Gamification and Apps for Learning
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Scooped by Justine Crompton!

Gaming: Leveling Up Global Competence

Gaming: Leveling Up Global Competence | Gamification and Apps for Learning |
How online games can prepare students for the global knowledge economy.
Justine Crompton's insight:

This article by Honor Moorman (2013) supported my thinking that gaming plays a significant role in the learning of our children and youth (despite a general lack of promotion in the majority of schools). The serious game genre allows participants to create, problems solve, analyse and make decisions, thus utilising complex-thinking skills. Further, gaming online allows them to do this in a collaborative way often through the need for team work. In my opinion (not as a participant of games but rather an observer of gamers) this type of learning experience provides opportunity for the development of  21st Century personal attributes that will aid young people in transitioning into the workforce.


Many serious game-based applications lend themselves to the study and solving of global issues in a non-threatening context. As the learning is engaging and interactive it is powerful and hopefully transferable. If we could harness students’ enjoyment of gaming for educational activities we could better cater for our reluctant students whilst providing differentiation. For example, students may achieve the same educational outcome (to different degrees) via diverse pathways and from different perspectives. Constructive and connective learning is the premise for these online games – the more you play and collaborate with others the greater your learning. Past experience and concept formation enhances each subsequent game play.


Moorman has included many links to games based on global issues in this article. Through a quick tour of the recommended links it is obvious the game activities allow for transformational learning. The game platform means students can learn about global issues and problem solve usually through simulation, this is technology allowing for redefinition of tasks – SAMR framework). In fact some of the games look interesting enough that I may even be enticed to play them!


A new appreciation of the significance of game play will impact on my unit design in that at the planning stage I will try to locate suitable games appropriate to the desired learning outcomes (knowledge and skills). For example, in a unit of work on natural disasters (upper primary) the game Stop Disasters would be great for understanding infrastructure planning to prevent loss of life. Against All Odds is a game that could readily support a Year 7 unit of work based on the novel “Boy Overboard” (Gleitzman 2002), in which students examine the topic of asylum seekers from both perspectives.

Brett Taylor's comment, August 13, 2013 10:23 PM
Very much in agreement here Justine, Serious games and gamification, when designed and implemented well, have the ability to deliver transformational learning experiences and given that there is often local or perhaps global collaboration involved as part of the game process, they support a constructivist theoretical and practical approach too.
danahawkins's comment, August 14, 2013 2:04 AM
Definitely a great way of connecting with the younger generations. I first realised the teaching potential of games when I was teaching in Japan - I had several junior high school boys that would always bring new and extremely natural English into the classroom. I soon found out that they were playing online role playing games with a group of boys in the US, not only working together to a shared goal, but also orally communicating as a group. The American boys wanted to work with the Japanese boys due to their skill in the game, and the Japanese boys wanted to develop their English whilst sharing their techniques and knowledge with the other boys. I think if you give kids a hook they'll learn just about anything.
Rescooped by Justine Crompton from Technology and Transformation!

Project Noah

Get Project Noah on the App Store. See screenshots and ratings, and read customer reviews.

Via Sandy Shannon
Sandy Shannon's curator insight, August 3, 2013 9:58 PM

Project Noah provides a web based platform for individuals or groups in any location to share their observations of the natural world and collect important data about biodiversity on a global scale. The project also includes a mobile app for iPhone (  ) and Android mobile devices which provides a field guide and allows users to organise their missions and upload contributions easily.  Interested individuals may choose to contribute to a variety of missions which may be based around a particular animal or plant, or a location. The overarching goal of the Project is “to help the mobile masses share their encounters with nature, we are building a powerful force for crowdsourcing ecological data collection and an important educational tool for wildlife awareness and preservation.”

In considering the value of this artefact in my context I must first consider its relevance within the required curriculum. The Australian Curriculum (ACARA, 2013) positions Science as a way of understanding our world and frames it as a “collaborative and creative human endeavour”.   The aim is to foster student’s a natural curiosity about the world and humans place within it as well as an understanding of scientific methods so they are able to think critically about issues at local , national and global levels. In my view participation in the online collaboration afforded by Project Noah supports these big picture goals for learning in the subject area of Science.

Within the sub-strand of Biological Sciences Years 3 and 4 students classify living and non-living thing according to their observable features and investigate the ways living things depend on each other and the environment to survive.  Many Science units in these years involve students investigating and documenting plants and animals found within the school grounds.  The “ Global Schoolyard BioBlitz” Mission ( within Project Noah) offers students the opportunity to add “ spottings”  from these local investigations to the “ spottings” of a global network of students who are also documenting their own school grounds.  Participants upload an image, location reference ( google maps)  and a description of the organism and where it was found. Students are able to comment on each other’s photographs and information as well as receive feedback and ID suggestions from nature enthusiasts and experts in their field.

I can see that successful learning around this app and website would involve activities influenced by both constructivist and cognitivist learning theories. In order to successfully communicate their “ spottings” students would need to be taught the conventions of communicating scientific observations ( this links with the Australian Curriculum’s Science enquiry skills sub-strand of Communicating ( ACARA, 2013) and this could be done most effectively using cognitivist strategies to explicitly teach the process of communicating observations clearly and build students specialist vocabulary. Behaviourist methods such as flashcards/drill and practise may also be used to consolidate students understanding of vocabulary and basic concepts.

Having considered Communication within the field of Science I can now go on to the view this artefact in light of its value in supporting more general capabilities of life long learners and active citizens as defined by The Melbourne Declaration on the Educational Goals for Young Australians (MCEETYA 2008). The declaration states that “ Confident and creative individuals have a sense of optimism about their lives and the future”. Communicating effectively at a global level with an authentic audience supports student’s engagement with the world as global citizens and fosters a sense of belonging and working as a team working toward positive change.

The collective and collaborative nature of the project also allows for constructivist learning as participants around the globe work together to construct a comprehensive and searchable catalogue of the natural world from their personal observations. There are also experts and nature enthusiasts who lend their expertise in identifying plant and animal “spottings“ posted by others . I found a fantastic example of this on one of the Global Schoolyard BioBlitz postings where a student had posted an image of a larva as Unknown. An expert in lady beetles from another part of the country had then posted a comment identifying the larva as belonging to a particular species of the beetle. There are also detailed discussions and sharing of “ spottings” between participants. The project uses the term “ citizen scientists”  when referring to its contributors which gives equal value to all contributions and highlights that anyone can contribute to this scientific endeavour. This artefact also allows participants to create or join interest groups ( or Missions) and begin to specialise and deepen their knowledge in those areas.

At an Augmentation level the iPhone app ( I installed it on my iPad and it works! ) includes a field guide which allows users to search by location and type of organism. This feature would allow students an immediate reference when documenting or identifying their “ spottings”.

At a Transformative level, redefinition occurs as students add to the knowledge base provided by the collective “spottings” of the global Project Noah community and collaborate with experts and enthusiasts in this field. Such collaboration, discussion and cataloguing would not be possible without technology. The local task of documenting the life forms in our school grounds has been transformed into a collaborative, global activity which contributes in a meaningful way to improve our knowledge of the world around us and our place within it.


ACARA. (n.d.). The Australian Curriculum v5.0 . The Australian Curriculum v5.0 . Retrieved August 4, 2013, from

Melbourne Declaration on Educational Goals for Young Australians. (2008,). MCEECDYA | Redirect. Retrieved July 7, 2013, from,25979.html




Rescooped by Justine Crompton from eLearning!

graphite | Ingredients for effective teaching

graphite | Ingredients for effective teaching | Gamification and Apps for Learning |

"There are no limits to what a great educator can achieve when they have the right tools. Graphite, a free service from Common Sense Media, helps teachers find, understand, and share the best digital learning products available."

Via Beth Dichter, Karen Dinte
Beth Dichter's curator insight, June 24, 2013 10:33 AM

Graphite has just been launched by Common Sense Media. If you have not used resources from Common Sense Media it is worth your time to check the site out. They are an ad free site with a focus on education. This new website will help you find digital learning products that have been rated by "professional educators – early childhood development experts, doctorates in education, and teachers with hands-on classroom chops." 

What will you find at this site? Information about websites, games and apps, with ratings "based on our detailed rubric that scores each product on 15 dimensions. Plus, we tag each product for subjects, skills, and grade band and map them to Common Core and other state standards."

You can become a member for free and have access not only to Graphite, but also to many other great resources!

Elena Keating's curator insight, August 15, 2013 4:41 PM

Here is a site for those few sleepless night  I may experience. I can trawl through and see what I could adopt

Rescooped by Justine Crompton from The Next Big Thing ... Learning Theory in the Digital Age!

Prezi - Ideas matter.

Prezi - Ideas matter. | Gamification and Apps for Learning |
Prezi is a cloud based presentation software that opens up a new world between whiteboards and slides. The zoomable canvas makes it fun to explore ideas and the connections between them.

Via Brett Taylor
Brett Taylor's curator insight, August 12, 2013 8:13 PM

Funnily enough, I was first attracted to Prezi by the name – an Australian-sounding nickname for a presentation tool that was touted as a PowerPoint alternative and more just had to be investigated.


In essence, Prezi is PowerPoint or Keynote - only the single slide you use can be as geographically large as you would like and operate on three layers if desired.


It can cope with a variety of text options, images as backgrounds or features, embedded video but uniquely, it allows the educator to take the learner – even though the learner is perhaps the one driving the session – on a journey of interest across and through content using a multi-point zoomable canvas as the slide.


Further, and this is where it potentially surpasses other presentation tools, it allows real-time collaborative opportunities on both traditional presentations and mind-mapping style outputs – just the constructivist pedagogical space one wishes to be working within.


For me, this is the area where Prezi can afford a significant boost into constructivist teaching and learning and move learner interaction into the transformational end of the SAMR model of Puentedura, which as Loader (2012) notes, “defines a system which you can use to measure your application of technology, or it’s level of use”.


In the community and workplace sector, Prezi has become a common tool for a range of learning activities. From a simple augmented approach whereby health-related content is presented as a visual treatment flowchart for patients through to true collaborative operations that enables department heads and board members to co-create in real time a redefined version of an annual report that will be showcased to members and supporters, Prezi has the scope to offer learning and teaching opportunities across the levels of the SAMR model, but particularly, utilising the sharing options and collaborative features, within the modification and redefinition levels.


Significantly, as Lee and McLoughlin (2011) state, technology in and of itself will not revolutionise education (p. 21), so the effective use of Prezi in the generation of desired learning outcomes is very much dependent on an educator who is aware of 21st Century educational practice and who can contextualise learning to the degree required by both the learner and eventual industry field of practice.


Lee M. J. W. and McLoughlin, C. (2011). Web 2.0-based e-learning. Applying Social Informatics for Tertiary Teaching. Retrieved from


Loader, D. (2012). Applying the SAMR model into education. Adobe Education Leaders. Retrieved from

Brett Taylor's comment, August 13, 2013 5:09 AM
The free Prezi account available allows you pretty much full functionality, excepting some features such as logo change, but your Prezis will be public - worth the time to experiment with this tool I think.
Justine Crompton's comment, August 17, 2013 4:52 AM
The globalisation of business now requires employees to collaborate over vast geographic distances. Teaching our students to use Prezi to create and present collaboratively or independently would equip them with ICT skills to enable them to enter this workforce work ready. I imagine much of the learning in using Prezi would be transferrable to other applications. Working with students from another school could promotes the social side of ICT use. Definitely a tool to redefine tasks.
Rescooped by Justine Crompton from eLearning!

Paper for the Web | Padlet

Paper for the Web | Padlet | Gamification and Apps for Learning |

We give you a blank wall.
You put anything you want on it, anywhere.
Simple, yet powerful.

Via Nik Peachey, Kylie Joyce
Lyn Doolan's curator insight, March 25, 2013 9:52 PM

a nice simple tool so useful for collaboration and group work

MelodyJenningsBowers's curator insight, March 28, 2013 10:24 PM

The "new" and imporved Wallwisher!

MrsM's curator insight, April 1, 2013 5:14 PM

Great to be used both on a pad or an IWB to brainstorm ideas, quicker to use than a mapmind app; as a noticeboard; in a traditional classroom or in a flipped classroom.

Scooped by Justine Crompton!

Math Champ Challenge - Common Core Math for Grades 4-7

Math Champ Challenge - Common Core Math for Grades 4-7 | Gamification and Apps for Learning |
Math Champ Challenge is designed to help strengthen understanding of Common Core mathematical standards for middle school students (Grades 4-7)
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