Searching for "gaming and gamification"

Gaming and Gamification for SPED 204

https://catalog.stcloudstate.edu/Catalog/ViewCatalog.aspx?pageid=viewcatalog&topicgroupid=1994&entitytype=CID&entitycode=SPED+204

SPED 204. Program Overview and E-Portfolio

Credits: 1
Department: Special Education
Description: Overview of the programmatic standards for general and special education, how these standards are integrated in special education curriculum, and e-portfolio requirements for documenting acquisition of the above standards.
  1. Gaming and Gamification.

    why Gaming and Gamification? Vygotsky and ZPD (immersive storytelling is a form of creative play)

    from: https://cpb-us-e1.wpmucdn.com/blog.stcloudstate.edu/dist/d/10/files/2015/03/Gaming-and-Gamification-in-academic-and-library-settings-final-draft-1digudu.pdf
    play >>> games >>> serious games >>> Game Based learning >>>>+ Digital Game Based learning
    Games are type of cooperative learning. Games embody the essence of constructivism, which for students/gamers means constructing their own knowledge while they interact (learn cooperatively). Learning can happen without games, yet games accelerate the process. Games engage. Games, specifically digital ones, relate to the digital natives, those born after 1976 – 80, who are also known as Generation Y, or Millennials”

    is it generational? Is it a fad? is it counter-pedagogical?

    what is the difference between GBL (Game Based Learning) and DGBL (Digital GBL): share examples, opinions. Is one better / preferable then the other? Why?

    Kahoot game (Yahoo): https://play.kahoot.it/#/k/1412b52c-da28-4507-b658-7dfeedf0864c 
    hands-on assignment (10 min): split in groups and discuss your experience with games; identify your preferable mode (e.g. GBL vs DGBL) and draft a short plan of transitioning your current curricula to a curricula incorporating games.

    What is gamification? Why gamification, if we have games?
    “Gamification takes game elements (such as points, badges, leaderboards, competition, achievements) and applies them to a non – game setting. It has the potential to turn routine, mundane tasks into refreshing, motivating experiences

    let’s check our understanding of gamification: https://play.kahoot.it/#/k/542b5b23-acbd-4575-998e-e199ea08b3e7

    hands-on assignment (10 min): split in groups and use your electronic devices: smartphones, tablets, laptops to experience any of the following gamification tools:

    The Future is Now:

    Hands-on assignment (10 min): Experience Oculus Go, Google Cardboard, Samsung Gear 360,  Vuze,
    create your own VR (video 360) orientation tours:

gaming and gamification abroad

Wie kann man Lehrer an das Thema"Gaming" heranführen? Das ist gar nicht so schwer, meint Jürgen Sleegers, wissenschaftlicher Mitarbeiter im Institut für Medienforschung und Medienpädagogik der TH Köln. #pb18 #fachtagung #perspektive #begabung #bildungundbegabung #smart #smartbilden #smartfoerdern #digitalisierung #gaming #education #computerspiele #learninggames #digitalepädagogik #seriousgames #spielen #spielraum #medienforschung #medienpädagogik @th_koeln @juergensleegers

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Как измерить результат игры в обучении

https://goo.gl/ttpDZ5 

http://blog.center-game.com/business/rezultat.html

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Simple mapa para navegar territorios lúdicos 🌐🎲 — #gamification #gamedesign #seriousplay #games #playcoaching #canvas #gbl #gba #gamebased #learning #assessment #facilitation #gamefulness #gamify #play #aprenderjugando #ludificacion #juegoserio #homoludens #seriousgames #ludification #ludens #fun #playful #design

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more on gaming in this IMS blog
http://blog.stcloudstate.edu/ims?s=gaming

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

Fortnite is Instagram of gaming

The Most Important Video Game on the Planet

How Fortnite became the Instagram of gaming

https://medium.com/new-york-magazine/the-most-important-video-game-on-the-planet-c26988a8f497  Jan 11 2019,Brian Feldman

http://nymag.com/intelligencer/2018/07/how-fortnite-became-the-most-popular-video-game-on-earth.html

Every number released in conjunction with Fortnite is staggering, even within the context of a $137 billion industry. On the same day as its Fortnite Pro-Am tournament at E3, the video-game industry’s largest convention, the game was released for the Nintendo Switch, and within 24 hours it had been downloaded more than 2 million times. Analysts estimate that Fortnite is currently raking in more than $300 million a month, and has made its maker, Epic Games, more than $1.2 billion since its battle royale mode launched in late September.

Fortnite is virtually identical on every platform, and players can move from their PlayStation to their phone and back without missing a beat. Milligan first heard about the game back in September. “It was the next new game, like when Minecraft came out, but way more popular.”

The cadence of a Fortnite game is that nothing is happening and then, very suddenly, everything is happening. The game has three main modes: solo (every player for themselves), duos (teams of two), and squads (teams of three or four), but there are consistently around 100 players in every session.

Even when kids aren’t playing Fortnite, they’re talking about Fortnite or finding ways to profit from it.

Video games pioneered the dopamine-rush cycle. Using bright graphics and sound effects to make players feel continual accomplishment, arcade games were honed to make players feel like they needed to feed in just one more quarter over and over again — slot machines that kept people entranced without ever having to pay out. The addictive core of video-gaming never went away, even as games became more complicated: Every win, every high score, every 100 percent completion, every secret and Easter egg was a chance for a little rush of accomplishment and satisfaction.

And then mobile products learned to do the same thing. Give people goals, reward them with flashes of color, and you could entrance them into something resembling addiction. This was called, tellingly and unsurprisingly, “gamification”: Treat every app and every activity as a video game, with scores, prizes, and leaderboards. Snapchat rewarded users who talked every day with “streaks”; the exercise app Strava allowed you to compete with other joggers and earn badges; Foursquare turned the entire world into a game of king of the hill.

The process has come full circle. Fortnite is a gamified video game.

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more on FortNite in this IMS blog
http://blog.stcloudstate.edu/ims?s=fortnite

http://blog.stcloudstate.edu/ims/2018/03/31/ready-player-one/

POD conference 2018 Portland OR

2018 POD Network Conference

Date: November 14, 2018 – November 18, 2018
Location: 921 SW Sixth Ave  Portland, OR, 97204 USA
https://guidebook.com/guide/149245/
https://guidebook.com/guide/149245/event/21577490/
Respondents on the 2016 POD Membership Survey indicated a strong need for learning center management and leadership skills. This session, facilitated by four center directors from very different institutions, responds to this need. Session participants will examine: 1) management and leadership responsibilities, especially in the context of continual change; 2) strategic alignment of the center’s work with institutional mission; and 3) evaluation of center work and demonstration of impact. Participants will leave with an individualized professional development plan, practical tools, and guiding questions that enable them to seek out relevant sessions and colleagues during the conference.
https://guidebook.com/guide/149245/event/21577321/
In this workshop, we explore powerful model (Symposium) for engaging faculty in campus initiatives and supporting them to take a more active role in leading during times of change. We have successfully used symposium to broaden faculty participation in change initiatives, connecting this work to what matters most to faculty and providing avenues for more inclusive collaboration across disciplines and divisions. Much of the workshop will be devoted to helping participants (1) identify areas where they can lead change on their campuses and (2) develop a draft plan for using symposium to increase faculty engagement in these efforts.
https://guidebook.com/guide/149245/event/21577217/
Faculty are often unable to complete a proper learner analysis because they know little about the students that comprise their classlist. At our university, we have been surveying incoming students for five years to collect enhanced demographic data and for the past two years have been sharing aggregate, anonymous data with faculty. Resources have been provided on how to make sense of the data for teaching purposes. In this study, we conducted focus groups with faculty to learn how they have used the data and resources and also to find out what additional data would further support their teaching. (My note: big data in education, as discussed by Nancy Sims keynote at LITA Nov, 2018)
https://guidebook.com/guide/149245/event/21577219/
Summative peer review of teaching (SPRT) is used in many higher education institutions. Unfortunately, the evaluative “power” of SPRT for making high-stakes career decisions can be limited due to lack of meaningful criteria and faculty resistance (Chism, 2008). To address this situation, our teaching and learning centre engaged in a collaborative culture-change initiative to develop a rubric for SPRT that would serve the University-wide committee with responsibility for final recommendation on matters of promotion and tenure. In this session, we discuss our collaborative process, debrief challenges and how we addressed and/or anticipated these, and share the SPRT rubric. (My Note: CETL)
https://guidebook.com/guide/149245/event/21577409/
This session will introduce participants to the gamification of faculty development through an interactive small group design scenario that asks participants to take a traditional faculty development experience and then gamify it using the gamification design framework [1]. Gamification involves the use of game design elements and experiences in non-gaming environments. When applied in faculty development settings, gamification has the potential to encourage faculty engagement and motivation and can lead to behavioral change that can impact their teaching. (My note: ask me; i have been trying to educate CETL directors for the past four years on this opportunity)

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more on POD conferences in this IMS blog
http://blog.stcloudstate.edu/ims?s=POD+conference

gamification and learning

Student Perceptions of Learning and Instructional Effectiveness in College Courses

https://www.ets.org/Media/Products/perceptions.pdf

Students’ Perception of Gamification in Learning and Education.

https://link.springer.com/chapter/10.1007%2F978-3-319-47283-6_6

College students’ perceptions of pleasure in learning – Designing gameful gamification in education

investigate behavioral and psychological metrics that could affect learner perceptions of technology

today’s learners spend extensive time and effort posting and commenting in social media and playing video games

Creating pleasurable learning experiences for learners can improve learner engagement.

uses game-design elements in non-gaming environments with the purpose of motivating users to behave in a certain direction (Deterding et al., 2011)

How can we facilitate the gamefulness of gamification?

Most gamified activities include three basic parts: “goal-focused activity, reward mechanisms, and progress tracking” (Glover, 2013, p. 2000).

gamification works similarly to the instructional methods in education – clear learning and teaching objectives, meaningful learning activities, and assessment methods that are aligned with the objectives

the design of seven game elements:

  • Storytelling: It provides the rules of the gamified activities. A good gamified activity should have a clear and simple storyboard to direct learners to achieve the goals. This game-design element works like the guidelines and directions of an instructional activity in class.
  • Levels: A gamified activity usually consists of different levels for learners to advance through. At each level, learners will face different challenges. These levels and challenges can be viewed as the specific learning objectives/competencies for learners to accomplish.
  • Points: Points pertain to the progress-tracking element because learners can gain points when they complete the quests.
  • Leaderboard: This element provides a reward mechanism that shows which learners are leading in the gamified activities. This element is very controversial when gamification is used in educational contexts because some empirical evidence shows that a leaderboard is effective only for users who are aggressive and hardcore players (Hamari, Koivisto, & Sarsa, 2014).
  • Badges: These serve as milestones to resemble the rewards that learners have achieved when they complete certain quests. This element works as the extrinsic motivation for learners (Kapp, 2012).
  • Feedback: A well-designed gamification interface should provide learners with timely feedback in order to help them to stay on the right track.
  • Progress: A progress-tracking bar should appear in the learner profile to remind learners of how many quests remain and how many quests they have completed.

Dominguez et al. (2013) suggested that gamification fosters high-order thinking, such as problem-solving skills, rather than factual knowledge. Critical thinking, which is commonly assessed in social science majors, is also a form of higher-order thinking.

Davis (1989) developed technology acceptance model (TAM) to help people understand how users perceive technologies. Pleasure, arousal, and dominance (PAD) emotional-state model that developed by Mehrabian (1995) is one of the fundamental design frameworks for scale development in understanding user perceptions of user-system interactions.

Technology Acceptance Model from Damian T. Gordon

Introduction of the basic emotional impact of environments from Sekine masato

Van der Heijdedn (2004) asserted that pleasurable experiences encouraged users to use the system for a longer period of time
Self-determination theory (Deci & Ryan, 1985) has been integrated into the design of gamification and addressed the balance between learners’ extrinsic and intrinsic motivation.

Self determination theory from Jeannie Maraya
Ryan and Deci (2000) concluded that extrinsic rewards might suppress learners’ intrinsic motivation. Exploiting the playfulness and gamefulness in gamification, therefore, becomes extremely important, as it would employ the most effective approaches to engage learners.
Sweetser and Wyeth (2005) developed GameFlow as an evaluation model to measure player enjoyment in games
Fu, Su, and Yu (2009) adapted this scale to EGameFlow in order to measure college students’ enjoyment of e-learning games. EGameFlow is a multidimensional scale that consists of self-evaluated emotions.

Gamification and Flow from Martin Sillaots
Eppmann, Bekk, and Klein (2018) developed gameful experience scale (GAMEX) to measure gameful experiences for gamification contexts. one of the limitations of GAMEX to be used in education is that its effects on learning outcome has not been studied
the Big Five Model, which has been proposed as trait theory by McCrae & Costa (1989) and is widely accepted in the field, to measure the linkages between the game mechanics in gamification and the influences of different personality traits.

The Big Five Personality Model from Devina Srivastava

Storytelling in the subscale of Preferences for Instruction emphasizes the rules of the gamified learning environments, such as the syllabus of the course, the rubrics for the assignments, and the directions for tasks. Storytelling in the subscale of Preferences for Instructors’ Teaching Style focuses on the ways in which instructors present the content. For example, instructors could use multimedia resources to present their instructional materials. Storytelling in the subscale of Preferences for Learning Effectiveness emphasizes scaffolding materials for the learners, such as providing background information for newly introduced topics.

The effective use of badges would include three main elements: signifier, completion logic, and rewards (Hamari & Eranti, 2011). A useful badge needs clear goal-setting and prompt feedback. Therefore, badges correlate closely with the design of storytelling (rules) and feedback, which are the key game design elements in the subscale of Preferences for Instruction.

Students can use Google to search on their laptops or tablets in class when instructors introduce new concepts. By reading the reviews and viewing the numbers of “thumbs-up” (agreements by other users), students are able to select the best answers. Today’s learners also “tweet” on social media to share educational videos and news with their classmates and instructors. Well-designed gamified learning environments could increase pleasure in learning by allowing students to use familiar computing experiences in learning environments.

 

instruments and methods for formative assessment

********* reserve space: register here |  запазете си място: регистрирайте се тук *********

Open Discussion: Instruments and Methods for Formative Assessment: by invitation of teachers from Plovdiv region |  Тема: Инструменти и методи за актуални училищни занятия

Where | Къде: СУ „Димитър Матевски“  https://goo.gl/maps/rojNjE3dk4s and online ( виртуално)
When | Кога: 2. май, 2018, 14 часа |  May 2, 2018, 2PM local time (Bulgaria)
Who | Кой: преподаватели и педагози  |  teachers and faculty
How | Как: използвайте “обратна връзка” за споделяне на вашите идеи  | use the following hashtag for backchanneling #BGtechEd

short link: http://bit.ly/teachassess

open URL on cell phone

qr code formative assessment event

Live stream:
https://www.facebook.com/InforMediaServices/
and recording available
(предаване на живо и запис)

https://youtu.be/oYBtJSzUvrk

  1. Intro | Представяне – 5мин.
    Who are we (please share short intro about your professional interests) | Кои сме ние: споделете накратко професионалните си интереси (използвайте “comment” section под този блог)
    http://web.stcloudstate.edu/pmiltenoff/faculty/
  2. Plan | Защо сме се събрали? Представяне на плана. – 5-10мин.
    http://blog.stcloudstate.edu/ims/2018/04/15/ed-leadership-and-edtech/
    Edtch why | защо учебни технологии? how to choose edtech | как избираме технологии? who chooses/decided | кой решава кои технологии?
    http://blog.stcloudstate.edu/ims/2016/02/09/collaborative-tools/
    virtual collaborative board | да се срещнем тук: https://www.notebookcast.com/en/board/showboard/fw56dmgj/
  3. Reality Check (before we do tech) | минута за откровение (преди да започнем с технологии):
    who is our audience | кого учим/обучаваме?
    http://blog.stcloudstate.edu/ims/2018/04/21/in-memoriam-avicii/
    http://blog.stcloudstate.edu/ims/2018/04/17/edtech-implementation-fails/
    why technology application fails | защо се проваля използването на технологии в обучението?
    Understanding Purpose | какъв е смисълът
    Insufficient Modeling of Best Practices | недостатъчен или несподелен опит
    Bad First Impressions | лоши първи впечатления
    Real-World Usability Challenges | ежедневни проблеми
    The Right Data to Track Progress | кои данни определят успеха
    Share your thoughts for the fails | Сподели твоите мисли за провала

Тема1. Сравняване на Kahoot, Edpuzzle и Apester –  1-1, 1/2 час продължителност
Topic 1: A comparison of Kahoot, Apester and EdPuzzle

definitions | термини : BYOD (BYOx), flipped classroom, formative assessment (vs summative assessment)

Kahoot (https://kahoot.it/) – 10 мин.
 kahoot
Apester (https://apester.com/ )– 10-15мин.
 apester
    • Представяне | short demonstration
    • Споделяне на опит | ideas and experience exchange.
      Comparison to other tools (e.g. flipped classroom advantage to Kahoot; difference from EdPuzzle, similarities to EdPuzzle) | съпоставяне с други инструменти: например, обърната класна стая – предимство пред Кахут; разлики и прилики с ЕдПъзил и тн)

Edpuzzle (https://edpuzzle.com )– 10 – 15мин.
 edpuzzle
    • Представяне | short demonstration
    • Edpuzzle виртуална класна стая | interactive virtual classroom
    • Създаване на акаунт | account creation and building of learning objects
      Comparison to other tools (e.g. flipped classroom advantage to Kahoot; difference from EdPuzzle, similarities to EdPuzzle) | съпоставяне с други инструменти: например, обърната класна стая – предимство пред Кахут; разлики и прилики с Еиптстър и тн)

https://edpuzzle.com/assignments/5ad4cad48f4df34107c58bd0/watch

Тема 2. Виртуална реалност в учебния процес – теория и практика-  1-1, 1/2 час продължителност
Topic 2. Virtual reality in teaching and learning – theory and hands-on

When a student is brilliant on the street corner but falling asleep in class, something is wrong with the schooling system
Ако учащ се е страхотен на ъгъла на улицата, но се проваля или заспива в клас, тогава нещо е грешно с учебната система
http://blog.stcloudstate.edu/ims/2018/04/17/education-teched-frenemies/

VR can be inexpensive and effective | Виртуална / разширена реалност може да бъде ефикасна и ефективна: http://blog.stcloudstate.edu/ims/2018/04/26/teaching-virtual-reality/

  1. Кратък теоретичен преглед на видео 360 – 10 мин

https://www.linkedin.com/groups/2811/2811-6391674579739303939

Definitions for VR/AR/MR | дефиниции на:  виртуална реалност; разширена реалност; смесена реалност
http://blog.stcloudstate.edu/ims/2018/03/21/t4tl-games-and-vr-library/

  1. Практически опит с видео 360 – 25 – 30 мин
  • Заснемане с камера
  • Редактиране на заснетия материал и възможности за интерактивност
  1. Дискусия относно методиката на приложение в учебния процес
  2. По избор – разговор с Марк Гил от Щатския университет Сейнт Клауд и демонстрация на виртуална реалност в учебния процес – 10-15 мин
  3. По избор –
    1. gaming and gamification and the role of VR and V360
      http://web.stcloudstate.edu/pmiltenoff/bi/
    2. digital storytelling and the role of VR and V360 | цифрово разказване и ролята на ВР и В360: http://web.stcloudstate.edu/pmiltenoff/lib490/
      Дискусии в тази ФБ група | Discussions welcome here: https://www.facebook.com/groups/SCSUDigitalStorytelling/

#3 from the following blog entry: http://blog.stcloudstate.edu/ims/2018/04/17/practical-about-vr-and-ar-in-schools/ (go beyond storytelling)

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Additional Information |  Дпълнителна литература/информация

http://blog.stcloudstate.edu/ims/2016/02/22/formative-assessment-ideas/

Formative Assessment Tools:  http://blog.stcloudstate.edu/ims/2016/01/13/formative-assessment-tools/

http://blog.stcloudstate.edu/ims/2014/12/09/formative-assessment/

Embedded Librarian and Gamification in Libraries

***** reserve space: register here | запазете си място: регистрирайте се тук *****

Open Discussion: Embedded Librarian and Gamification in Libraries

by invitation of New Bulgarian University, Sofia, Bulgaria: https://www.nbu.bg/en
May 14, 9-11AM, New Bulgarian University.

short link: http://bit.ly/embed18

Live stream: https://www.facebook.com/InforMediaServices/ and recording available (предаване на живо и запис)

 

 qr code NBU

 

 

 

Live stream:
https://www.facebook.com/InforMediaServices/
and recording available
(предаване на живо и запис)

backchanneling: @scsutechinstruct ##NBUembed

Archived Discussion
https://www.facebook.com/InforMediaServices/videos/1532459913531167/

Video 360 excerpt from the discussion:

Семинар „Embedded“ библиотекари и геймификация в библиотеките:
Съвременни американски практики“, 14 май 2018 г., 9.00 ч.-11.00 ч.,

Embedded Librarian and Gamification in Libraries from Plamen Miltenoff

Preliminary Information and Literature. Please do not hesitate to share in the comments section your ideas, suggestions and questions
предварителна информация и литература по дискусията. Не се колебайте да споделите мнения, препоръки и въпроси в “Comment” секцията:

http://blog.stcloudstate.edu/ims/2017/10/03/embedded-librarianship-in-online-courses/

http://blog.stcloudstate.edu/ims/2017/08/24/embedded-librarian-qualifications/

http://blog.stcloudstate.edu/ims/2015/05/04/lms-and-embedded-librarianship/

“Embedded librarianship” also mentioned in:

http://blog.stcloudstate.edu/ims/2015/05/27/handbook-of-mobile-learning/

http://blog.stcloudstate.edu/ims/2016/08/18/digital-humanities-and-libraries/

Gaming and Gamification and Education:

http://blog.stcloudstate.edu/ims/2018/04/18/engage-with-dungeons-and-dragons/

http://blog.stcloudstate.edu/ims?s=iste+standards

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For more information and for backchanneling please use the following social media
за повече въпроси и информация, както и за споделяне на вашите идеи и мисли използвайте следните канали / социални медии:

Facebook:

#pm Open Discussion #EmbeddedLibrarian and #gamification in #libraries – May 14, 2018, 9AM Eastern European time….

Posted by InforMedia Services on Thursday, April 12, 2018

Twitter:

https://twitter.com/SCSUtechinstruc/status/984437858244145152

LinkedIn discussion on VR/AR
https://www.linkedin.com/groups/2811/2811-6391674579739303939

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even more info

The embedded librarian from doberhelman

The Embedded Librarian: Using Technology in Service Delivery from Pavlinka Kovatcheva

Embedded Librarian-ALA 2011 from Info_Witch

Toward a Sustainable Embedded Librarian Program from Robin M. Ashford, MSLIS

The Embedded Librarian: Integrating Library Resources into Course Management Systems from Emily Daly

Embedded Librarian in Higher Education from Shahril Effendi

Ilago 2016 presentation: Next Steps in Embedded Librarian Instructional Design from Dawn Lowe-Wincentsen





BUT WAIT

how does embedded librarian relates to the emerging technologies in the library?

Emerging Technology Trends in Libraries for 2018 from David King

T4TL games and VR library

Innovations and learning: The case of Video 360 in the library

When: Thursday, March 22, 3:30PM
Where: Centennial 106

and https://webmeeting.minnstate.edu/?returnUrl=https%3A%2F%2Fwebmeeting.minnstate.edu%2Ft4tl2018&path=t4tl2018&forceLogout=True

and Facebook Live: https://www.facebook.com/InforMediaServices/videos/1479058952204597/

also #backchannel with us: 1. using the Adobe Connect Chat and/or using the Facebook Live Chat and/or using Twitter: @SCSUtechinstruc #T4TLvr

Are you a disruptor?
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Book Chapter under review: https://www.academia.edu/36222178/VR_AR_and_Video_360_Toward_New_Realities_In_Education

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T4 tl 360_videos from Plamen Miltenoff

360 Videos and Students’ Learning

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

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What is VR and how does it differ from AR?

 

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What is Mixed Reality:

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the history of VR:


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Gaming and Gamification in Education:

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

SOE workshop gamification

School of Education workshop on gaming and gamification

shortlink: http://bit.ly/soegaming

Join us for a LIVE broadcast:

Live broadcast on Adobe Connect:
https://webmeeting.minnstate.edu/scsuteched
Live broadcast on Facebook:
https://www.facebook.com/events/1803394496351600

 

Outline:
The Gamification of the educations process is not a new concept. The advent of educational technologies, however, makes the idea timely and pertinent. In short 60 min, we will introduce the concept of gamification of the educational process and discuss real-live examples.

Learning Outcomes:

  • at the end of the session, participants will have an idea about gaming and gamification in education and will be able to discriminate between those two powerful concepts in education
  • at the end of this session, participants will be able search and select VIdeo 360 movies for their class lessons
  • at the end of the session, participants will be able to understand the difference between VR, AR and MR.

if you are interested in setting up a makerspace and/or similar gaming space at your school, please contact me after this workshop for more information.

  1. Gaming in education
    Minecraft.edu
    http://blog.stcloudstate.edu/ims/2017/10/26/pedagogically-sound-minecraft-examples/
    Simcity.com

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Here some online games suitable for educators:
http://www.onlinecolleges.net/50-great-sites-for-serious-educational-games/

https://www.learn4good.com/games/for-high-school-students.htm

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Let’s learn more about gaming and education with Kahoot (please click on Kahoot):

https://play.kahoot.it/#/k/78e64d54-3607-48fa-a0d3-42ff557e29b1

Let’s take a quiz together:

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  1. Gamification in education
    1. How would you define gamification of the educational process?
    2. Gaming and Gamification in academic and library settings (paper)
      Short URL: http://scsu.mn/1F008Re
      Gamification takes game elements (such as points, badges, leaderboards, competition, achievements) and applies them to a non-game setting. It has the potential to turn routine, mundane tasks into refreshing, motivating experiences (What is GBL (Game-Based Learning)?, n.d.).
      Gamification is defined as the process of applying game mechanics and game thinking to the real world to solve problems and engage users (Phetteplace & Felker, 2014, p. 19; Becker, 2013, p. 199; Kapp, 2012). Gamification requires three sets of principles: 1. Empowered Learners, 2. Problem Solving, 3. Understanding (Gee, 2005).
    3. Apply gamification tactics to existing learning task
      split in groups and develop a plan to gamify existing learning task
    4. gamification with and without technology
      https://www.thespruce.com/board-games-for-college-kids-3570593

+++ hands-on ++++++++++++++++ hands-on ++++++++++++++++ hands-on ++++++

  1. Video 360 in the classroom (proposed book chapter)
    1. the importance of Video 360
      p. 46 Virtual Reality
      http://blog.stcloudstate.edu/ims/2017/08/30/nmc-horizon-report-2017-k12/
      p. 47 Google is bringing VR to UK kids
      http://www.wired.co.uk/article/google-digital-skills-vr-pledge
      Video 360 movies for education:
      http://virtualrealityforeducation.com/google-cardboard-vr-videos/science-vr-apps/
      Watch this movie on the big screen:

      from the web page above, choose a movie or click on this lin
      k:
      https://youtu.be/nOHM8gnin8Y (to watch a black hole in video 360)
      Open the link on your phone and insert the phone in Google Cardboard. Watch the video using Google Cardboard. 
    2. Discuss the difference between in your experience watching the movie on the big screen and using Google Cardboard. What are the advantages of using goggles, such as Google Cardboard?
      Enter your findings here:
      https://docs.google.com/document/d/1Nz42T6CaYsx8qVl9ee_IC25EyqS0A8aZcQdX2F6RMjg/edit?usp=sharing

Let’s learn more about gaming and education with Kahoot (please click on Kahoot):

https://play.kahoot.it/#/k/6c9e7368-f830-4a9c-8f5a-df1899e96665

  1. VR, AR, MR and Video 360.
    1. discuss your ideas to apply VR/AR/MR and Video 360 in real life and your profession
      https://docs.google.com/document/d/1Cq6zDXJ9xkN7h81RpiLkdflbAuX8y_my2VrbO3mZ5mM/edit?usp=sharing
  2. Creating your own games:
    http://blog.stcloudstate.edu/ims/2018/02/19/unity/

++++++ RESOURCES ++++++++++ RESOURCES ++++++++++ RESOURCES +++++++

http://blog.stcloudstate.edu/ims?s=games

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

http://blog.stcloudstate.edu/ims?s=virtual+reality

http://blog.stcloudstate.edu/ims?s=video+360

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For further information about Information Media:

IM Facebook Group https://www.facebook.com/groups/326983293392/
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Twitter https://twitter.com/IM_SCSU
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pre-gamification

Pre-Gamification for Adult Beginners: Minecraft, Facebook, Kano Computer Kit, (and WeChat)” – Instructional Implications for HIgher Education

Kano.me

kano computer kit. Comparable with RaspberryPi and Arduino

supposedly windows 10 has issues with multiplayer on Minecraft

https://wiki.education.minecraft.net/wiki/Examples_by_Subject

http://www.edudemic.com/minecraftedu-and-simcityedu-blazing-trails-for-interdisciplinary-learning/

Nebel, S., Schneider, S., & Rey, G. D. (2016). Mining Learning and Crafting Scientific Experiments: A Literature Review on the Use of Minecraft in Education and Research. Journal Of Educational Technology & Society19(2), 355-366.

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d114601254%26site%3dehost-live%26scope%3dsite

Dodgson, D. (2017). Digging Deeper: Learning and Re-Learning with Student and Teacher Minecraft Communities. Tesl-Ej20(4),

http://web.a.ebscohost.com/ehost/detail/detail?vid=6&sid=cc275fc2-a23c-4082-923d-a5a6fd1ed9f8%40sessionmgr4007&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=EJ1137963&db=eric

OVERBY, A. a., & JONES, B. b. (2015). Virtual LEGOs: Incorporating Minecraft Into the Art Education Curriculum. Art Education68(1), 21-27.

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daft%26AN%3d100052563%26site%3dehost-live%26scope%3dsite

Jackie Gerstein

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more on gaming in this IMS blog
http://blog.stcloudstate.edu/ims?s=gaming

more on gamification in this IMS blog
http://blog.stcloudstate.edu/ims?s=gamification

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