once we move away from the present, from how things are now, we enter
this realm of possible worlds. We find the idea of creating fictional worlds
and putting them to work fascinating. The ones we are most interested in
are not just for entertainment but for reflection, critique, provocation,
and inspiration. Rather than thinking about architecture, products,
and the environment, we start with laws, ethics, political systems,
social beliefs, values, fears, and hopes, and how these can be translated
into material expressions, embodied in material culture, becoming little
bits of .
The document summarizes an educational live action role-playing (larp) game called Project System aimed at helping young people understand and think critically about the 40-year period of communism in Czechoslovakia. The larp placed players in the setting of a fictional totalitarian regime to experience life under such a system firsthand. Over three realizations involving 40 players each, the larp addressed themes like personal freedom and remaining morally upright under totalitarianism. Organizers found the larp effectively conveyed the pressures of life under totalitarianism in a way lectures could not and inspired thoughtful reflection among players.
"Don't Come to Class Naked": Immersion, Engagement and Ethos for Freshman Com...Sarah Robbins
1. The document discusses using the virtual world Second Life to teach freshman composition. It describes some of the activities students engage in, like analyzing avatars and virtual spaces rhetorically.
2. Some benefits of using Second Life discussed are that it provides an authentic writing environment, opportunities for primary research, and allows for visual rhetorical analysis. It also supports active learning styles.
3. The document outlines various theories of play and how avatars can promote student immersion and engagement through play in Second Life. This can help build bonds between students and faculty.
This document discusses upcoming plans and events for a class. It mentions the possibility of playing Dungeons & Dragons on November 8th or 9th. It also proposes meeting at an arcade during finals week to play games. The document asks for interest in a Super Smash Bros tournament using an older or newer game. It provides context and examples about the Proteus Effect from virtual worlds research. It also summarizes key passages from a reading by Michel de Certeau about how places come to exist through practices and use. The document gives a brief history of Second Life and considers whether it can be considered a game based on common definitions of what makes something a game. It notes declining active user numbers for Second Life compared to other
Second Life is a virtual world where residents can interact through avatars, explore the world, meet other residents, and participate in individual and group activities. It allows for constructivist learning by providing an immersive environment where students can actively problem solve and construct knowledge. The document provides examples of how Second Life can be used for educational purposes, such as a YouTube video showing its use in a classroom setting.
Grell Rau Kosubski ICA 2018 Game Study Ingress Petra Grell
This document summarizes research on the augmented reality mobile game Ingress. It describes the game's design, including its location-based gameplay and multiplayer elements. The research study used qualitative methods like ethnographic observation and interviews with 12 Ingress players to understand how the game impacts players' perspectives on social interaction, community, and public space. Key findings included that playing Ingress led to meaningful social encounters and the development of new friendships. It also transformed players' views of cities as they explored new areas and learned more about locations through playing the game. The research suggests Ingress facilitates a "layered reality" that promotes complex social and spatial learning for players.
"Studying Video Games as Ideological Texts" by Sherry Jones (October 24, 2014)Sherry Jones
My presentation for Metro State University of Denver's Teaching and Learning with Technology Conference 2014, held on October 24, 2014.
Educators! Register now for the #Metagame Book Club! The book club will run from November 1-21, 2014. I will be your Track 1: Game Studies facilitator. We will be reading interesting and enlightening academic papers on current theories and controversies in gaming and game studies.
#Metagame Book Club Registration Page
http://bit.ly/metagamebooksignup
#Metagame Book Club Home Page
https://sites.google.com/site/metagamebookclub/
A guest presentation given to students at the University of Cape Town introducing games and learning, serious games, and how these relate to the South African context.
The document discusses the educational value of traditional games compared to modern video games and technologies. It argues that traditional games encourage socialization, creativity, imagination, and physical development more than many video games. Traditional games help children learn skills like cooperation, competition, and following rules. While modern technologies are prevalent, the document advocates finding a balance between tradition and modernity in children's play.
The document discusses different perspectives on how digital technologies and the internet are impacting learning, culture, and society. It notes debates around whether the internet hinders deep thinking or enables widespread participation and innovation. It also discusses practical teaching perspectives on preparing students for a world where learning is interconnected online. Several conclusions are drawn around curating information and the potential for a "renaissance" in read-write culture.
The document summarizes educational games and their applications. It provides examples of educational games used at various universities, including Penn State, University of Wisconsin, MIT, and Indiana University. These games aim to engage and motivate students through social constructivism, situated learning, and other learning theories. They are used to teach skills, roleplay jobs, and promote learning through content creation. Examples highlighted include Quest Atlantis, Evoke, Peacemaker, and Mentira.
Similar to Teaching Through Games: the Playful Teacher Librarian (20)
This document outlines several projects that CILIP will undertake in 2013, including developing online professional qualifications, reviewing CPD provision, restructuring branches and groups, improving the virtual learning environment and governance model, and conducting policy work on information literacy and management. It encourages members to provide input on these initiatives to help strengthen the organization.
Gill Colbourne's presentation at CILIP West Midlands event on promoting your service. The presentation highlights examples of promotion work from Warwickshire library and information service.
The document summarizes the results of a survey of CILIP West Midlands members. It found that over half of the 60 respondents were current members from a variety of library sectors. Members indicated that organizing training events and regular networking opportunities should be top priorities. Popular event topics included promoting libraries, visiting other libraries, using social media, technology, and mobile technologies. Upcoming events were also announced.
John Dolan, Chair of CILIP Council, discusses how CILIP membership can benefit information professionals. He addresses challenges facing the profession like tough economic times and changing roles, and outlines CILIP's focus on advocacy, skills development, networking, and shaping the future of the profession. Dolan emphasizes that CILIP membership invests in members' professional futures.
The document discusses career planning for library and information professionals. It begins with an overview of Ayub Khan's own career progression in libraries over many years and roles. It then covers types of jobs available in libraries, conducting a SWOT analysis, managing risks, and other considerations for career planning like flexibility and work-life balance. The document recommends career planning activities like analyzing strengths and interests. It emphasizes getting involved professionally by joining library organizations to gain skills, make contacts, and stay aware of developments in the field. The presentation aims to help people plan their career journey in libraries.
The Lanchester Library at Coventry University provides a variety of services and resources to students. It is an award-winning green building that sees heavy daily use. In addition to traditional library services like lending books, periodicals, and multimedia materials, the library also houses learning support centers and provides access to over 30,000 electronic journals and 70,000 e-books through its digital collections. It aims to offer both physical and virtual resources to support student satisfaction and success.
The document introduces the CILIP West Midlands branch, which aims to represent library and information workers in the region and raise awareness of the profession. It provides information on recent and upcoming activities such as networking events and mobile technology workshops. Members are encouraged to stay updated through the branch's website, Facebook, Twitter, and a newsletter. Contact details are provided for those wanting more information.
The Shared Library Service (SLS) is a partnership between Shrewsbury & Telford Hospital NHS Trust, Shropshire Community Health Trust, Staffordshire University, and the local PCTs. The SLS employs library staff from these organizations to provide resources and services to over 4,500 members, including books, journals, databases, training, and evidence-based research support. Governance and management of the libraries involves committees and groups to coordinate services across sites and organizations.
This document provides instructions for attendees of the CILIP West Midlands Members' Day and Annual General Meeting in 2011. It tells attendees to register upon arrival, grab refreshments, connect to the wireless network, and find a seat before the start times of 10:30am and 1:30pm. It also invites attendees to provide feedback on how CILIP West Midlands can better support its members by participating in a mobile phone poll or on Twitter, with results posted to the CILIP West Midlands blog.
The document discusses the future of libraries and proposes several ways that libraries can evolve to remain relevant community institutions. It suggests that libraries serve as gathering places that provide internet access, education and training resources. It also proposes additional services libraries could offer like ePublishing support, lending eReaders and audio devices, creating apps and videos, providing photography and media studios, hosting community events like concerts or radio stations, and acting as a social network and knowledge resource for the community. The document acknowledges that funding and staff skills are barriers to expanding digital offerings but that libraries must adapt to remain central hubs of their communities.
This presentation by Thibault Schrepel, Associate Professor of Law at Vrije Universiteit Amsterdam University, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
This presentation by Professor Alex Robson, Deputy Chair of Australia’s Productivity Commission, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
This presentation was uploaded with the author’s consent.
This presentation by Yong Lim, Professor of Economic Law at Seoul National University School of Law, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
Why Psychological Safety Matters for Software Teams - ACE 2024 - Ben Linders.pdfBen Linders
Psychological safety in teams is important; team members must feel safe and able to communicate and collaborate effectively to deliver value. It’s also necessary to build long-lasting teams since things will happen and relationships will be strained.
But, how safe is a team? How can we determine if there are any factors that make the team unsafe or have an impact on the team’s culture?
In this mini-workshop, we’ll play games for psychological safety and team culture utilizing a deck of coaching cards, The Psychological Safety Cards. We will learn how to use gamification to gain a better understanding of what’s going on in teams. Individuals share what they have learned from working in teams, what has impacted the team’s safety and culture, and what has led to positive change.
Different game formats will be played in groups in parallel. Examples are an ice-breaker to get people talking about psychological safety, a constellation where people take positions about aspects of psychological safety in their team or organization, and collaborative card games where people work together to create an environment that fosters psychological safety.
This presentation by Nathaniel Lane, Associate Professor in Economics at Oxford University, was made during the discussion “Pro-competitive Industrial Policy” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/pcip.
This presentation was uploaded with the author’s consent.
This presentation by Juraj Čorba, Chair of OECD Working Party on Artificial Intelligence Governance (AIGO), was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
XP 2024 presentation: A New Look to Leadershipsamililja
Presentation slides from XP2024 conference, Bolzano IT. The slides describe a new view to leadership and combines it with anthro-complexity (aka cynefin).
Mastering the Concepts Tested in the Databricks Certified Data Engineer Assoc...SkillCertProExams
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This presentation by OECD, OECD Secretariat, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
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Collapsing Narratives: Exploring Non-Linearity • a micro report by Rosie WellsRosie Wells
Insight: In a landscape where traditional narrative structures are giving way to fragmented and non-linear forms of storytelling, there lies immense potential for creativity and exploration.
'Collapsing Narratives: Exploring Non-Linearity' is a micro report from Rosie Wells.
Rosie Wells is an Arts & Cultural Strategist uniquely positioned at the intersection of grassroots and mainstream storytelling.
Their work is focused on developing meaningful and lasting connections that can drive social change.
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This presentation by OECD, OECD Secretariat, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
Suzanne Lagerweij - Influence Without Power - Why Empathy is Your Best Friend...Suzanne Lagerweij
This is a workshop about communication and collaboration. We will experience how we can analyze the reasons for resistance to change (exercise 1) and practice how to improve our conversation style and be more in control and effective in the way we communicate (exercise 2).
This session will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
Abstract:
Let’s talk about powerful conversations! We all know how to lead a constructive conversation, right? Then why is it so difficult to have those conversations with people at work, especially those in powerful positions that show resistance to change?
Learning to control and direct conversations takes understanding and practice.
We can combine our innate empathy with our analytical skills to gain a deeper understanding of complex situations at work. Join this session to learn how to prepare for difficult conversations and how to improve our agile conversations in order to be more influential without power. We will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
In the session you will experience how preparing and reflecting on your conversation can help you be more influential at work. You will learn how to communicate more effectively with the people needed to achieve positive change. You will leave with a self-revised version of a difficult conversation and a practical model to use when you get back to work.
Come learn more on how to become a real influencer!
This presentation by OECD, OECD Secretariat, was made during the discussion “Pro-competitive Industrial Policy” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/pcip.
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Pro-competitive Industrial Policy – OECD – June 2024 OECD discussion
Teaching Through Games: the Playful Teacher Librarian
1. Photo by a_whisper_of_unremitting_demand - Creative Commons Attribution License https://www.flickr.com/photos/7596336@N05 Created with Haiku Deck
Teaching through games:
the playful teacher librarian
Teaching Fellow / Academic Librarian
@andywalsh999
http://innovativelibraries.org.uk
2. What is play?
"Summing up the formal characteristic of play, we might call it a free
activity standing quite consciously outside 'ordinary' life as being 'not
serious' but at the same time absorbing the player intensely and utterly. It
is an activity connected with no material interest, and no profit can be
gained by it. It proceeds within its own proper boundaries of time and
space according to fixed rules and in an orderly manner. It promotes the
formation of social groupings that tend to surround themselves with
secrecy and to stress the difference from the common world by disguise
or other means.“
Huizinga (1955) Homo Ludens
play is Apparently Purposeless (done for its own sake); Voluntary; has
Inherent Attraction; Freedom from time; Diminished consciousness of self;
Improvisational potential; and Continuation desire.
Brown & Vaughan (2010) Play: How it shapes the brain, opens the imagination, and invigorates the soul.
3. • Good for exploring ideas
• Safe
• Creative
• Inviting
• Low risk (for participants)
• Thinking with your hands
So “play” is good for…
5. Photo by Kalexanderson - Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/45940879@N04 Created with Haiku Deck
6. What are games?
Play with rules?
“All games share four defining traits: a goal,
rules, a feedback system, and voluntary
participation.”
McGonigal (2012) Reality is broken: Why games make us better and how they can change the world.
7. So “Games” are good for…
• Good for active learning
• Construct own knowledge
• Expose people to new ideas
• Reinforce facts by repetition
• Memorable!
9. But how do I make games?!!!
• Set learning objectives
• Consider your key constraints
• Decide on game mechanics
• Pick a theme or feel for the game
• Prototype
• Playtest & improve (several times!)
• Write the rules
• Finish the design and print.
10. … and print them?
• Game Crafter
(https://www.thegamecrafter.com/)
• Business card printers (http://uk.moo.com/)
• SpielMateriel
(http://www.spielematerial.de/en/)
Or improvise a little more…
“Teaching through games: the playful teacher librarian”
Librarians have limited direct contact time to teach information skills. So how best to make use of that time? This session will introduce the pedagogy of play and games to participants. Different aspects of play and games can be used to teach facts through repetition, to encourage exploration and engagement with library resources, or to improve higher level information skills through critical reflection. Examples of games that can be adapted will be given and suggested approaches shared for attendees to create their own games.
List some examples of using playfulness & creativity … leading onto Serious play?
Explanation of serious play - brief background.
Example of Lego Lit review - build your lit review (as it currently stands) out of Lego.
Essentially games are what happens when you formalise play! Hard to describe, but we know what a game is when we see one…
Great to bring more play (or fun?) into the library, but often more useful to be thinking about GAMES – that is when you start to enable better learning…
On a sliding scale (more / less structure) between complete free play and simulations?
Just treat like any learning object to drop into a session?
Same strengths of lots of active learning objects, plus overlap with play benefits (safe, low risk, inviting etc.)
BUT – largely about either “active learning” OR reinforcement by repetition.
Essentially games are what happens when you formalise play! Hard to describe, but we know what a game is when we see one…
Great to bring more play (or fun?) into the library, but often more useful to be thinking about GAMES – that is when you start to enable better learning…
On a sliding scale (more / less structure) between complete free play and simulations?
Quick summary of these workshops.
Lots of these “games” aren’t fully blown games – they are what I’d think of as game like exercises. Fit more within the active learning /constructivtist ideas. Examples? Jigsaws, treasure hunt games, etc.?
So could fit under the “gamification” umbrella.
Some of the literature will suggest that this is “good” gamification! But typically, they’ll use game based learning “label” instead.
I’m meant to be talking about “engagement” – so a word of warning here. Small games and game like activities (tabletop and electronic) are often created to try and increase student engagement – there is limited evidence that this works.
Unless they are incredibly well done, they don’t necessarily increase engagement – what they are good for is those active learning opportunities… next slide.