rethinking gamification

Ruffino, P., & Fizek, S. (n.d.). Rethinking Gamification. Retrieved from https://www.academia.edu/7544496/Rethinking_Gamification

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

Gamification can be approached in at least two ways. First, as a general process in which games and playful experiences are understood as essential components of society and culture.

Sebastian Deterding, Rilla
Khaled, Lennart Nacke and Dan Dixon have proposed a tentative history of
the term: “ ‘gamification’ as a term originated in the digital media industry.
The first documented use dates back to 2008, but gamification only entered
widespread adoption in the second half of 2010”

Jane McGonigal’s work, expounded in her contribution at the TED
Talk series in 2010, is also concerned with “selling” gamification to corporations.
In her book Reality is Broken. p.9  In her understanding, gamification is a concept that describes a new age where gamers can collectively use their problem-solving skills not only
to solve puzzles within a digital game but also to approach social and political
issues in the real world. Gaming, according to McGonigal’s vision,
could and should play a redeeming role. Game designers could become the
new social entrepreneurs, and citizens become gamers. From this perspective,
gamification thus becomes a technique for enabling greatly ambitious
change.

p. 10 Consumer loyalty, issues related to finance and governance, workers’ productivity, training and development – these are only some of the areas that are allegedly being positively revolu tionised by the emergence of gamification

As outlined by Ian Bogost in several contexts (2011a, 2011b), gamificatio has little to do with the design of games (or an allegedly salvific process), and much more with the exploitation of consumers. It frustrates the practice of game design and reduces playing to a stimulus-response experience

p. 11 Niklas Schrape proposes looking, through Foucault, at how gamification might work as a method to regulate individuals and their social lives. It also works as a pleasant regulator of behaviour because it offers positive feedback (rewards, leaderboards, etc.) rather than
negative penalties (fines, prison, etc.).

Ruffino looks at the work of Tim Ingold and his reading of Bergson and Heidegger and argues that participation, dwelling and co-existence could be seen as alternative ways of thinking about engagement: less as a transitive process that goes from games to their players and more as an in transitive status that needs to be narrated in order to be of any value

Foursquare alters the experience of moving about on the streets of a city and establishes a form of communication based on bodily proximity

p. 12 Joost Raessens examines how gamification could be seen in the context of a more general “ludic turn”, which affects society and culture at many different levels. This century, Raessens notes, has seen several different kinds of “turns”: We have seen the linguistic turn, the digital, followed by the material one and many others. To what extent could we say that we are now experiencing a playful turnp.

p. 14 the definition of gamification as the use of game elements in a non-game context.
Philippette suggests the very idea that games that can influencethe non-game context could be re-interpreted following Henriot’s theories on play (https://www.academia.edu/16293099/Gamification_Rethinking_playing_the_game_with_Jacques_Henriot

Counter-gamification is not a precise practice; it is not defined in guidebooks, workshops, or tutorials. It is instead a form of appropriation of playful elements by artists in order to promote radical and oppositional values.

p. 15 Fizek’s proposal is to expand the concept of play and fun and to introduce new forms of engagement in the practice of gamification

If the endgame approach were applied to gamification, Nicholson argues, we could see very different ways of designing and playing. The author explores these alternative modes of gamifying things through a text that offers both a theoretical understanding of gamification and exceptionally useful suggestions for designers.

p. 16 an eudaimonic view of gamification could bring a “good” way of living and
playing, one where joy and satisfaction are at the centre of a responsible practice. Gamification, according to Deterding, could become the name of a play practice that truly helps human beings in fulfilling their own lives and those of others

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More on Bogost in this IMS blog
https://blog.stcloudstate.edu/ims?s=bogost

microcredentials in education

https://www.edsurge.com/news/2019-07-12-microcredentials-could-be-a-game-changer-for-educators-but-hard-questions-remain

According to the authors of a newly published reportat least 10 state education agencies—Arkansas, Connecticut, Delaware, Florida, Louisiana, Rhode Island, South Carolina, Tennessee, Texas and Washington—have launched official microcredential pilots. And another five states—Illinois, Maryland, Montana, New York, and Wyoming—are experimenting with microcredentials in some way.

sponsored by the non-profit Digital Promise, the report argues that we’ve reached a kind of tipping point in the evolution of the “emerging micro-credentialing ecosystem,”

Reports from early adopters (among them, the NEA, the country’s largest teachers’ union) have been promising, and the potential market for such programs is potentially huge. According to Digital Promise, nearly three out of four U.S. teachers are currently engaged in some type of informal professional development or learning.

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more on microcredentials in this IMS blog:
https://blog.stcloudstate.edu/ims?s=microcredent

addictive design

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A new bill before the Senate aims to ban social media and tech platforms from implementing “addictive” designs and features — including autoplaying videos or endless scrolling. Tap the link in our bio to read more.⁠

#technology #tech #socialmedia#social #media #USSenate#JoshHawlet #SiliconValley #addictive#design #webdesign #innovation#business #science #instatech#quoteoftheday #quotes #future#futurism

Immersive Scholarship and Technologies in Academic Libraries

We define immersive scholarship as any scholarly work developed through or implemented utilizing technologies including Virtual Reality, Augmented Reality, Mixed Reality, Visualization (i.e., large format displays and visualization walls, GIS, Tableau), and any related hardware, programs or software.

We are seeking survey participants who are employed in an academic library and who currently support immersive scholarship and technologies at their institution.

how your academic library has developed tools, implemented third party hardware/software, and in what barriers you have identified at your institution in supporting immersive scholarship.

Link to Online Survey

Digital Pop-up Library

Amy Hooper 29 July 2019 – 5:20am

http://www.techsoupforlibraries.org/blog/what-the-heck-is-a-digital-pop-up-library

Evanston, Illinois, Public Library is one of a dozen or so libraries across the country to offer the public access to digital pop-up libraries.

Digital pop-up libraries seem to be especially geared to cellphone and tablet users… Research shows that 77 percent of Americans now own a smartphone, over double the 35 percent that owned one in 2011. This growth is reflected in almost all age groups and demographics in the U.S. And on top of that, an increasing number of Americans, particularly the younger generation, are getting their news on mobile devices.

cutting out the administrative burden of library cards, accounts, and fines. A “low-maintenance, high-impact” approach, according to Baker and Taylor.

Hotspots expand the reach of the library service and remove the barriers associated with a physical building.

Fitting In with the Shifting Roles of Libraries

Bitmojis, Gifs, and Snaps

Bitmojis, Gifs, and Snaps in the Classroom? Oh My!

Tierney King JULY 29TH, 2019

https://www.facultyfocus.com/articles/effective-classroom-management/bitmojis-gifs-and-snaps-in-the-classroom/

Bitmoji, an avatar in which you create yourself, respond to student emails with Bitmojis super-fast if it’s built into the Chrome browser

Although Snapchat can be used to create Bitmojis, Price also suggested using Snapchat to create “Snap stories” for students. “These take longer, and this method focuses on the creation of content,” she says.

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