Presentation on the successes and challenges use of game design and virtual worlds by Macquarie ICT Innovations Centre in an school setting to engage students in learning.
This represents a 2-hour training for instructors of Quest2Teach, consisting of a 1-hour overview of the individual games, theory, Nexus, Network, Teacher Toolkit, research findings, and best ecology for implementation of these games. This is followed by a 1-hr facilitated gameplay by the instructors where they follow the curricula guides, login and play the games, create an avatar, navigate the virtual worlds, and post reflections in the network, just as their students will do.
This is a whistlestop tour of the GBL Game journey in PLANE.
The black boxes are YouTube videos that are not available. Links for each are below:
James Gee - http://goo.gl/6LRpW
Jane McGonical - http://goo.gl/c3fUe
Minecraft - http://goo.gl/y7dqh
Quest2Teach: The Impact of Immersive Games to Bridge Theory & Practice in Tea...Arizona State University
This is an overview of the theory, game-infused curricula, and research findings that drive Quest2Teach, an innovative and immersive teacher education program.
Quest2Teach is a series of game-infused 3D virtual learning curricula and socio-professional network, created from within a teachers college and designed for teacher education, to help bridge between educational theory and its application to classroom practice.
In Quest2Teach, students create a professional avatar, play out roles in 3D narratives as the protagonist, solve complex problems, fail safely, and see the impact of their decisions while gaining fluency in theories-in-action. Pre-service and in-service teachers evolve their professional identity in a variety of narrative-based 3D role-playing scenarios, each with a particular theoretical focus, and embedded within a larger experience-based curricula and network.
For more information visit www.quest2teach.org or email Dr. Anna Arici, the Director of Quest2Teach at annaarici@asu.edu.
This represents a 2-hour training for instructors of Quest2Teach, consisting of a 1-hour overview of the individual games, theory, Nexus, Network, Teacher Toolkit, research findings, and best ecology for implementation of these games. This is followed by a 1-hr facilitated gameplay by the instructors where they follow the curricula guides, login and play the games, create an avatar, navigate the virtual worlds, and post reflections in the network, just as their students will do.
This is a whistlestop tour of the GBL Game journey in PLANE.
The black boxes are YouTube videos that are not available. Links for each are below:
James Gee - http://goo.gl/6LRpW
Jane McGonical - http://goo.gl/c3fUe
Minecraft - http://goo.gl/y7dqh
Quest2Teach: The Impact of Immersive Games to Bridge Theory & Practice in Tea...Arizona State University
This is an overview of the theory, game-infused curricula, and research findings that drive Quest2Teach, an innovative and immersive teacher education program.
Quest2Teach is a series of game-infused 3D virtual learning curricula and socio-professional network, created from within a teachers college and designed for teacher education, to help bridge between educational theory and its application to classroom practice.
In Quest2Teach, students create a professional avatar, play out roles in 3D narratives as the protagonist, solve complex problems, fail safely, and see the impact of their decisions while gaining fluency in theories-in-action. Pre-service and in-service teachers evolve their professional identity in a variety of narrative-based 3D role-playing scenarios, each with a particular theoretical focus, and embedded within a larger experience-based curricula and network.
For more information visit www.quest2teach.org or email Dr. Anna Arici, the Director of Quest2Teach at annaarici@asu.edu.
The Language Campus: Role-Play in an eLearning EnvironmenteLearning Papers
Author: Paul Pivec.
Collaborative learning allows participants to exchange information as well as produce ideas, simplify problems, and resolve tasks. When using an e-learning platform in a collaborative environment, the teacher becomes an active partner, moderator and advisor in the educational process, as do the other learners.
Learn to code; Code to Learn with MIT's ScratchGregory Beutler
STEM education requires computational thinking. Our children are living squarely in the digital age and need to be digitally fluent, which means reading and writing code. They need to be producers, not just consumers of digital information.
By learning how to code, they learn how to think critically, by collaboration, they learn how to work together and piece together different solutions to a more elegant final product, and understand the design process.
#Gamification and #moodle: the how to's (@andonisanz)Andoni Sanz
A quick guide to lesson gamification using Moodle.
Gamifikazioa Moodle-en bitartez gauzatzeko gida azkarra.
Blog version: http://andonisanz.blogspot.com.es/2014/09/gamification.html
Talk given May 11, 2012 at Enriching Scholarship 2012, University of Michigan.
This session will focus on leveraging social media and online gaming to attract more women and other underrepresented groups to engineering professions. The slides contains examples from a Facebook game underdevelopment to illustrate how engineering educators can expose new audiences of potential students to professional engineering skills like leadership, teamwork, and project management.
Are you being asked to do STEM activities in your classes and workshops and have no idea where to start or have little to no budget? STEM education refers to teaching and learning, mostly hands-on, in the fields of Science, Technology, Engineering, and Mathematics. Integrating STEM activities in any discipline teaches how all things relate to each other, in school and in life. As a result, librarians, media specialists, and teachers are being asked to incorporate STEM learning activities into their curriculum, regardless of the subject matter, and many of these educators are unsure how to proceed. There are several ways to mix engaging STEM activities into your library programs and curriculum and this webinar will touch on the following and more to help you demystify STEM:
- Understand the importance of STEM education.
- Practice the four Cs of learning: collaboration, communication, critical thinking, and creativity.
- Collect best practices to create good and inexpensive (many free) STEM lessons.
- Teach 21st Century skills without technology.
- Learn strategies (e.g., productive struggle) to creatively solve real-world problems.
- Assess the success of your activities.
First-ever in Western Mindanao State University, Developer Student Clubs Info Session, organized by the DSC Crimsons executive board
What is DSC? What does DSC do? What are the activities of DSC? How do we get into it – all such questions – Here we are!
Join us live, in the ‘Info Session’ – DSC Crimsons on this Monday, 28th of September at 7:00 pm, to know all about DSC, its activities, talk on tech communities, how it might help you work on problems in the tech field, code labs, study jams, hand-on workshops for students and much more.
Overview talks on emerging technologies in an engaging session and gets to know your DSC’s core committee members.
How can I use specific nouns to enhance my writing? This presentation discusses use of specific nouns for word choice and capitalization of proper nouns.
This presentation shows readers how to find the theme of a text. For a study guide for students, and stories and activities for finding themes, purchase my Teaching About Theme unit on TeachersPayTeachers:
http://www.teacherspayteachers.com/Product/Teaching-About-Theme-342213
The Language Campus: Role-Play in an eLearning EnvironmenteLearning Papers
Author: Paul Pivec.
Collaborative learning allows participants to exchange information as well as produce ideas, simplify problems, and resolve tasks. When using an e-learning platform in a collaborative environment, the teacher becomes an active partner, moderator and advisor in the educational process, as do the other learners.
Learn to code; Code to Learn with MIT's ScratchGregory Beutler
STEM education requires computational thinking. Our children are living squarely in the digital age and need to be digitally fluent, which means reading and writing code. They need to be producers, not just consumers of digital information.
By learning how to code, they learn how to think critically, by collaboration, they learn how to work together and piece together different solutions to a more elegant final product, and understand the design process.
#Gamification and #moodle: the how to's (@andonisanz)Andoni Sanz
A quick guide to lesson gamification using Moodle.
Gamifikazioa Moodle-en bitartez gauzatzeko gida azkarra.
Blog version: http://andonisanz.blogspot.com.es/2014/09/gamification.html
Talk given May 11, 2012 at Enriching Scholarship 2012, University of Michigan.
This session will focus on leveraging social media and online gaming to attract more women and other underrepresented groups to engineering professions. The slides contains examples from a Facebook game underdevelopment to illustrate how engineering educators can expose new audiences of potential students to professional engineering skills like leadership, teamwork, and project management.
Are you being asked to do STEM activities in your classes and workshops and have no idea where to start or have little to no budget? STEM education refers to teaching and learning, mostly hands-on, in the fields of Science, Technology, Engineering, and Mathematics. Integrating STEM activities in any discipline teaches how all things relate to each other, in school and in life. As a result, librarians, media specialists, and teachers are being asked to incorporate STEM learning activities into their curriculum, regardless of the subject matter, and many of these educators are unsure how to proceed. There are several ways to mix engaging STEM activities into your library programs and curriculum and this webinar will touch on the following and more to help you demystify STEM:
- Understand the importance of STEM education.
- Practice the four Cs of learning: collaboration, communication, critical thinking, and creativity.
- Collect best practices to create good and inexpensive (many free) STEM lessons.
- Teach 21st Century skills without technology.
- Learn strategies (e.g., productive struggle) to creatively solve real-world problems.
- Assess the success of your activities.
First-ever in Western Mindanao State University, Developer Student Clubs Info Session, organized by the DSC Crimsons executive board
What is DSC? What does DSC do? What are the activities of DSC? How do we get into it – all such questions – Here we are!
Join us live, in the ‘Info Session’ – DSC Crimsons on this Monday, 28th of September at 7:00 pm, to know all about DSC, its activities, talk on tech communities, how it might help you work on problems in the tech field, code labs, study jams, hand-on workshops for students and much more.
Overview talks on emerging technologies in an engaging session and gets to know your DSC’s core committee members.
How can I use specific nouns to enhance my writing? This presentation discusses use of specific nouns for word choice and capitalization of proper nouns.
This presentation shows readers how to find the theme of a text. For a study guide for students, and stories and activities for finding themes, purchase my Teaching About Theme unit on TeachersPayTeachers:
http://www.teacherspayteachers.com/Product/Teaching-About-Theme-342213
The Future of Corporate Learning - Ten Disruptive TrendsJosh Bersin
The corporate learning market is exploding with change, growth, and disruption. This detailed presentation discusses our findings and perspectives on all the changes taking place.
In this e-book, you'll see over 50 predictions from thought leaders who share their views on brand strategy, organizational structure, emerging technology and platforms, and other big developments that may be on the horizon for content marketing.
Tcea 2014 Video Game Design for New TEKSMike Ploor
Presented by at TCEA 2014 conference. Details why video game design classes are important, simple software tools, integrated industry certifications and flipped classroom model.
Robotika és algoritmikus gondolkodás fejlesztése a közoktatásban
(Robotics and Development of Algorithmic Thinking in Public Education) - nemzetközi konferencia
A presentation about different reasons and ways, advantages and disadvantages, problems and challenges of using the game of Minecraft for EFL, with a number of ideas for practicing vocabulary, grammar and all four language skills and using the game to create a motivating learning environment.
Steve Isaacs - Game Design and Development in the StudioSeriousGamesAssoc
Game Design and Development provides an authentic introduction to computer science concepts. Developing these skills with upper elementary and middle school students enables them to explore computer programming and problem solving within a design framework. The goal of this session is to provide a framework for teaching game design and development in a school setting.
Game design and development is an underutilized, but powerful tool in terms of creativity and design thinking. Video game design provides a valuable context for creating a constructionist learning environment where students are provided with great flexibility in both the learning path and the content as students become creators of content rather than consumers. Developing games puts students in a position to utilize technology as a design tool. Throughout the process, students have opportunities to work in a studio like environment while participating in a variety of activities including graphic design, programming, and sound engineering.
An internal presentation to school administration advocating for curriculum reform incorporating a requirement for Computer Science for all students K-12
We live in a data driven world. Our ability to generate and store data is increasing exponentially but, with data comes the need to analyse it and communicate it. Data stories such as infographics can bring facts to life, and is a way to simplify and help make sense and order out of a disparate collection of facts. Learn simple strategies to engage all students in authentic, integrated, inquiry learning which blends computational methods with digital graphics to visualise data in meaningful, interesting and more dynamic ways. See how you can engage your students in building effective stories from the hidden insights locked within the data they are exploring.
Weaving story world web presentation march 2015Cathie Howe
Henry Jenkins, a media scholar who is at the forefront of exploring participatory media, describes transmedia as the systematic unfolding of elements of a story world across multiply media platforms, with each platform making a unique and original contribution to the experience as a whole.
Harry Pence, in Teaching with Transmedia, writes that transmedia enhances a central story idea with a variety of components that provide additional information.
If this is the nature of transmedia storytelling, in what ways might it be used within educational settings for literacy learning?
What opportunities might it offer for teachers and their students?
Beyond the page digital storytelling through gamesCathie Howe
Telling stories through games. Engaging students in digital story telling through designing computer games, transmedia stories and alternate reality games.
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
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter 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.
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.
Using Game Design & Virtual Worlds for Creation of Interesting & Engaging Learning Courses
1. A NSW Department of Education &
Communities case study
Using game design and virtual worlds for creation
of interesting and engaging learning projects.
2. Macquarie ICT Innovations Centre
collaborative
agreement
MacICT mission is ‘to develop, implement and evaluate innovative ways
of enhancing learning through the application of dynamic and
emerging information and communication technologies.'
3. 2011 Projects: Clients:
Game2Design - K – 12 teachers & students
- Public & private systems
Virtual Worlds – Trinity
We provide:
Mobile Learning
- Project-based approach
Robotics - Authentic context
- Teacher training
Learning Design workshops
- Student bootcamps
- Student showcases
- Ongoing support for
duration of project
4. Design thinking underpins all projects
A methodology that teaches people to creatively solve problems
d.school bootcamp.2008
Promotes action orientated behaviour rather than discussion based work
5. Why Game Design? The heart of 21st Century learning is not about
the tools, it is about learning how to learn.
Game design offers students and their teachers a unique platform to address
essential skills in becoming independent learners
while meeting curriculum outcomes.
6. Key Issues in Gamification:
Through video games,
players attain:
Positive Emotions
Relationships
Meaning
Accomplishment
P.E.R.M.A
Dr. Martin Seligman
7. 10 powerful positive emotions games activate:
10. Joy 5. Curiosity
9. Relief 4. Excitement
8. Love 3. Awe & Wonder
7. Surprise 2. Contentment
6. Pride 1. Creativity
Jane McGonigal
8. The Project: Invasion of the Shadow Plague
A narrative based metagame centred in a Wordpress blog
teaching students to design and build using
Microsoft Kodu Game Lab
9. Good Game Design Workshop
Students & teachers
completed these activities:
Deconstructed games
Reviewed real games
Designed a game level
Built a game level
To learn the following principles:
Clear goal
Story
World
Challenge
Player feedback
Difficulty curve Krill & Zed from Little Space Heroes
www.littlespaceheroes.com
12. Training and Resources Provided
• Good Game Design workshops for teachers & bootcamps for students
• Students design documentation
• Access to 140 video tutorials
• Fully moderated blog
• Ongoing support via Edmodo, email, school visits
13. Trial of prototype:
5 x schools
- 2 x primary
- 3 x high schools
600 students, Years 3 to 10
549 posts in 1½ weeks
2nd iteration:
4 x schools
- 2 x primary
- 2 x high school
Total students:
- 886 in project
- Additional 356
completed bootcamps
14. What worked:
• Workshops & bootcamps, particularly 2 day immersion program
• Software was free & accessible from school and home.
• Real – world links with Indie game development community
• High levels of participation (1300 students, 60 teachers)
• High levels of engagement from both male and female students.
• Curation of a large number of student reflections & games
15. “When we are designing games we are learning to solve problems in
context. We come across a problem like a crash message, we have to
recognise the problem, understand the problem, and its source and
work out a solution. I’d rather fix a crash than some abstract scenario
that I can’t relate to.” Year 6 student
16. Successful 3dedrats
Game On festival
Indie Game Designer’s showcase
Info sessions presented by students,
teachers, academics & parents.
Game Design Speed Challenge
Minecraft multiplayer world
Mobile phone QR code hunt, Mario Kart
challenge, Retro gaming, Battle Tetris,
Kinect dancing, Microsoft xbox kinect
trailer & zombie live action nerf game
ABC’s Good Game field reporter, Goose
and robot D.A.R.R.E.N. covered the day.
Game On festival was the feature story on
Good Game Spawn Point
http://3dedrats.wordpress.com/2011/11/2
1/game-on-festival-wrap-up/
17. What we learnt:
• Inconsistent student expectations and monitoring by teachers
• Instructions not always read
• Manual moderation of mission posts was time consuming
• Scalability - better hosting solution e.g. Drupal, bigger budget (web
design, graphics, support staff etc)
• Commitment of teachers to a long term project
• Teachers need to be key stakeholders in the development of the
project
18. When 2050
A virtual world is a 3D computer
environment.
Users are represented as avatars.
MacICT’s world, Trinity is The Hab
constructed using an open source MacICT’s virtual world - Trinity
software called OpenSim
19. Year 10 students designed and constructed architectural prototypes for
Australian cities for the year 2050. Designs incorporated:
- ideas such as, sustainability, function and aesthetics.
- needs such as communication, energy, food, housing, recreation &
transport.
20. “Trinity (3D Virtual Worlds) has changed the way I design … I will now
design with a very open mind. This project has pushed me to work harder
to develop my concepts and ideas.” Year 10 student
21. What we learnt:
• Powerful
collaborative,
immersive tool
• Technology
constraints
• Bandwith
• Scalability
• Exhibition at SCA &
School Spectacular
http://3dedrats.wordpress.com/201
1/12/09/virtual-worlds-collaborative-
design-challenge/
“The technology provides for the quick activation of ideas, construction
of shapes, use of textures all within a 3D space. Students are fully
engaged in the whole process of having the power to create major
structures, to move around, in and out, above and below their building
structures. This is total immersion.” Teacher comment
Over the last couple of days I have heard words such as ‘engagement’, ‘learner centric’, ‘blended learning’, ‘collaboration’ and creativity used on several occasions when referring to learners. These same or similar words are used to describe the type of learning we aim to design for our students. The huge challenge for educators today is to transform our teaching to meet the needs of our 21st century learners. Teachers are grappling with new ways of learning for themselves and their students which often involve a huge paradigm shift. Some of these new ways include:Personal learning networks (PLN) or learning communitiesCrowd collaborationCrowd sourcingPassion learningStudent voiceDifferentiated learningAuthentic/ real world problem solvingStudents as creators of digital content not simply consumers and the greatest shift in pedagogy. i.e. student led learning design.And of course the flood of digital technologies including web 2.0 tools availableTeachers are faced with teaching key skills including: creativity and innovation, critical thinking and problem solving, communication, collaboration, and new literacies including information literacy, media literacy and ICT literacy.
This is where my organisation has an important role to play.The Centre’s focus:a project-based approach to working with teachers and their students. Core business includes: comprehensive teacher professional learning and support program where MacICT staff and school teachers develop projects that are curriculum-based and meet the individual needs of the teachers and their classesDual purpose:Training teachersWorking with students
What is project based learning?a systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks.When working with teachers we:Decide on what learning outcomes linked to curriculum we want to achieveSkills of learnersTeacher skills and resourcesBlended learning environment: face to face, video conference, onlineWhere possible, open source or free software
design thinkingcreative process based around the “building up” of ideas.no judgments early on in design thinking.eliminates the fear of failureencourages maximum input and participation in the ideation and prototype phasesAn example of a design thinking process could have seven stages: define, research, ideate, prototype, choose, implement, and learn.Within these seven steps, problems can be framed, the right questions can be asked, more ideas can be created, and the best answers can be chosen. The steps aren’t linear; they can occur simultaneously and can be repeated.
Slide shows what we learn when we play video games.Games are everywhereDid you know -10, 000 hours spent playing games by the age of 21.Globally – 3 billion hours a week spent playing digital games Video game market (excluding hardware) is projected to grow more than 100% in 10 years.Growth outstripping movie & music industry – games part of daily lifeHardcore gamers – multiple consoles & gaming rigsCasual gamers – mess around with smartphones. Games are cheaper and fasterVideo games are increasingly being recognised as the literacy of the 21st century.
What if we immersed our students in designing games to tackle the world’s most urgent problems?
The Invasion of the Shadow Plague Kodu project is a narrative based metagame built within a WordPress Blog. It offers students learning that is situated and gamelike. The project: requires students to take on the identity and behaviour of a hero and design games to save the people from the ‘Realm of Light’.has a gamelike approach to learning that draws on the intrinsic qualities of games and their design. requires students to complete nine missions and write nine mission reports.provides feedback loops designed so that as each mission is successfully completed, the students earn a digital badge allowing them to level up and attempt the next mission.situated learning is learning that takes place in the same context in which it is applied
No more than 15 students in world at one time on remote locations.Between 20 – 30 if at MacICTGreater bandwithReliable technology
Last slide.Infrastructure including:BandwithTechnologySkills of teacher ICT coordinator