Searching for "minecraft"

Serious Play Conference

Bryan Alexander’s Future Trends Forum with Guest Sue Bohle, Serious Play Conference

An interactive discussion on gaming in education
January 17, 2 – 3 PM (EST)

Sue Bohle, Executive Director, Producer, Serious Play Conference, for a lively discussion on gaming in education.

Sue is a leader in the space and has seen tremendous growth and potential of serious games in corporate training and eLearning. The interview has been edited for clarity and length.

++++++++
notes from the webinar:
i had issues connecting and the streams of the guest speaker (Sue) and Bryan will stall when each of them were talking.

examples for formally learning through games

I’d love to hear Sue chat about: Students as game authors, what do you do to encourage reflection on game events?

Dan LaSota:
Is there any intersection between “Minds on Fire” from Mark Carnes, https://reacting.barnard.edu and your conference?
Dan LaSota
To me “simulation” means some scenario that can be rapidly run again and again, with the user/player tweaking variables and seeing what happens. If it’s “fun” there is more of an intersection with games. If not so fun, it might be considered by most more of a model. Computers can and do help with the iteration process because they can reset to T=0 much quicker than human players. Although “role play” is also a kind of simulation.
Facebook group the Tribe:
Minecraft in education.
John Gould with Drexel: he is going now after the school boards about games in education
Noreen Barajas Horizon Project Director, Educause
AI book integrated in junior high Seattle Michelle Zimmerman, article in Forbes,
Keven Diel Lockhead expert on AI, military
gaming as a way to bypassing the metacognitive (thinking about thinking). Without teaching about learning. Number of libraries Nebraska State: games are developed by libraries.
Tobee Soultie gaming industry. National Intelligence Agency for first response and refurbished for teachers and bullying.
SueBohle@gmail.com

++++++
more on Future Trends in this IMS blog
http://blog.stcloudstate.edu/ims?s=future+trends

TeacherGaming

TeacherGaming Raises $1.6M to Grow Subscription-Based Classroom Gaming Platform

Jan 30, 2018

https://www.edsurge.com/news/2018-01-30-teachergaming-raises-1-6m-to-grow-subscription-based-classroom-gaming-platform

TeacherGaming is a subscription-based suite of educational games for the classroom, ranging from $150 to $1150 per year depending on class size. The system includes lesson plans and an analytics platform for educators to track student activity and progress.

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

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

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

+++++++++++++++++++++++++++++++++
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

+++++++++++++++++++++++++++++++++

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:

++++++++////////////////+++++++++++/////////////////+++++++++++++///////////////++++++++

  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

+++++++++++++++++++++++++++++++++++++++++++++++++++++

For further information about Information Media:

IM Facebook Group https://www.facebook.com/groups/326983293392/
IM Facebook Page http://www.facebook.com/Informationmedia
IM Blog blog.stcloudstate.edu/im
IM LinkedIn https://www.linkedin.com/in/information-media-department-31360b28/
Twitter https://twitter.com/IM_SCSU
Youtube https://www.youtube.com/channel/UCIluhVNJLJYEJ7983VmhF8w

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

+++++++++++++++
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

IM554 discussion on GBL

IM554 discussion on Game Based Learning

Here is the “literature”:
http://blog.stcloudstate.edu/ims/2015/03/19/recommendations-for-games-and-gaming-at-lrs/
this link reflects my recommendations to the SCSU library, based on my research and my publication: http://scsu.mn/1F008Re

Here are also Slideshare shows from conferences’ presentations on the topic:

https://www.slideshare.net/aidemoreto/gamification-and-byox-in-academic-libraries-low-end-practical-approach

https://www.slideshare.net/aidemoreto/gaming-and-gamification-in-academic-and-library-settings

Topic :Gaming and Gamification in Academic Settings

  1. Intro: why is it important to discuss this trend
    1. The fabric of the current K12 and higher ed students: Millennials and Gen Z
    2. The pedagogical theories and namely constructivism
      1. Csikszentmihalyi’s “flow” concept (being in the zone)
      2. Active learning
      3. Sociocultural Theory
      4. Project-Based Learning
    3. The general milieu of increasing technology presence, particularly of gaming environment
    4. The New Media Consortium and the Horizon Report

Discussion: Are the presented reasons sufficient to justify a profound restructure of curricula and learning spaces?

  1. Definition and delineation
    1. Games
    2. Serious Games
    3. Gamification
    4. Game-based learning
    5. Digital game-based learning
    6. Games versus gamification
    7. Simulations, the new technological trends such as human-computer interaction (HCI) such as augmented reality (AR),virtual reality (VR) and mixed reality (MR) (http://blog.stcloudstate.edu/ims/2017/02/22/virtual-augmented-mixed-reality/ )

Discussion: Is there a way to build a simpler but comprehensive structure/definition to encompass the process of gaming and gamification in education?

  1. Gaming and Gamification
    1. Pros
    2. Cons
    3. Debates

Discussion: Which side are you on and why?

  1. Gaming and Gamification and BYOD (or BYOx)
    1. gaming consoles versus gaming over wi-fi
    2. gaming using mobile devices instead of consoles
    3. human-computer interaction (HCI) such as augmented reality (AR),virtual reality (VR) and mixed reality (MR) (http://blog.stcloudstate.edu/ims/2017/02/22/virtual-augmented-mixed-reality/ )

Discussion: do you see a trend to suggest that either one or the other will prevail? Convergence?

  1. Gaming in Education
    1. student motivation, student-centered learning, personalized learning
    2. continued practice, clear goals and immediate feedback
    3. project-based learning, Minecraft and SimCity EDU
    4. Gamification of learning versus learning with games
    5. organizations to promote gaming and gamification in education (p. 6 http://scsu.mn/1F008Re)
    6. the “chocolate-covered broccoli” problem

Discussion: why gaming and gamification is not accepted in a higher rate? what are the hurdles to enable greater faster acceptance? What do you think, you can do to accelerate this process?

  1. Gaming in an academic library
    1. why the academic library? sandbox for experimentation
    2. the connection between digital literacy and gaming and gamificiation
    3. Gilchrist and Zald’s model for instruction design through assessment
    4. the new type of library instruction:
      in house versus out-of-the box games. Gamification of the process
      http://web.stcloudstate.edu/pmiltenoff/bi/

Discussion: based on the example (http://web.stcloudstate.edu/pmiltenoff/bi/), how do you see transforming academic library services to meet the demands of 21st century education?

  1. Gaming, gamification and assessment (badges)
    1. inability of current assessments to evaluate games as part of the learning process
    2. “microcredentialing” through digital badges
    3. Mozilla Open Badges and Badgestack
    4. leaderboards

Discussion: How do you see a transition from the traditional assessment to a new and more flexible academic assessment?

game consoles

Microsoft kills off Xbox 360 after more than a decade

http://www.telegraph.co.uk/technology/2016/04/21/microsoft-kills-off-xbox-360-after-more-than-a-decade/

more about game consoles in this IMS blog:
http://blog.stcloudstate.edu/ims?s=xbox

virtual reality


bettshow

British Educational Training and Technology Show

http://www.bettshow.com

an annual trade show in the United Kingdom that showcases the use of information technology in education. The show has also expanded from being a purely technology show, and whilst it has played host to companies ranging from multinationals Microsoft, Google and Apple Inc. to small single-product firms, it has also created themed zones for exhibitors, such as those specialising in SEN provision. New for 2015 is its “Bett Futures” feature, which aims to select and promote 30 educational technology start-ups, selected by a panel of expert educators.[3](https://en.wikipedia.org/wiki/BETT)

Examples:
http://www.bettshow.com/Content/Microsoft-Learn-Live-Theatre
Minecraft in Education
1:1 with Surface at Hogwarts School of Witchcraft & Wizardry (http://www.bettshow.com/content/Microsoft-Learn-Live-Theatre#ixzz3x8gaFOrQ)

15:10 – 15:40
Technology in Higher Education Summit
As we continue to move into a more digital world, the digital badge has been heralded as a means to demonstrate evidence of work online, an alternate method of accreditation, and a solution to support, guide and motive learners. With examples from a university ahead of the curve in the use of digital badges, learn what roles badges could have in your teaching

http://www.bettshow.com/Seminar/Spotlight-on-e-porfoilios-and-digital-badges#ixzz3x9DOjm94

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:

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

Presentation tools for teachers:

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

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

Basics of design:

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

 

quests in education

Pursuing Quests: How Digital Games Can Create a Learning Journey

http://ww2.kqed.org/mindshift/2015/12/04/pursuing-quests-how-digital-games-can-create-a-learning-journey

Paul Darvasi

Completing missions for rewards is a core mechanic in many video games, including best-sellers like “World of Warcraft,” “Grand Theft Auto,” “Fallout” and “Skyrim.” Quests are diverse and optional, and players can undertake them on their own schedule.

A good quest-based curriculum meets the needs of many students by offering a multiplicity of choices that cover standards

We began looking for ways to meta-game curricular activities,” said Haskell. “We built 3D GameLab to allow us to deliver any curriculum with game-based mechanics

When he first waded into quest-based learning, Isaacs created one central quest path that his students followed at slightly varied paces, and he added some optional side quests that could be completed for extra credits.

“Reluctant or disenfranchised students are very likely to demonstrate renewed interest and engagement when presented with the game-infused option,” she said. “Once the kids were granted some agency in the trajectory of their learning, they really wanted to succeed.” But she also recognizes that games may not be for everybody.

More on Minecraft in this IMS blog:
http://blog.stcloudstate.edu/ims/?s=minecraft&submit=Search

 

Recommendations for games and gaming at LRS

Gaming and Gamification in academic and library settings (paper)
Short URL: http://scsu.mn/1F008Re 

Based on the literature regarding games, gaming, gamification, game-based learning, and serious games, several clear trends emerge:

  1. Gaming and gamification in the sense of game-based learning is about using games and game-like tactics in the education process, for greater engagement and better learning outcomes. However, this is only the first level of such initiative. The second and higher level is about involving students in the game-building and gamification of the learning process (as per Vygotsky’s Zone of…) thus achieving student-centered and experiential learning.
  2. When hosting games and gaming in any library, “in-person” or electronic/online games are welcome but not sufficient to fulfill their promise, especially in an academic library. Per (1), an academic library has the responsibility to involve students and guide them in learning how to engage in the building process required in true game-based learning.
  3. Game-based learning, gaming and gamification in particular, in educational (academic library) settings must consider mobile devices and the BYOD movement in particular as intrinsic parts of the entire process. Approaching the initiative primarily by acquiring online “in-person” games, or game consoles has the same limited educational potential as only hosting games, rather than elevating the students to full guided engagement with game-based learning. If public relations and raised profile are the main goals for the academic library, such an approach is justified. If the academic library seeks to maximize the value of game-based learning, then the library must consider: a. gaming consoles, b. mobile devices as part of a BYOD initiative and c. cloud-based / social games, such as MineCraft, SimCity etc.
  4. Design for game-based learning, gaming and gamification in educational (academic library) settings must include multiple forms of assessment and reward, e.g. badges, leaderboards and/or certificates as an intrinsic part of the entire process. Merely hosting games in the academic library cannot guarantee true game-based learning. The academic library, as the forefront of a game-based learning initiative on campus, must work with faculty on understanding and fine tuning badges and similar new forms of assessment and reward, as they effectively implement large scale game-based learning, focused on the students’ learning gains.

Recommendations for LRS

  1. In regard to LRS, the gaming and gamification process must be organized and led by faculty, including housing and distributing the hardware, software and applications, when needed.
  2. The attached paper and the respective conclusions summarized in four points demand educational and experiential background, which is above the limits of the LRS staff. In addition, the LRS staff has clearly admitted that the pedagogical value of gaming and gamification is beyond their interest. This recommendation is not contradicting to the fact and opportunity for LRS staff to participate in the process and contribute to the process; it just negates the possibility of staff mandating and leading the process, since it will keep the gaming and gamification process on a very rudimentary level.
  3. The process must be further led by faculty with a terminal degree in education (Ph.D.) and experience in the educational field, since, as proved by the attached paper and 4 point conclusion, the goal is not a public-library type of hosting activities, but rather involving students in a pedagogically-sound creative process, with the respective opportunity for assessment and future collaboration with instructors across campus. This recommendation is not contradicting the fact and opportunity for LRS library faculty to participate actively in the process and contribute to the process. It just safeguards from restricting the process to the realm of “public-library” type of hosting activities, but failing to elevate them to the needs of an academic campus and connecting with instructors across campus.
  4. This conclusions adhere to and are derived from the document recommended by the LRS dean, discussed and accepted by LRS faculty in 2013 about new trends and directions in academic libraries, namely diversification of LRS faculty; breaking from the traditional library mold of including faculty from different disciplines with different opinions and ideas.

1 2 3