What’s happening in the convergence of play and learn? Here is the weekly briefing of information about game-based learning.
Event to examine power of games in education, health, social impact
Leading researchers, game developers and digital entrepreneurs from the Arizona State University Center for Games and Impact will gather at Arizona Science Center in downtown Phoenix Sept. 27 to discuss and demonstrate the power of computer and video games to influence education, health care and social challenges.
Serious Games? Join the free #mLearning course #MobiMOOC
With the start of MobiMOOC getting closer, all the course pages become populated. (The free, open, online course MobiMOOC starts on 8 September 2012. Not registered yet? Simply become a member of MobiMOOC google group to become a participant in MobiMOOC).
In the third week of the course (23 – 29 September 2012) David Parsons from the Massey University in New Zealand will take us on a one week journey into serious games. He will ask all of us participants to exchange experiences, challenges and ideas on games for education and showcase a game he has been developing.
Ulster Launches Edutainment Research with 360 Production
The University of Ulster has teamed up with leading ‘Impossible Pictures’ media production company, 360 Production, the makers of hit series ‘James May’s Things You Need to Know’ and ‘Dig WW2 with Dan Snow’, in a venture that could revolutionise educational television viewing. Researchers have launched a three-year project investigating the potential of fusing interactive TV with game-based learning and gamification to widen access to educational and entertainment content for people of all ages and backgrounds.
CPD Workshop – Game Based Learning
Practical session looking at some of the game-based tools being used for learning. Opportunity to trial a few examples and explore the learning potential. Joint planning of sessions that help evaluate the potential and contribute to agreed learning objectives.
Top 10 Trending News of Game-Based Learning – a review
According to Ambient Insight , the Worldwide Game-based Learning market reached $1.2 billion in 2011. The global growth rate is 15.4% and revenues will more than double to $2.5 billion by 2015. Big Guns and console makers are getting on board. We select these top 10 news on game-based learning in the past one year for your review and awareness.
Learning Game Winners at International Serious Play Awards
International Serious Play Awards is a program honoring exceptional examples of corporate, military, school/at home learning and games for good titles. The awards were announced during the 2012 Serious Play Conference, at DigiPen Institute of Technology. A panel of experts selected 18 serious games for recognition. This year’s entries included international submissions from Canada, Spain, India, Singapore, the Netherlands and Macedonia.
Top 10 Lists…(about Game-based learning) from Center4Edupunx (A Guild of Educators)
Edupunk is really the DIY movement in teaching. Rather than relying on whatever learning management system their school subscribes to and e-paks from the publisher, edupunk educators go out to the blogosphere, the metaverse or into a MMORPG to find what will engage their students. It is an attitude about teaching that involves creativity, whimsy, Web 2.0 and a very limited budget.
Gamification in the Kingdom of Cognosco (shared from a teacher Caryn Swark)
My class is a game called Quest Ion VI. It takes place in the kingdom of Cognosco, where each student starts as a level one avatar in one of three classes (mage, rogue, or fighter). I begin the year with an intro video, followed by a pledge of loyalty to the Kingdom of Cognosco…
I do not trust DreamBox (by Andrew Staroscik)
Abstractions are ubiquitous in education. I use many in my own teaching. When they work, they work well. However, they can also get in the way. I see this all the time. As an instructor, part of my job is to gauge student understanding, recognize when a particular abstraction is not working and be ready with an alternative.
This is what I did two years ago when DreamBox could not and did not adapt to my daughters situation. Younger students do not need adaptive learning, they need adaptive teaching.
Who is working on that?
Unorthodox uses of Games in Education
These are some of the ways that people are using games to teach a wide number of things to people around the world that you may not immediately have thought of.
The Positive Side of Video Games: Part I, Part II, Part III (from Dr. Pamela Rutledge)
Video games have been at the forefront of interactive media and continue to be a significant part of the participatory media environment. The thought of a video game still may strike horror into the hearts of many, but video games are just a digital manifestation of a very basic human behavior: play. Playing is where we learn.
Twelve-Year-Old Programmers Help Fuel IPhone Game Frenzy (from Blooomburg Businessweek)
Alex Foyt is already a veteran of creating online games at the age of 12, boasting 98 titles in six years, including a survival challenge that involves dodging carrots and chickens falling from the sky. The secret to Foyt’s game-making prowess: He learned coding with a programming language called Lua, which relies on easy-to- understand syntax, before he went on to master more advanced software-development tools.
Torah Games and the Future of Learning
Rabbi Owen Gottlieb believes that the future of Jewish education is in games — both video and analog, like card and board games. Gottlieb, 38, is a doctoral candidate in education and Jewish studies at New York University and is the director and founder of ConverJent, which designs and develops games for Jewish learning and is incubated at Clal, the National Jewish Center for Learning and Leadership, based in New York City
Games for Change – Call for Papers
Fear of (Serious) Digital Games and Game-Based Learning?: Causes, Consequences and a Possible Countermeasure
This paper shortly reviews and evaluates the scientific evidence for both positive and negative outcomes. It describes how particularly the negative effects are portrayed by the mass media and perceived by the general public and educators (especially in Germany). The conclusion is that negative effects such as addiction or personality changes towards aggression have been exaggerated in size, and that the positive effects and outcomes like their use as educational tools are at risk of being widely ignored.