"We are pleased to announce the Learning Revolution Conference, online and free, April 21 - 25, 2014. Our goal is to bring together people who are thinking about learning from our important learning places: the school, library, museum, work, adult, online, non-traditional, and home learning worlds.
"We want to explore and bridge the conversations about learning that are common to these worlds, including: learning theory, learning practice, learning science, learning space design, and technology for learning. The Internet is shifting the boundaries of these worlds and we believe that they will increasingly overlap and integrate. We also believe that conversations across these boundaries are critical to framing and preparing for the learning revolution starting to take place.
"The first three days of the event will have evening (US Time) keynote speakers. The final two days of the conference will include as well a full set of traditional conference sessions during the day.
"The conference will be held in multiple languages and time zones. Everyone is invited to participate in this FREE event designed to foster conversations about learning from often-separate fields: school, library, museum, work, adult, online, non-traditional, and home education.
"To be kept informed of the latest conference news and updates, please join the Learning Revolution network. You do not need to join this network to attend, but doing so will also allow you to correspond with the presenters and other members, and to comment on sessions and discussions."
Andy Petroski, Director and Assistant Professor of Learning Technologies,
Harrisburg University of Science & Technology
The multiplayer classroom is a technique to incorporate game elements into course design. The course is the game! The multiplayer classroom movement started in 2010 with Lee Sheldon, who was a professor at Indiana University at the time. Professor Sheldon's pursuit of integrating a game experience into the classroom resulted in a book, The Multiplayer Classroom: Designing Coursework as a Game, which has guided hundreds of educators to design their courses as games. In our community’s next webinar, Andy Petroski will share his experience with a recent course re-design from a standard format to a multiplayer classroom format. Andy also will present an analysis of student feedback as well as other case studies beyond his own course re-design. Join us on May 21st to learn about experiences with implementing the multiplayer classroom.
Presented by Kae Novak, Chair for ISTE SIG Virtual Environments and project lead and designer for the Games MOOC, and Instructional Designer for Student Engagement and Assessment at Front Range Community College; with Chris Luchs, Associate Dean for Career Technical Education in the Colorado Community College System
Do you play games? Maybe Bejeweled, Candy Crush, or even Fruit Ninja? Is it your guilty little pleasure? It doesn’t have to be – play and games can be an integral part of your professional development. In our community’s next webinar, Kae Novak and Chris Luchs will tell us about an online community of global educators who game and network across multiple platforms. They will illustrate several projects and collaborations the educators have engaged in as well as upcoming opportunities for collaboration, professional development, and events. Kae and Chris also will share about “Inevitable Instructors,” weekly webinars in World of Warcraft, Minecraft, and other MMORPGs. We’ll also hear about the concept of the metagame, online spaces where learning happens outside the game. Gamers worldwide participate in metagames where tacit knowledge is converted into explicit knowledge through live-streaming gameplay, videos, discussion boards, elaborate tutorials, and probability simulations known as theorycraft. Join Kae and Chris on March 25th to learn about play as professional development.
"A surprisingly large percentage of people have never even heard the phrase, let alone thought about how to manage theirs responsibly. Among students, the percentage is probably higher. We’ll talk about ways you can help students understand and manage their digital footprints before they get themselves in trouble.
The Definition Of A Digital Footprint
"Simply put, a digital footprint is the record or trail left by the things you do online. Your social media activity, the info on your personal website, your browsing history, your online subscriptions, any photo galleries and videos you’ve uploaded — essentially, anything on the Internet with your name on it. Digital natives like today’s students rarely think twice about putting their names on things online, so their footprints can be pretty wide.
"Luckily for us all, most of the major sources of personal information can be tweaked so we share only certain things with the general public. There are even some third-party bonus tools available to manage the parts of our digital footprints we might not know were there."
“IF…” is a chapter-based adventure game for the iPad that helps children learn social and emotional skills like how to manage difficult emotions, persevere through challenges, make healthy decisions, and show empathy and compassion. With each chapter, a child navigates a new “IF…” adventure, interacting with the powerful combination of storytelling and popular game-play mechanics to engage and motivate."
"Teachers and students are invited to be part of the development of Cyber STEM Academy
"The first prototype of Cyber STEM Academy is available online. This prototype has been created with activities for grades 5 and 6. A cyber school can be created for you with laboratories to support (1) Scientific / engineering process, (2) Heat transfer and measuring, (3) Robotics and elementary programming, and (4) Oceanography. Your personal cyber school also has a gymnasium and auditorium to experiment with physical sciences and acoustics.
"There is no obligation at all to have your own cyber school. You will only be contacted once in order to send you a username and password. Immersive 3D would like to make the development of Cyber STEM Academy open to the input and suggestions of the teaching community. We welcome your suggestions as we continue to develop this unique learning environment for teachers and students. Click on the Cyber STEM Academy"
"This mini-course introduces educators to the world of gaming culture through playing games critically and reflectively. Participants will live stream, record, and share their gaming sessions, making "Let’s Play" videos that focus on how gaming experiences relate to and affect classroom practice and the design of STEMx learning environments."
Regular readers of this blog already know that I care about education and the various forms learning takes. The release of Colloriffic made me realize that I haven't covered educational games in sometime though and thought ...
by Chiara Eva Catalano, Angelo Marco Luccini, Michela Mortara
"There is an increasing awareness about the potential of serious games for education and training in many disciplines. However, research still witnesses a lack of methodologies, guidelines and best practices on how to develop effective serious games and how to integrate them in the actual learning and training processes. The process of integration heavily depends on providing and spreading evidence of the effectiveness of serious games. In this paper we present an overview on the factors that make serious games effective in the perspective of maximizing the learning impact. Such recommendations are the result of an extensive survey of the current proposition of serious games in different application domains."
by Allesandro De Gloria, Franacesco Bellotti, Riccardo Berta
"Serious Games (SGs) are gaining an ever increasing interest for education and traning. Exploiting the latest simulation and visualization technologies, SGs are able to contextualize the player’s experience in challenging, realistic environments, supporting situated cognition. However, we still miss methods and tools for effectively and deeply infusing pedagogy and instruction inside digital games. After presenting an overview of the state of the art of the SG taxonomies, the paper introduces the pedagogical theories and models most relevant to SGs and their implications on SG design. We also present a schema for a proper integration of games in education, supporting different goals in different steps of a formal education process. By analyzing a set of well-established SGs and formats, the paper presents the main mechanics and models that are being used in SG designs, with a particular focus on assessment, feedback and learning analytics. An overview of tools and models for SG design is also presented. Finally, based on the performed analysis, indications for future research in the field are provided."
I wanted to share this infographic with you this week, which gives a good overview of what gamification is all about. You may have read my article in March: ‘Gamifying the Classroom: 10 Inspiring Articles’. Well since then I have come across many more interesting pieces of reading about gamification and games based learning in education. As gamification is such a hot topic (in colleges and universities as well as for young children), I have formed a list of ten articles, below the infographic
Cognitive Architect at The Elisabeth Morrow School in NJ
Minecraft is a little indie game that has taken the world by storm and has many wondering why children seem to be "obsessed" with this game. Given the enthusiasm surrounding this game, it is no surprise that educators are exploring ways to bring Minecraft into the classroom. Join us for our community’s next webinar to learn what happens when students are given the opportunity to design within a platform they love. Marianne Malmstrom, Cognitive Architect at The Elisabeth Morrow School in NJ, will share how play, agency, and autonomy can be leveraged with Minecraft to create learning spaces that are dynamic and relevant. She will show us how learning is naturally embedded in Minecraft game play and how children playing in this space are engaged in a highly sophisticated mode of learning that taps into creativity, collaboration, design thinking, and problem solving. Hear about the series of Minecraft challenges that were created for the students at Marianne’s school - including “Escape To Morrow,” an original Minecraft game which took the collaborative effort of students spanning grades 3-6 over one year to create. Join Marianne on April 24th to learn how to start using Minecraft as a game design engine with your students.
"Below I've curated a gigantic list of my favorite sites/apps for Game-Based Learning (a.k.a Gamification). The resources vary from drill and practice to all-out epic adventures in 3D virtual worlds, to help "gamify" a classroom. I hope you enjoy exploring this list as much as I have enjoyed creating it. Entries are in alphabetical order."
"Through my interest in the digital humanities, I’ve had the great joy of participating in THATCamps from time to time (one of which is specifically organized around the subject of games). What I discovered early on in my discussions with digital humanists in general was an interest in the use of games “as text.”
"I simply had never thought of games this way. I thought that in order to more effectively integrate play into our K12 curricula, we needed to make better educational games. An incredible number of my K12 colleagues presently feel the same way. These games would need to somehow keep up with the levels of development of the games rolling out to the XBoxes, PCs and mobile devices to keep up student interest. While I’m aware of a growing success in this strategy, I can see more benefit in the integration of commercial, “off the shelf” games in the K12 classroom."
"There are many outlets for reviewing research and development in the Serious Games sector. The MIT Education Arcade has a long history of innovation. One of its titles, The Radix Endeavor, is a massive multiplayer online (MMO) game to teach STEM, made in collaboration with Filament Games. The idea is that when a student masters the game, skills and knowledge are also mastered. The Serious Games Association aggregates and curates titles for K-12, higher education, business, health care and government institutions. Its portal is especially useful for teachers -- there are Serious Games for almost every discipline. Teaching about dystopian society? Check out Papers Please, a border agent role-playing game. Teaching civics? Try the games on iCivics orGovernment in Action. For more, check out the Serious Games Directory or attend the Serious Play Conference. Also worth visiting is the Serious Games Society, based in Europe. You can even sign up for the Serious Games Academy (I did!)."
ThingLink Custom Icon Sets are a new feature available to teachers with premium accounts. They offer a whole new layer of opportunities for using interactive images for teaching and learning. Think of Custom Icon Sets as visual labels that can be used to further define an image and provide a glimpse of the type of content to be explored behind the link.."
by Michael Kickmeier-Rust, Eva Hillemann, Dietrich Albert
"Gamification appears being a promising approach to utilize the strong motivational potential of “gaming” in classroom without suffering from shortcomings such as low efficiency, weak pedagogy, or maybe most importantly the high costs. In the context of a European project we developed a rather light weight tool for learning and practicing multiplications. The target age group of the tool is 6 to 8 years. To benefit from the motivational potential of games we used a “gamification” approach. Accordingly we designed and developed a game-like, attractive user interface and integrated aspects of competition. The system is capable of providing students formative, competence-oriented feedback in real-time. Tailored to the age group this feedback is presented in form of a ninja character. For an experimental comparison of the effects of different feedback modes, we realized the conditions (i) no feedback, (ii) written only right/wrong feedback, (iii) audio right/wrong feedback, and (iv) competence-based, smart formative feedback. We applied and evaluated the tool in Austrian classrooms and found some evidence for the motivational aspect of the gamification elements, in particular the scoring. We also found strong positive effects of an individualized and meaningful feedback about achievements and progress."
"On the Ground Reporter: Darfur is a news game that uses real world images and video footage in gameplay to engage players to learn about conflicts in Darfur. At the beginning of this game, the reporter, who is in the Netherlands, receives a phone call from the fictitious Studio Radio Darfur in London about an urgent reporting assignment in Darfur. After being briefed on the task, the reporter is sent to west Sudan and starts the reporting adventure in four areas. In each location or village, the reporter can walk around, interview people, and gather artifacts that may be useful for news stories. Once the player collects all the designated pieces of information, a news story about the situation in the area is published before the player moves on to next village."
Confronting conflicts and coping with them is part of social life. Indeed, conflicts seem to arise in almost every context and developmental stage of human life, from scuffles in schoolyards, to bullying in the workplace and to international warfare. While the question of whether conflicts are inevitable or not is disputed, there is widespread agreement that the current prevalence and lack of resolution to conflicts is incurring substantial cost to society at large. The personal and collective gains that follow conflict resolution have motivated scholars in the fields of law, education, organisational management, psychology and social science, among others, to advocate the use of pro-social mechanisms for resolution. Interventions that may impart individuals with experience in resolving conflicts will be of clear benefit to society.