Curtin University is proud to announce that it is the Australian organiser for participation in the UNEP-DHI Eco Challenge 2015.
Water is essential for all life as we know it. A simple fact that sometimes feels forgotten as political and commercial interests take priority.
UNEP-DHI Eco Challenge 2015 provides an exciting and authentic learning experience for students aged 11-17 through the online strategic game "Aqua Republica". Addressing national curriculum priority dimensions of Sustainability and Asia and Australia's engagement with Asia the experience provides many learning opportunities across Social Studies, Science, Humanities, Health and Physical Education, English, Geography, and more.
Lean, agile, iterative… we’re all trying to work smarter and faster.
Designers of games for learning and change are under the same hurry-up pressure, but with games inherently complex and arguably more so with an underlying intention to impact players, accelerating the pace of game design is tough.
That’s why we developed the Game Design Canvas — a tool for lean, agile game design that renders the essence of your concept on a single page, to make testing, validating and communicating the concept faster and easier.
Why? Well they have come to see the results of a project which seeks to prove that games industry skills can solve a problem which is puzzling scientists in many fields - how to handle big data. The Wellcome Trust, which somewhat to my surprise has been working with the games industry for some years, has decided that virtual reality might offer an answer.
So it has teamed up with Epic Games to launch the VR Big Data challenge, a contest where developers have to come up with innovative ways to visualise huge datasets. The finalists are gathered in the Metropole Hotel, showing off their projects to the research scientists who might use them.
The game developers can choose from three datasets - the University of Bristol's ALSPAC study of children born in the early 1990s, the Sanger Institute's genome browser, and the historical Casebooks Project which examines 80,000 medical records from the 16th and 17th Centuries.
Video games continue to suffer from a juvenile connotation, but as Ali Carr Chellman explains, by looking at how video games engage the brain, we just might be able to re-connect with a lost generation of male learners.
Particularly interesting is her idea that video games are not a cause of academic turbulence, but an effect.
Many educators have already made up their mind about the role of video games in the classroom based on how they perceive video games themselves–i.e., violent, time-wasting, a distraction, etc. But viewing video games as a symbol of a fundamental disconnect between academia and male learners is something to think more about.
The researchers discovered that they could use the videogame Minecraft, a virtual world made up of three-dimensional blocks where players can gather resources and build or destroy structures to accomplish goals, to test the algorithm. The researchers created a tiny space in Minecraft and a character controlled by the algorithm, and then let the algorithm complete a task in the game through the process of trial and error. Once the algorithm had discovered the priors, the researchers placed it in a novel Minecraft space. "Indeed, the researchers showed that, armed with priors, their Minecraft agents could solve problems in unfamiliar domains much faster than agents powered by standard planning algorithms," stated a news release from the university.
The topic of games for learning is garnering more widespread attention than it ever has, thanks in no small part to high-profile evangelism from folks as prominent as those at the White House and U.S. Department of Education on the one hand and USA Today’s national K-12 education reporter Greg Toppo (who recently wrote The Game Believes in You: How Digital Play Can Make Our Kids Smarter) on the other. I’m not a Johnny-come-lately to this conversation or community and, yes, I’m a gamer (who both plays with and learns from other educators while gaming). There is significant learning happening in games, important instructional design implications to draw from game design, and very real potential here for broader impact.
DiGRA2015 - May 16th - KEYNOTE Karen Palmer "Is Hacking the Brain the Future of Gaming?"
Karen Palmer’s work has received international exposure and critical acclaim, including screenings at the ICA and Bafta. She recently exhibited at the V&A as part of the Digital Design Weekend (September 2014). She was also invited to be a speaker at the International WOW Talks series at Regent Street Apple Store as part of V&A events in conjunction with the London Design Festival.
Executive Overview Worldwide revenues for Game -based Learning products and services reached $1.8 billion in 2014. The global five-year compound annual growth rate (CAGR) is 21.9% and revenues will more than double to $4.9 billion by 2019.
The terms Game-based Learning and edugameare used interchangeably in this whitepaper.
At Personalized Learning Games, our solution is game-based learning that teaches social and emotional skills. Each of our four games was developed with grants from the Department of Education, and collectively they are applicable to 25 million students in grades K through 5.
Ambient Insight CEO Tyson Greer gave two presentations at the Serious Play Conference in Los Angeles on July 22 and July 23. The first session was on the 2013-2018 Worldwide Game-based Learning Market and the second session was on recent innovations in Mobile Edugames. Both presentations are now available for free in the Event Section of the Ambient Insight Resource Library.
Games are an integral part of transmedia storytelling, whether covert or user-created as discussed in the last chapter, or as an officially released aspect of the transmedia story. They may fill Jenkins’ principles of extractability with something to take home, immersion with a way to put oneself into the story and with performance as a way of engaging with or role playing in that transmedia world.
In the post-modern era, “narrative” has been applied to all aspects of life. “Narratives of the world are numberless,” declared French semiotician Roland Barthes. “…narrative is international, transhistorical, transcultural: it is simply there, like life itself.” Equally, games are coming to be perceived as everywhere, and as game theoretician Jan Simons, of the University of Amsterdam, described, “[Game theory] has found its way into research areas such as economics, political sciences, physical sciences, biology, psychology, law and the philosophy of ethics.” Everything is a story, and everything is a game, according to students of each mode of perceiving the world. These frequently debated points of view fit well with transmedia storytelling, which eagerly embraces both narrative and game as storytelling components.
Ingress is like a giant game of Risk or Capture the Flag, only the game board is the entire world. The goal is to capture as many "portals," or in-game waypoints and locations, and hold them for your team for as long as possible.
Except unlike other mobile games, Ingress players — known as agents — have to run around city streets, parks, alleys and backcountry destinations in order to win. The game is played by millions of people, and if you're in a major metropolitan area, chances are that Ingress players are all around you.
Kim Flintoff's insight:
Adapting these game strategies to learning activities could transform site-based learning, discovery and collaboration....
ASU’s Center for Games and Impact was founded in 2011 on the Tempe campus to bring people together to tackle game-infused solutions to solve society’s biggest challenges, said Kathryn Dutchin, the center’s creative producer.
At first glance the idea of bringing digital games into the classroom might seem like a recipe for some kind of disaster involving a never-ending Candy Crush tournament. However, academic research into digital games and learning content shows that the two can happily co-exist, to the benefit of students of all ages.
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.