Week 11 ed.ted.com. Gaming ....

Quest to teach for teacher training. http://quest2teach.strikingly.com/

Learning needs to be FUN!!!!

Games and Gamification

What experience do we have with games in our classroom? What games do we like to play ourselves?

Are you are a killer, achiever, socialite or explorer?

Choosing Games with an Educational Aspect

Game For Change believe in the positive power of digital games. See: gamesforchange.org

The Nanocrafter game enables you to contribute to important scientific research. Another form of Crowdsourcing: nanocrafter.org

Plague - science knowledge is embedded in the game: Plague Inc.

Gamification

Gamification was one of Core Education's top ten trends for 2014, see: core-ed.org

Fun theory - this video shows the Piano stairs
Serious games have been used to gamify serious issues. For example the Sparx game to tackle depression from the University of Auckland, and then move through to the Quest2Teach viurtal world games for teacher training.

Games and Gamification in Education

TedEd session

http://ed.ted.com/on/iJGm9Hs

See James Paul Gee's video at Games and Education Scholar James Paul Gee on Video Games, Learning, and Literacy

Good video games incorporate good learning principles, principles supported by current research in Cognitive Science. Why? If no one could learn these games, no one would buy them — and players will not accept easy, dumbed down, or short games. At a deeper level, however, challenge and learning are a large part of what makes good video games motivating and entertaining. Humans actually enjoy learning, though sometimes in school you wouldn’t know that.

Game design and development

Game narratives sometimes follow the model of standard linear fiction. You can adapt this when designing your own game like activities for the classroom.

Using ed.ted.com to build a lesson around any YouTube clip Setting a quiz based on the clip Change the language? Authentic context. Looking for student engagement Games and Gamification Guild Wars 2 Games can be categorized into three main groups which all connect with learning (Koskinen et al. 2014): (1) Commercial off-the-shelf (COTS) games, (2) simulations, and (3) learning games. Commercial Off-the-Shelf (COTS) games make excellent tools for addressing both content based and higher-order learning outcomes (see Van Eck, 2009). Simulations are well used, too, for example in military training (see Vahtivuori-Hänninen, Lehtonen & Torkkeli, 2005). However, learning games are the most popular in schools. Learning games have a long traditions in education especially in two game types: serious games – which are defined by their primary purpose other than pure entertainment – and instructive games – where you learn curricular content while you play games. Vahtivuori-Hänninen, S., Lehtonen, M. & Torkkeli, M. (2005). Group Investigation, Social Simulations, and Games as Support for Network-Based Education. In H. Ruokamo, P. Hyvönen, M. Lehtonen & S. Tella (Eds.), Teaching–Studying–Learning (TSL) Processes and Mobile Technologies—Multi-, Inter- and Transdisciplinary (MIT) Research Approaches (123–131). Proceedings of the 12th International Network-Based Education (NBE) conference (Former PEG) 2005. September 14–17, 2005, Rovaniemi, Finland. University of Lapland. Publications in Education 11. Van Eck, R. (2009). A guide to integrating COTS games into your classroom. In R.E. Ferdig (Ed.), Handbook of research on effective electronic gaming in education. Hershey, PA: Information Science, 179–199.