Play and game based participatory learning and teaching for HE & FE
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Play and game based participatory learning and teaching for HE & FE
Using online gaming and 'play' to support participatory learning and learning for blended learning, OERs and open educational practice
Curated by Chris Follows
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Professional Online Identities Lego Serious Play feedback | process.arts

Professional Online Identities Lego Serious Play feedback | process.arts | Play and game based participatory learning and teaching for HE & FE | Scoop.it
Chris Follows's insight:

n this video Denisa reflects on her experience in taking part in the Lego Serious Play workshops at CSM part of the POI programme and wider Professional Online Identities project (POI), which aims to create an unique and agile programme that will identify and develop the specific digital literacies/hard and soft skills (Presentation and Relational skills) required for maintaining a professional online practice so to enhancing student/graduate employability and industry readiness.

The purpose of these early lego workshops in the On-Line Professional Identities Project was to enable the participants to think about their outward facing identity, specifically in terms of their professional profiles. To consider what that identity might be before engaging with the how of putting an identity into an online platforms or engaging with technology.

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If I introduce a game where the students explore each others’ skills, will this have a positive effect on group collaboration? | process.arts

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Gamification vs. Game Based Learning in Education

Gamification vs. Game Based Learning in Education | Play and game based participatory learning and teaching for HE & FE | Scoop.it
As the debate and discussion for games and learning continue in the field of education, there needs to be some clarification in terminology. Educators and Advocates may think they are speaking the same language, but this is not certain.

Via JackieGerstein Ed.D.
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Off Book | Generative Art - Computers, Data, and Humanity | PBS Arts

An intriguing combination of programmers, artists, and philosophers, these creators embrace a process that delegates essential decisions to computers, data s...
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Sheila’s work blog » Accreditation! A games based approach to supporting curriculum development

Sheila’s work blog » Accreditation! A games based approach to supporting curriculum development | Play and game based participatory learning and teaching for HE & FE | Scoop.it
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Deconstructing Gamification

Deconstructing Gamification | Play and game based participatory learning and teaching for HE & FE | Scoop.it

Gamification should be connected to some meaningful goal that the user brings to the platform. This can be accomplished via offering customizable, or user-defined goals


Via Nik Peachey
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Gaming and open educational practice | process.arts

Gaming and open educational practice | process.arts | Play and game based participatory learning and teaching for HE & FE | Scoop.it

Really depends on what you wanna teach. Most 'good' stuff is tacit and learned while just playing ie strategy, history, economics via stuff like civilization or some simulators or computer/tech/programming stuff from games like little big planet that let peeps construct levels. However these are really tacit and gamers dont objectively play them to learn just to play or create stuff. Warcraft is a social space to foster gameplay, any real learning is the same as what we learn socially in real world...like if we join a football team, and the socialusation that goes with that experience.

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#52 Junkyard Jumbotron | process.arts

#52 Junkyard Jumbotron | process.arts | Play and game based participatory learning and teaching for HE & FE | Scoop.it

From The Media Lab MIT- http://labcast.media.mit.edu/?p=172 - The Junkyard Jumbotron lets you take a bunch of random laptops,
cellphones and tablets and stitch them together into a large, virtual
display, simply by taking a photograph of them.

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Laborers of Love » Home

Laborers of Love » Home | Play and game based participatory learning and teaching for HE & FE | Scoop.it

HOW IT WORKS

The project uses Mechanical Turk (mturk.com) to create your sexual fantasy. Mturk is an internet application that hires anonymous online workers to complete a set of tasks that are a few steps beyond automation – still requiring human intelligence. Workers get paid a small amount of money per task. Businesses list jobs and online workers get paid to fulfill the tasks requested.

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Professional Online Identities Lego Serious Play Eimear feedback | process.arts

Professional Online Identities Lego Serious Play Eimear feedback | process.arts | Play and game based participatory learning and teaching for HE & FE | Scoop.it

n this video Eimear a student at CSM reflects on her experience in taking part in the Lego Serious Play workshops at CSM part of the POI programme and wider Professional Online Identities project (POI), which aims to create an unique and agile programme that will identify and develop the specific digital literacies/hard and soft skills (Presentation and Relational skills) required for maintaining a professional online practice so to enhancing student/graduate employability and industry readiness.

The purpose of these early lego workshops in the On-Line Professional Identities Project was to enable the participants to think about their outward facing identity, specifically in terms of their professional profiles. To consider what that identity might be before engaging with the how of putting an identity into an online platforms or engaging with technology.

You cannot present to others what you have not presented to yourself: Papert

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SeriousGames_Nov2010.pdf

‘Serious games’ are games designed for purposes beyond pure entertainment – for example to promote social change, as a teaching tool, to encourage healthier living,
for technical training, or to market a product. The topic received prominent coverage
in February 2010, when Jane McGonigal, director of game R&D at the Institute of
the Future in Palo Alto, gave a TED talk on how ‘gaming can make a better world’ (www.ted.com/talks/view/id/799). The talk touched on themes raised in her book Reality is Broken: Why Games Make Us Better and How They Can Change the World. McGonigal argued that, with 3 billion hours a week spent playing online games, game designers can usefully address environmental and social problems by rewarding players’ ‘good’ in-game behaviour with positive feedback.
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The Gamification of Education: What School Can Learn from Video Games | Edutopia

The Gamification of Education: What School Can Learn from Video Games | Edutopia | Play and game based participatory learning and teaching for HE & FE | Scoop.it
Terrell Heick of TeachThought.com leads a guided tour through the evolution of gaming and hints at how students can customize their own educational experience.

Via Robert Diem
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7 Things You Should Know About Gamification | EDUCAUSE

7 Things You Should Know About Gamification | EDUCAUSE | Play and game based participatory learning and teaching for HE & FE | Scoop.it

Gamification is the application of game elements in non-gaming situations, often to motivate or influence behavior. The rewards or the spirit of competition can spur students’ concentration and interest and lead to more effective learning. The use of gamification is wide-ranging in higher education, from extra-credit awards and in-class team competitions to complex multi-level schemes that can pervade a course. Although gamification can be deceptively difficult to employ effectively, it has the potential to help build connections among members of the academic community, drawing in shy students, supporting collaboration, and engendering interest in course content that students might not have otherwise explored


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Social Gaming Trends 2012

Social Gaming Trends 2012 | Play and game based participatory learning and teaching for HE & FE | Scoop.it
As Social gaming is predicted to become a billion-dollar industry this year, let’s have a look at the trends for 2012. Approximately 62 million U.S. (RT @GreenBein: Social gaming trends...augmented reality?
Via Anise Smith
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Gamification: How Competition Is Reinventing Business, Marketing & Everyday Life

Gamification: How Competition Is Reinventing Business, Marketing & Everyday Life | Play and game based participatory learning and teaching for HE & FE | Scoop.it
Can life, and all the menial or routine tasks that come with it, be transformed through game mechanics into an engaging, social and fun recreational activity?

Via Anise Smith
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Furtherfield.org on Resonance 104.4 FM interviews Lottie Child & Corrado Morgana | process.arts

Furtherfield.org on Resonance 104.4 FM interviews Lottie Child & Corrado Morgana | process.arts | Play and game based participatory learning and teaching for HE & FE | Scoop.it

Corrado Morgana is a Media artist, electronic musician and researcher. Currently a part time doctoral student at University of the Arts London. His research project examines arts and videogames crossover practice, specifically transgressive and subversive production within existing game engines. He has co-curated 'Zero Gamer' and 'Game-Play' exhibitions, national touring exhibitions. Recently co-edited the book 'Artists Re: thinking Games', and is Senior Lecturer of Computer Games Design, at Newport School of Art, Media & Design.

http://www.furtherfield.org/resonance/Furtherfield11thMay2010.mp3

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A manifesto for participatory learning

A manifesto for participatory learning | Play and game based participatory learning and teaching for HE & FE | Scoop.it

a shift towards participatory learning, understood as an ecological system exhibiting the five characteristics of motivation and engagement, relevance, creativity, co-configured expertise, and connection. Via the integration of these fundamental structural qualities, I hope to see the creation of non-hierarchical learning environments that are in touch with the learners’ identities and interests, while offering them opportunities to make connections, exercise their creativity, and become engaged through meaningful experimentation and play. A participatory culture, as described by Henry Jenkins, is one with relatively low barriers to artistic expression, and strong support for creating and sharing one’s work with others; its members believe that their contributions matter, and feel some degree of informal mentorship and social connection to one another. The particular features of such a participatory culture should therefore be allowed to mold the type of e-learning spaces that can best flourish within it.

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