Searching for "gaming"

effective presentations

Plan

  1. effective presentations
    1. reality: more dynamic environment/two way conversation
    2. conversation does not stop with the end of the presentation
    3. data-mining
    4. communities and connectivity
  2. PowerPoint (the Death of)
  3. Alternatives to PowerPoint

———–

————————————

More on presentations in this IMS blog:

free image sources:

https://blog.stcloudstate.edu/ims/2014/06/01/social-media-and-presentations-free-image-sources/

Presentation tools for teachers:

https://blog.stcloudstate.edu/ims/2013/09/30/the-5-best-free-slideshow-presentation-and-creation-tools-for-teachers/

https://blog.stcloudstate.edu/ims/2014/07/09/2014-best-educational-web-sites/

Basics of design:

https://blog.stcloudstate.edu/ims/2013/01/22/basics-of-design/

 

convocation winter 2016

Short link the information below on the IMS blog: https://blog.stcloudstate.edu/ims/?p=4441 and even shorter one: http://scsu.mn/1RsQErr

Weds 6th

Session I 10-11:15         Voyageurs North (Atwood)

Title
Engage your students: connect CMS (D2L) to social media to enhance the learning process.

Plamen Miltenoff and Emil Towner

Join us online via Adobe Connect: http://scsuconnect.stcloudstate.edu/ims (please login as a “guest” and use your real name)

Outline

In this rapid succession of examples, one can experience a showcase how to enhance students’ engagement by modernizing D2L experience through connection with social media. Bring your own examples and participate in a discussion, which aims finding the right tools for your class and field of study.

Audience:
beginners to advanced

Prerequisite:
come with your own social media accounts: Facebook, Twitter, Instagram, Pinterest, Vine

Outcomes:

By the end of this session, the participants will have an idea about peculiarity of each of the social media tools: Facebook, Twitter, Instagram, Pinterest, Vine

By the end of the session, the participants will be familiar with the integration of each of the social media tool into D2L

By the end of the session, the participants will be able to asses to what extent each particular tool fits their field of study

By the end of the session, the participants will be able to compare the pedagogical advantages and disadvantages of the social media tools compared to D2L

Useful links to contact us via social media:
IMS blog: https://blog.stcloudstate.edu/ims
IMS Facebook: https://www.facebook.com/InforMediaServices?ref=hl
IMS Twitter: https://twitter.com/SCSUtechinstruc
IMS Pinterest: http://www.pinterest.com/scsutechnology/
IMS Instagram: http://instagram.com/scsutechinstruct
IMS YouTube: https://www.youtube.com/channel/UC_UMIE5r6YB8KzTF5nZJFyA
IMS Google+: https://plus.google.com/u/0/115966710162153290760/posts/p/pub
IMS LinkedIn: http://www.linkedin.com/in/scsuinstructionaltechnology

Plan – Plamen Miltenoff:

 Please consider the following survey about your opinion regarding social media in education:

*http://aidemoreto.polldaddy.com/s/social-media-in-education*
please have the short link: http://scsu.mn/1Z8EFFx

most recent contemplations about blogs and social media in general:
https://blog.stcloudstate.edu/ims/2016/01/01/4507/

  • D2L and Vine
    Vine is a social media services, which provides the ability to share 7 sec videos. Vine is becoming more popular then Instagram (15 sec videos), with the simplicity to create short videos. Students can take sequence of short videos, which amount to 7 sec to reflect the main points of a project. E.g.: chemical reaction, biology dissection, progress of engineering planning, solving a math formula.
    URL to the vine can be posted in the D2L discussion area for further collaborative effort or for peers’ and instructions evaluation
    Vines are a click away from a FB group page or, with the right handle and hashtag, to a Twitter discussion
    The bottom-line to evaluate if fitting your field of study is: can the content be narrated or is it much better if visualized. If the latter, Vine can be your salvation.
    How to Create Social Videos With Your Smartphone https://blog.stcloudstate.edu/ims/2015/01/10/social-videos-with-your-smartphone/
  • D2L and YouTube, EdPuzzle (https://edpuzzle.com/), etc
    YouTube Unveils New Trending Tab
    https://blog.stcloudstate.edu/ims/2015/12/13/improvements-in-social-media-tools/

    Per SCSU IT disclaimer: MediaSpace (Kaltura) is a free, cloud-based video repository solution for campus that allows faculty and staff to upload and distribute video and audio content for academic or administrative purposes. Facilitators will discuss potential uses of MediaSpace for campus, demonst rate how to create Webcam and screen recordings, upload audio/video, and embed or link to MediaSpace content from D2L or a web site.  YouTube is owned by Google and the integration, including statistics and analytics by Google are way beyond MediaSpace. The only selling point of MediaSpace is the FERPA requirement by MnSCU to host privacy data on a MnSCU owned server
  • Google+
    Google+ is indirect competition with any CMS, D2L included, with its GOogle Classroom platform (https://classroom.google.com/ineligible). K12 and higher institutions are outsourcing to GMAIL and with Google Hangouts (Skype also), one can share video, audio and desktops, which makes Adobe Connect + D2L way behind in integration even before Google Drive is mentioned.
    Google Introduces Shared Albums in Google Photos:
    https://blog.stcloudstate.edu/ims/2015/12/13/improvements-in-social-media-tools/
    8 Ways to Use Google+ Hangouts for Your Business https://blog.stcloudstate.edu/ims/2015/09/23/google-hangouts/You can record hangouts directly to your YouTube channel for future use.For private Google+ Hangouts, choose Google+ Video Hangouts, which allow you to have up to 10 participants in a video chat that is accessible only to the people invited.

Plan – Emil Towner:

  1. General stats on integrating social media and things to consider
  1. Integrating LinkedIn Assignments
  1. Integrating Facebook Groups
  • I will show a couple of groups that I have used
  • I can also come up with an “exercise” that participants can do, just let me know: (1) if you want me to and (2) if participants are suppose to have a Facebook account that they can log into during the session

 ===========================================================

Session K 2-3:15: 2PM Wed, Jan 8.  Location: CH455

Title
Engage your students: gaming and gamification in the learning process.

Outline

As part of the broader discussion, a short discussion segment to form and agree on definitions and terms regarding games and gamification. Another short segment to seek consensus if this SCSU campus is ready to departure on the path of gamifying education. After several examples, of how games are used in education and gamification techniques, a discussion on how gaming and gamification can be streamlined amidst shrinking budget and increasing workload. More details and information about gaming and gamification at: http://scsu.mn/1F008Re

Audience:
beginners to advanced

Outcomes:

By the end of this session, the participants will have a working definitions on play, games, serious games, game-based learning, digital game-based learning, gaming, gamification and badges. (more at http://scsu.mn/1F008Re)

By the end of the session, the participants will be familiar with the possibilities for integration of games in the educational process and for gamification of the educational process.

By the end of the session, the participants will be able to asses to what extent games and gamification fit their field of study

Plan:

===========================================

Friday 8th

Session M 10-11:15: CH 455

Title
Present and be presented: engage your students with modern ways to share information

Outline

Two trends plague education: the swamp of PowerPoint presentations and the lack of visual literacy. In this rapid succession of examples, one can experience a showcase of various cloud-based tools, which brings visual presentations way beyond PowerPoint and align with the Millennials demand for current social interaction. A discussion on how relevant these tools are to various disciplines and details on improving the interaction among instructors and students during the presentation. Ongoing discussion about design as part of visual literacy and the difference between blended learning and technology integration.

Audience:
beginners to advanced

Outcomes:

By the end of this session, the participants will have understand the movement “Death by PowerPoint” and will understand the advantage of cloud-based presentation tools to MS PowerPoint

By the end of the session, the participants will be familiar with several tools, which successfully replace PowerPoint and well beyond.

By the end of the session, the participants will be able to asses to what extent games and gamification fit their field of study

By the end of the session, the participants will be able to discriminate between technology integration and blended learning.

Plan:

 

immersive journalism, games, and empathy

Virtual reality breathes life into immersive storytelling

http://www.hypergridbusiness.com/2015/01/virtual-reality-breathes-life-into-immersive-storytelling/

Virtual Games Try To Generate Real Empathy For Faraway Conflict

James Delahoussaye

Project Syria, a virtual reality experience built by a team of students at USC.

“I sometimes call virtual reality an empathy generator,” she says. “It’s astonishing to me. People all of a sudden connect to the characters in a way that they don’t when they’ve read about it in the newspaper or watched it on TV.”

What Peña’s doing — using virtual reality in combination with reporting — is part of a wider landscape of video games being created to explore the news. And they’re called, appropriately enough, “newsgames.”

“There’s an argument to be made that games are perfect at getting at the systemic problems and challenges in the world,” says Ian Bogost, a professor at Georgia Tech.

He says games are really good at showing the complex underbelly of stories.

Take a game that he helped make called Oil God. In the game, the player controls an oil-rich region, waging wars and inciting coupes. The player learns that oil prices are contingent on all sorts of factors rarely mentioned in a story about the price of a gallon of gas.

The Sociology of Videogames

http://sociologyofvideogames.com/2015/01/25/can-video-games-create-empathy-and-awareness-for-real-world-issues/

creating games to bring awareness to social issues for over a decade.  The game to create the biggest waves was arguably MTV’s “Darfur is Dying” released online in 2006, in which players took up the role of a family displaced by conflict in Darfur.

MC218 remodel

According to the Team 5 meeting notes of 9/22/2015, presented to the library administration, under individual updates, e. Pedagogy, Active Learning/Interactivity/Focused Engagement, there are six points, including ‘flipped classroom,’ as proposed by Chris Inkster, but nothing about my proposal, which can be outlined as “changing the pedagogy of library instruction to fit the increased environment of mobile devices.” It makes the absence of my proposal even more bizarre considering that:

– during a meeting of Team 5 on Sept 23, I was questioned about my proposal and i delivered renewed explainations

– the webinar ONLINE GENERATION IS TRANSFORMING LIBRARIES: https://blog.stcloudstate.edu/ims/2015/09/22/online-generation-is-transforming-libraries/, as referred by Chris Inkster, is discussing exactly the need of pedagogical changes proposed by me.

Thus, since past proposals submitted by me were cut/ignored in a similar fashion as well as this one, I am formally entering it in a medium, which will bear the time stamp and the seal, so my proposal is not bastardized in the future and everyone can refer to the original idea, shall misunderstandings occur.

 

From: Miltenoff, Plamen
Sent: Monday, September 21, 2015 5:33 PM
To: Inkster, Christine D. <cinkster@stcloudstate.edu>; Gruwell, Cindy A. <cagruwell@stcloudstate.edu>; Gorman, Michael S. <msgorman@stcloudstate.edu>; Hubbs, Susan <shubbs@stcloudstate.edu>
Subject: Miller Center 218 – Remodel – TWO Questions

Good evening,

I will pick up from the correspondence below and share my thoughts thereafter.

 

  1. Several weeks ago, Cisco announced a technology, which will allow the institutional IT to assign preference of teaching content over personal usage. In my understanding, the news signals that questions about accessibility need to be accordingly rephrased. It also craves transparency on the SCSU IT.
  2. I have difficulties following Henry May’s ideas because of: 1. Lack of transparency and 2. Lack of didactical understanding.

 

The quintessential disparity (cart in front of the ox) is that from the emails below, it seems that the technology is driving didactic. If I need to prove that pedagogy drives technology, not vice versa, then there is a profound problem. I will assume that everyone agrees with pedagogy being in the center and technology is serving it. In that sense, this team and any other faculty unit trying to line up their curricular process to Henry’s vision, becomes preposterous; Henry is the one who has to be listening to the faculty and serve them.

 

Therefore, trying to adjust [long-term]future plans about pedagogy, by asking technology questions first, is in its best limiting. One needs to come up with a didactic frame and ask the responding questions how to furbish such frame with technology. If one assumes, as it is claimed, that this campus is moving to m-learning (mobile learning), BYOD, BYOx or any other fancy acronym, which de facto reflects the preponderance of mobile devices as main gateway to information used by students, then the pedagogy must be [re]designed for m-learning. In that sense, from a pedagogical point of view, I find perplexing focusing on MC 218 and subduing BYOD/x/mobile learning to the pedagogy, which will be exercised in a room ( MC 218). How is it mobile? Using mobile devices in room full with desktops does not make sense to me. Keep teaching a dynamic content such as library instruction in a confined room, also does not make sense to me.

 

Here is how I see the pedagogical reconsideration of library instruction must be considered.

In April 214, I proposed a plan, adopted from a Chicago librarian:

http://web.stcloudstate.edu/pmiltenoff/bi/

the plan reflects one of numerous possibilities to change the pedagogy of lecturing in a room (MC 218) to hands-on, real-life construct of knowledge by students on their own (constructivism). The pedagogical foundation is based on the use of personal mobile devices (BYOx), which renders the issue of MC 218 accessibility by wi fi as non-significant, since the hit on the wi fi network will be evenly distributed across the entire building.

The example above is only one of many on curriculum that needs to be changed by adopting gaming and gamification techniques:

https://blog.stcloudstate.edu/ims/2015/03/19/recommendations-for-games-and-gaming-at-lrs/

the essence of library instruction needs to change from lecturing to facilitation and consultations of students’ own construct and discovery how the library works and can help them; it needs to be a F2F rehearsal of students-librarian virtual relationship, which later on can guide and help students individually then in groups.

 

In that sense, MC 218 can/should to be considered a hub for activities, which mostly take place across the library. MC 218 can be the center place, where in-depth exercises are performed. Exercises, which require either:  1. Stronger processing power, 2. Intensive typing, or 3. Larger screens. While it needs to be further surveyed, I believe that MC 218 needs to have prevalent presence of dock-type of stations (recharge, dongles to  connect to large screens) and other peripherals which can allow students to connect their laptops, tablets and mobile devices, then desktops.

 

Thank you.

Plamen

 

 

 

DESIGNING A LEARNING GAME

Can a Child’s Creativity and Persistence be Assessed by a Game?

http://ww2.kqed.org/mindshift/2014/12/16/can-a-childs-creativity-and-persistence-be-assessed-by-a-game/

Evidence Based Design. https://en.wikipedia.org/wiki/Evidence-based_design

For conscientiousness, researchers were looking for evidence of persistence, perfectionism, organization and carefulness.

more on games, gaming and gamification in this blog at

https://blog.stcloudstate.edu/ims/?s=game&submit=Search

digital storytelling

Stories are for sorting and storing
http://homes.chass.utoronto.ca/~lachance/S6D.HTM

> Willard,

>

> The post 29.126 has been niggling at me for days. I originally want to

> reply with a simple observation that the appeal to storytelling is

> cast in such a way to avoid the complications of narration’s relation

> to narrative (the telling and the told; shown and said). But it was

> the theme of “borrowing” from one domain by another that leads me to

> recall a counter-narrative where there is no need to borrow between

> domains since the military-industrial-entertainment complex is one entity.

>

> I contend that fundamental to human interaction is narration:

> attentiveness to how stories are related. Stories are for sorting and

> storing. *Sometimes this soothes paranoia induced by too much

> linearity.*

>

> A while ago (1996), I explored recursivity and narrativity. My

> starting point was the ability to ask questions (and learn from one’s

> bodily reactions). The musings may or may not have military relevance.

> Judge for

> yourselves:

>

> <quote>

>

> Pedagogical situations are sensory. They are also interpersonal.

> Because they are sensory this makes even learning by oneself interpersonal.

> Egocentric speech is like a dialogue between the senses. In

> Vygotsky’s and Luria’s experiments, children placed in problem-solving

> situations that were slightly too difficult for them displayed egocentric speech.

> One could consider these as self-induced metadiscursive moments. The

> self in crisis will disassociate and one’s questionning becomes the

> object of a question.

>

> Not only is the human self as a metabeing both fracturable and

> affiliable in itself, it is also prone to narrativity. That is, the

> human self will project its self-making onto the world in order to

> generate stories from sequences and to break stories into recombinant

> sequences. Its operations on signs are material practices with consequences for world-making.

>

> The fracturable affiliable self calls for reproductive models suitable

> to the interactions of multi-sensate beings, models that render dyads

> dialectical, questionable, answerable. Narrativity understood

> dialectically does not merely mean making sequences or strings of

> events into stories but also stories into things, strung together for

> more stories. From such an understanding, emerge non-dyadic

> narratives of reproduction, narratives where a thing-born transforms

> itself into an event, comes to understand itself as a process.

>

> </quote>

>

> http://homes.chass.utoronto.ca/~lachance/S6D.HTM

>

> Funny to consider that those remarks were based in a consideration of

> language and feedback mechanisms. Make me think that the storytelling

> as “potent form of emotional cueing” may be directed to undesired

> responses such as greater self-reflexivity. And depending on how they

> are parsed, Hollywood films can contribute to undesired responses

> including escape. 🙂

>

> Francois Lachance, Scholar-at-large

> http://www.chass.utoronto.ca/~lachance

>

> to think is often to sort, to store and to shuffle: humble, embodied

> tasks

>

> On Mon, 29 Jun 2015, Humanist Discussion Group wrote:

>

>>

>>

>>

>>

>> Sharon Ghamari-Tabrizi, in “The Convergence of the Pentagon and

>> Hollywood” (Memory Bytes: History, Technology, and Digital Culture, ed.

>> Rabinovitz and Geil, 2004), describes in some detail the adoption by

>> the U.S. military of the entertainment industry’s storytelling

>> techniques implemented by means of simulation. This chapter follows

>> on from her excellent “Simulating the Unthinkable: Gaming Future War

>> in the 1950s and 1960s”, Social Studies of Science 30.2 (2000). In

>> the 2004 piece she describes a U.S. National Research Council

>> workshop in October 1996 at which representatives from film, video

>> game, entertainment and theme-parks came together with those from the

>> Department of Defense, academia and the defense industries. There is

>> much about this convergence that we might productively take an

>> interest in. Let me, however, highlight storytelling in particular.

>>

>> In a military context, Ghamari-Tabrizi points out, skilled

>> storytelling techniques are used to help participants in a VR

>> environment sense that they are in a real environment and behave

>> accordingly. Storytelling functions as a potent form of emotional

>> cueing that would seem to elicit the desired responses. But

>> especially interesting, I think, is the fact that “many conference

>> participants argued that the preferred mode of experiential immersion

>> in electronic media is not the unframed chaos of hypertext, but

>> old-fashioned storytelling.” She quotes Alex Seiden of Industrial

>> Light and Magic (note the date — 1996): “I’ve never seen a CD-ROM

>> that moved me the way a powerful film has. I’ve never visited a Web

>> page with great emotional impact. I contend that linear narrative is

>> the fundamental art form of humankind: the novel, the play, the film… these are the forms that define our cultural experience.”

>>

>> Comments?

>>

>> Yours,

>> WM

>> —

>> Willard McCarty (http://www.mccarty.org.uk/), Professor, Department of

>> Digital Humanities, King’s College London, and Digital Humanities

>> Research Group, University of Western Sydney

Turning Technophobia through Digital Storytelling

http://www.nmc.org/blog/turning-technophobia-through-digital-storytelling/

 

tabletop games in library

Games and gaming as a type of collection and library service is growing in libraries around the world. This growth has led to many questions about library practices related to this type of collection. You are invited to help clarify library practices related to tabletop game collections by taking this 15 minute survey.

http://bit.ly/TableTopGameSurvey

The purpose of this survey is to gather information from all types of libraries on how they are cataloging, processing, and circulating their tabletop game collections. Your information is valuable no matter the size or scope of your local collection. This information will be included anonymously in an article on library tabletop game collections and made available in a digital repository. Our goal is to use this information to guide best practices for tabletop game collection development and circulation in libraries.

The deadline for this survey is July 30, 2015.

Enabling BYOD

Enabling Bring Your Own Device

white paper by the Cisco

To help improve understanding of BYOD and its impacts on modern network environments, this white paper will further explore the many differences that exist between corporate and educational approaches to the technology.

In the education space, dealing with non-standard, user-managed devices has been and still remains the norm. Unfortunately, the variety of devices means a multitude of operating systems and software are encountered, with many “standards” being defined. As a result there is little consistency in the device type or the software being installed. Since the device is owned by the student and is a personal resource, it is often difficult or impossible to enforce a policy that prevents users from installing software. In addition, due to the nature of learning as opposed to a corporate environment, it is also difficult to put a restriction on certain classes of software since all may provide a worthwhile educational purpose.

providing a solution that unifies management and deployment polices across both wired and wireless devices is very desirable.

The Internet of Everything (IoE) has spurred a revolution in mobility. Collaboration anywhere, anytime and with any device is quickly becoming the rule instead of the exception. As a result it is now common for students to bring mobile devices such as smartphones, tablets and e-readers into the academic environment to support their educational endeavors.

The infrastructure supporting BYOD no longer has the sole purpose of providing a wireless radio signal within a given area. The focus is now about providing the appropriate bandwidth and quality to accommodate the ever-growing number of devices and ensure that an application provides a good end-user experience. In a sense, applications are now the major driving force behind the continuing evolution of BYOD. For example, a teacher accessing video in the classroom for educational purposes during class hours should have greater priority than a student in the same area accessing a gaming site for recreation.

A state-of-the-art BYOD infrastructure should now be capable of providing more than just generic, general-purpose wireless connectivity. In the classroom environment, the notion of “differentiated access” often resonates with faculty and staff. Once this has been determined, a policy can be applied to the user and their activity on the network.

Granular security can also be intelligently delivered.
Quality of Service (QoS) rate limiting has been available for some time, but now there are newer QoS techniques available.

Location-based services can provide their first interaction with the university. By delivering campus maps and directional information, location-enabled services can enhance the experience of these visitors and provide a positive image to them as well. As a visitor enters a particular building location, information could automatically be provided. In the case of a visiting student, information about the history of a building, departments contained within the building, or other resources could be presented to enhance a guided tour, or provide the perspective student the ability to have a self-directed tour of the campus facilities.

802.11ac Technology (https://en.wikipedia.org/wiki/IEEE_802.11ac)

Software Defined Networking (https://en.wikipedia.org/wiki/Software-defined_networking)

 

games and psychometrics

Could Video Games Measure Skills That Tests Can’t Capture?

http://ww2.kqed.org/mindshift/2014/08/11/could-video-games-measure-skills-that-tests-cant-capture/

applying the mechanics of games to the science of psychometrics — the measurement of the mind.

Scholars like James Paul Gee believe video games actually come much closer to capturing the learning process in action than traditional fill-in-the-bubble tests. My note: Duh...

Schwartz’s theory of assessment focuses on choice. He argues that the ultimate goal of education is to create independent thinkers who make good decisions. And so we need assessments that test how students think, not what they happen to know at a given moment.

more on games and gamification in this IMS blog:

https://blog.stcloudstate.edu/ims/?s=gaming

https://blog.stcloudstate.edu/ims/?s=gamification

DGBL and digital literacies

Digital game-based learning levels up digital literacies

http://thinkspace.csu.edu.au/anotherbyteofknowledge/digital-game-based-learning-levels-up-digital-literacies/

My note: excellent Australian article, which presents a very strong point on digital literacies (metaliteracies, see URL below) from educators (versus library) perspective. Connected with game-based learning, it clearly renders the traditional perspective of information literacy as miniscules and the notion of digital literacy being “information literacy on steroids” as obsolete. It clearly shows that the “xxx-literacies” are clearly not a domain of the librarians and if the librarians do not wised up and allow other faculty who are “not librarians” to equally participate, they might well count with those faculty going on their own (as it is transparent from this article).

connections will be made between  digital game-based learning and digital literacies to show that digital game-based learning is a powerful pedagogy that incorporates the elements of digital literacies. Through the adoption of game-based learning, digital literacies can be taught in context. Digital literacies are the skills that connect the learning content (curriculum) and digital games are the platform that these digital literacies can be practised within a meaningful context.

Digital literacies is an umbrella term that includes a combination of literacies – visual literacy, media literacy, collaborative literacy, ICT literacy, information literacy – that are needed to take an active, participatory role in life, now and in the future (Hague & Payton, 2010, p. 2).

Bawden (2008), cites Gilster (1997), who defines digital literacy as “an ability to understand and use information from a variety of digital sources and regard it as literacy in the digital age” (p.18).

Jisc, identify in their Digital Literacy Guide that it is a concept that is contextual and it is not static.  Change is imminent as new technologies develop “at breakneck speeds” (Becker, 2011, p. 76), therefore, it can be inferred the digital literacies required to use these new technologies need to be adaptable and flexible to these changes (Haste, 2009).

Cooper, Lockyer & Brown (2013), highlight this plurality by using the term “multiliteracies” which can be understood as synonymous with digital literacies.  Cooper et al. (2013), explain multiliteracies is required as a “broader view of literacy” (p. 94), is needed as a result of the diverse range of communications tools, therefore, context is implied.  Ng (2012) also highlights this idea that digital literacy is “the multiplicity of literacies associated with the use of digital technologies” (p. 1066).  The combination of multiliteracies and technologies would also suggest that multimodality is an important element of digital literacy (McLoughlin, 2011) .

7 elements of digital literacy in their Developing Digital Literacies Guide (2014), which can be seen below.

DGBL and digital literacy

 

digital games (Pivec & Pivec, 2011), which can also be called computer games (Whitton, 2011), video games (Turkay, Hoffman, Kinzer, Chantes & Vicari, 2014) or serious games (Arnab et al., 2012) rather than gamification.

Digital game-based learning then is using digital games in the learning environment with the purpose of achieving learning aligned with learning theory.

Cognitive constructivism is a learning theory that game-based learning could be aligned (Orr & McGuinness, 2014; St-Pierre, 2011).  This learning theory builds upon the theories of Piaget and Bruner, therefore, an important consideration in the digital game-based classroom would be that choosing games needs to fit the age and level of intellectual development the students are at (St-Pierre, 2011).

A major focus of the socio-constructivist learning theory is that of Vygotsky’s Zone of Proximal Development (St-Pierre, 2011).  The learning is designed “just beyond what the learner can do” (Orr & McGuinness, 2014, p. 223) and takes them beyond where their knowledge already exists.

More on digital literacy (metaliteracy) and DGBL in this IMS blog:

https://blog.stcloudstate.edu/ims/2014/11/30/game-based-learning/

https://blog.stcloudstate.edu/ims/?s=gaming

https://blog.stcloudstate.edu/ims/?s=gaming

 

https://blog.stcloudstate.edu/ims/2015/02/20/digital-literacy-2/

https://blog.stcloudstate.edu/ims/?s=digital+literacy

https://blog.stcloudstate.edu/ims/2014/11/27/reframing-informatioan-literacy-as-a-metaliteracy/

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